Investigating the Evolution of CVS Sub-Skills on High School Students through the Implementation of Inquiry-Based Learning Experimental Activities in Physics
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| Title: | Investigating the Evolution of CVS Sub-Skills on High School Students through the Implementation of Inquiry-Based Learning Experimental Activities in Physics |
|---|---|
| Language: | English |
| Authors: | Vasileios Gkagkas (ORCID |
| Source: | International Journal of Science and Mathematics Education. 2026 24(2). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Science Process Skills, Inquiry, Active Learning, Skill Development, Science Experiments, Science Activities, Physics, Difficulty Level, Thinking Skills |
| DOI: | 10.1007/s10763-025-10628-w |
| ISSN: | 1571-0068 1573-1774 |
| Abstract: | This exploratory study examines how Control of Variables Strategy (CVS) sub-skills develop among high school students through Inquiry-Based Learning (IBL) activities in physics. It specifically assesses students' understanding of four CVS sub-skills (Planning, Identifying, Interpreting, and Understanding) as they engage in Confirmation, Structured, and Guided inquiry activities. A total of 22 students from 10 and 11th grades participated in this four-month study. An exploratory Rasch analysis offered initial insights into how the difficulty levels of each CVS sub-skill changed over the instructional sequence, though interpretations are limited by methodological constraints such as a small sample size (N = 22) and ceiling effects observed in students' responses. The results show initial signs of gradual improvement across all CVS sub-skills, with Understanding demonstrating the largest normalized Hake gain and the most significant overall progress, while Planning consistently remained the biggest challenge for students. After the Guided Inquiry phase, students displayed the clearest qualitative gains in Planning and Identifying, suggesting potential benefits of increasing student autonomy. Despite the study's limitations, this research provides valuable initial insights into how structured and guided inquiry can gradually enhance students' scientific reasoning skills. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.5281/zenodo.15368164 |
| Entry Date: | 2026 |
| Accession Number: | EJ1503475 |
| Database: | ERIC |
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