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 fourcritical heat transfer concepts. Previous research has shown that IBLAs create significant learning gains compared totraditional instruction as assessed by the Heat and Energy Concept Inventory (HECI). A typical end point for assessingstudent learning is at the end of the activity, where students demonstrate significantly improved understanding relative tobefore the activity. This paper investigates how durable that understanding is, and how well this understanding transfers tosolving 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 ofthe learning is affected by several factors, including the concept area itself, the difficulty of the concept, and the degree oftransfer required. In cases where the learning does not ‘‘stick’’, it is found that students’ initial preconceptions continue tohold some sway on their thinking.