Direct Instruction versus Guided Inquiry‐Based Learning in a Physics Practical
Summary
In education, there is an ongoing discussion on the effects of teaching methods such as Direct
Instruction (DI) and Guided Inquiry‐Based Learning (GIBL). Until now, there is little research on the
effects of DI and GIBL in science practicals. The differences in conceptual understanding between
practicals based on DI and GIBL were investigated. This research focused on a physics practical on
ionizing radiation for Dutch secondary school students varying between grade 9 and 12 (15 to 18
years old). The research question then became: In the case of a high school practical on ionizing
radiation for grade 9 to 12 students, what are the differences in change of conceptual understanding
between Guided Inquiry Based Learning and Direct Instruction? In total, 479 secondary school
students participated in pre‐ and post‐tests. In addition, four groups participated in a semistructured
group interview. In the pre‐ and post‐tests, no significant difference in conceptual
understanding was found between the DI and GIBL practicals. The group interviews need to be
investigated more thoroughly before general conclusions can be drawn.