24 Investigating active learning in a Biology classroom through an inquiry approach for high ability learners

This presentation discusses the use of inquiry-based learning (IBL) as a learner-centred approach to cultivate active thinking and learning in a scientific classroom for high-ability learners. Improvements in students’ interests, scientific synthesis, and processing skills, have been reported in undergraduate students in the areas of science and engineering. However, learning gains in these areas following the implementation of IBL remain poorly understood in learners younger than 18. In this study, IBL is implemented in biology classrooms comprised of gifted female learners aged 15-16 years old. Students’ learning outcomes including knowledge and skills are measured quantitatively using diagnostics tests.

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