Inquiry-based learning in Bangladesh: insights into middle and high school students’ experiences and 21st century skill development
Abstract Educators worldwide are using a variety of approaches to develop students’ 21st century skills, better known as the 4Cs: communication, collaboration, critical thinking, and creativity. As part of a larger QUAN-QUAL mixed method study, this paper describes urban Bangladeshi students, teache...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-01-01
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| Series: | Disciplinary and Interdisciplinary Science Education Research |
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| Online Access: | https://doi.org/10.1186/s43031-025-00122-2 |
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| author | Lizoon Nahar Crystal Machado |
| author_facet | Lizoon Nahar Crystal Machado |
| author_sort | Lizoon Nahar |
| collection | DOAJ |
| description | Abstract Educators worldwide are using a variety of approaches to develop students’ 21st century skills, better known as the 4Cs: communication, collaboration, critical thinking, and creativity. As part of a larger QUAN-QUAL mixed method study, this paper describes urban Bangladeshi students, teachers, and site coordinators’ thoughts about the influence of a six-month inquiry-based learning (IBL) science project on middle and high students’ 4C skill development. We analyzed survey data from 109 students and 20 teachers, interview data from site coordinators, and Zoom transcripts to identify areas of growth. Students reported that the project fostered the development of communication and collaboration skills. We also noted gains in critical thinking and creativity skills. Nonparametric statistics confirmed that grade levels have a statistically significant effect on the 4C skills development. However, curriculum type (British vs. National) did not have a considerable influence, showing that teachers can use IBL projects to develop 4C skills regardless of curriculum variations. This study highlights the benefits of providing teachers with professional development that targets design and implementation of IBL to foster 4C skills development across content areas and educational settings. |
| format | Article |
| id | doaj-art-ac5e70b58aab4dfd8854633ceedd62f6 |
| institution | Kabale University |
| issn | 2662-2300 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Disciplinary and Interdisciplinary Science Education Research |
| spelling | doaj-art-ac5e70b58aab4dfd8854633ceedd62f62025-02-02T12:07:21ZengSpringerOpenDisciplinary and Interdisciplinary Science Education Research2662-23002025-01-017111710.1186/s43031-025-00122-2Inquiry-based learning in Bangladesh: insights into middle and high school students’ experiences and 21st century skill developmentLizoon Nahar0Crystal Machado1Indiana University of PennsylvaniaIndiana University of PennsylvaniaAbstract Educators worldwide are using a variety of approaches to develop students’ 21st century skills, better known as the 4Cs: communication, collaboration, critical thinking, and creativity. As part of a larger QUAN-QUAL mixed method study, this paper describes urban Bangladeshi students, teachers, and site coordinators’ thoughts about the influence of a six-month inquiry-based learning (IBL) science project on middle and high students’ 4C skill development. We analyzed survey data from 109 students and 20 teachers, interview data from site coordinators, and Zoom transcripts to identify areas of growth. Students reported that the project fostered the development of communication and collaboration skills. We also noted gains in critical thinking and creativity skills. Nonparametric statistics confirmed that grade levels have a statistically significant effect on the 4C skills development. However, curriculum type (British vs. National) did not have a considerable influence, showing that teachers can use IBL projects to develop 4C skills regardless of curriculum variations. This study highlights the benefits of providing teachers with professional development that targets design and implementation of IBL to foster 4C skills development across content areas and educational settings.https://doi.org/10.1186/s43031-025-00122-2Inquiry-based learning21st century skillsScience instructionHigh school |
| spellingShingle | Lizoon Nahar Crystal Machado Inquiry-based learning in Bangladesh: insights into middle and high school students’ experiences and 21st century skill development Disciplinary and Interdisciplinary Science Education Research Inquiry-based learning 21st century skills Science instruction High school |
| title | Inquiry-based learning in Bangladesh: insights into middle and high school students’ experiences and 21st century skill development |
| title_full | Inquiry-based learning in Bangladesh: insights into middle and high school students’ experiences and 21st century skill development |
| title_fullStr | Inquiry-based learning in Bangladesh: insights into middle and high school students’ experiences and 21st century skill development |
| title_full_unstemmed | Inquiry-based learning in Bangladesh: insights into middle and high school students’ experiences and 21st century skill development |
| title_short | Inquiry-based learning in Bangladesh: insights into middle and high school students’ experiences and 21st century skill development |
| title_sort | inquiry based learning in bangladesh insights into middle and high school students experiences and 21st century skill development |
| topic | Inquiry-based learning 21st century skills Science instruction High school |
| url | https://doi.org/10.1186/s43031-025-00122-2 |
| work_keys_str_mv | AT lizoonnahar inquirybasedlearninginbangladeshinsightsintomiddleandhighschoolstudentsexperiencesand21stcenturyskilldevelopment AT crystalmachado inquirybasedlearninginbangladeshinsightsintomiddleandhighschoolstudentsexperiencesand21stcenturyskilldevelopment |