Conceptual Framework
In this study, two key theoretical viewpoints will guide the researcher, namely:
Constructivism (Main, 2021; Baviskar et al., 2009) and Social Learning Theory (Bereiter,
1994; and Vygotsky, 1978).
Grounded in the idea that learners actively construct their understanding of the
world through experiences and reflection, Constructivism aligns with the essence of
inquiry-based learning. Students engage in authentic investigations, build knowledge
collaboratively, and make connections between historical events and contemporary
issues. This theory emphasizes the importance of active participation, critical thinking,
and reflection in the learning process.
Moreover, Social Learning Theory highlights the significance of social
interactions and collaborative activities in shaping students' engagement and learning
outcomes. Through group projects, discussions, and peer collaboration inherent in
inquiry-based learning, students not only acquire knowledge but also develop
communication skills, critical analysis abilities, and a sense of community. This theory
underscores the role of social interactions in fostering a supportive learning environment
conducive to student engagement.
The conceptual framework for this study comprises three interconnected components
as shown in Figure 1. Firstly, the Inquiry-based Learning Practices (Baviskar &
Baviskar, 2009) encompasses the instructional strategies, activities, and assessments
employed to promote inquiry-based learning in Social Studies. It includes elements such
as designing authentic tasks, encouraging student-led investigations, integrating
technology creatively, and providing opportunities for critical analysis and reflection.
Secondly, the Student Engagement indicators (Baviskar et al., 2009; and Hein, 1991)
represent the observable behaviors, attitudes, and outcomes that reflect students' active
involvement and interest in learning Social Studies through inquiry. They encompass
aspects like curiosity, critical thinking skills, collaboration abilities, creativity,
communication proficiency, personal growth, and reflective practices. Finally, the
Learning Achievement (Ayaz & Sekerci, 2015) focuses on the anticipated outcomes
resulting from high levels of student engagement in inquiry-based learning. These
results may include enhanced historical understanding, improved critical thinking skills,
increased empathy towards diverse perspectives, heightened creativity in problem-
solving, effective communication abilities, and a deeper appreciation for the relevance
of historical events to contemporary society. Apparently, the model presumes that
teachers’ practice of Inquiry-based Learning Approach influences the degree of Student
Engagement and their Learning Achievement.
Independent Variable Dependent Variables
Inquiry-based Learning Student Engagement
Approach
- Curiosity and
- Lesson planning exploration
- Classroom - Critical thinking and
environment analysis
- … - …
Learning Achievement
- Pretest scores
- Posttest scores
Figure 1. Conceptual Framework
Additional References
Main, A. (2021). Constructivism in education: A guide for teachers. Routledge.
Baviskar, A., & Baviskar, A. (2009). Constructivism in education: A guide for teachers.
Routledge.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.
Bereiter, C. (1994). The social nature of constructivist learning. Educational Researcher, 23(5),
10-15.
Hein, J. (1991). Constructivism: A guide for teachers. Routledge.
Ayaz, A., & Sekerci, A. (2015). The effects of constructivist learning approach on students'
academic achievement: A meta-analysis. Educational Research and Reviews, 10(12),
1059-1071.
