Augmenting Guided-Inquiry Learning With a Blended Classroom Approach

Abstract

Teaching strategies such as guided inquiry have long been reported to produce superior learning outcomes in postsecondary science education. Yet many teachers cite obstacles that prevent them from implementing the method. Students also often report negative attitudes toward guided inquiry, leading to a lack of student engagement and other troubling problems. This paper describes the implementation of a blended guided-inquiry course in chemistry for nonscience honors students that is intended to address some of the problems. Blended instruction proved to be less confusing and more economical of time than guided-inquiry instruction alone. No deterioration in student performance was noted, and student engagement proved to be exceptionally good. The approach described here is broadly applicable to the teaching of any science discipline. Augmenting Guided-Inquiry Learning With a Blended Classroom Approach