Teaching Concepts Using Inquiry-Based Instruction: How Well Does Learning Stick?

This work examines the impact of inquiry-based learning activities (IBLAs) on students' conceptual understanding of four critical heat transfer concepts. Previous research has shown that IBLAs create significant learning gains compared to traditional instruction as assessed by the Heat and Energy Concept Inventory (HECI). A typical end point for assessing student learning is at the end of the activity, where students demonstrate significantly improved understanding relative to before the activity. This paper investigates how durable that understanding is, and how well this understanding transfers to solving new problems in the same conceptual area. The results show that retention of conceptual learning is generally good, with little drop off in most measures of students' conceptual understanding after several weeks. However, the durability of the learning is affected by several factors, including the concept area itself, the difficulty of the concept, and the degree of transfer required. In cases where the learning does not "stick", it is found that students' initial preconceptions continue to hold some sway on their thinking.