Students’ Engagement in Inquiry-based Learning: Cognition, Behavior and Affect

Styliani K Kourti (1)

1 NKUA - National and Kapodistrian University of Athens

The present study focuses on the constructs of students’ engagement in Inquiry-based learning (IBL). We analyzed two mathematics classrooms, using videos and interviews with the two teachers. After recognizing the IBL phases, a synthesis of Kong, Wong and Lam (2003) and Liem and Martin (2012) models was made in order to determine each student’s engagement, in the framework of the IBL. Then the constructs of three students’ engagement were also studied in relation to the phases of IBL, trying to identify the type of engagement that prevails at each phase of IBL. According to the results 35 out of 47 students studied were highly engaged. All high achieving students were highly engaged, having all three constructs of engagement increased. Low achieving students with high engagement presented intense behavioral and affective engagement. There were also low achieving students that presented low engagement during IBL.

Mots clés: Inquiry-based learning; engagement; affect; workplace

Domaines: Mathématiques [math]; Education

Styliani K Kourti. Students’ Engagement in Inquiry-based Learning: Cognition, Behavior and Affect. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02410139⟩