Finding a research question and developing a research plan in upper secondary school inquiry-based learning: challenges and guidance approaches

The development of research questions, elaboration of methodical research designs and planning of inquiry projects by school students are considered as key elements of close-to-science inquiry-based learning (IBL). Yet, detailed insights into these activities are still largely missing. Using Design-Based Research, an IBL environment for science-propaedeutic seminars on regional climate change in Bavarian upper secondary schools was developed and applied in 75 seminars. The students’ learning processes were assessed in 19 seminars through a triangulation of participant observation, semi-standardised teacher feedback and focus group discussions among teachers. Based on qualitative content analysis, central learning challenges and instructional strategies to address them were identified. The results show that support measures must be tailored to target students’ knowledge about research (processes), understanding of required learning steps, heuristics for IBL procedures, cooperative skills, individual interests, self-direction skills, or motivation. Guidance approaches identified as effective in this regard are, for example, advance organisers to clarify learning steps, vivid examples of expected learning products, supportive materials for teachers or the provision of clear guidelines, criteria, scaffolds, and heuristics. In an authentic learning environment, the study identifies factors that can impede learning processes in IBL, as well as instructional strategies to address them.