Effects Inquiry Learning and Direct Instruction on Conceptual Understanding Using Piagetian and Information Processing Approaches

This study explores relationships between developmental theories, teaching methods, and students' conceptual understanding of torque, a physics concept. The research compares direct instruction, rooted in information processing theory, with inquiry-based learning, rooted in Piagetian theory, examining their effects on four types of conceptual understanding. A total of 206 college students participated in one of four torque lessons, each paralleling externally-valid learning situations: direct instruction, free discovery, scaffolding, and like an inquiry-based classroom. All lessons used the Piagetian balance beam task, with examples in direct instruction matching scaffolds in the scaffolding and inquiry conditions. Following instruction, students completed a test with four types of items assessing base problems, situation transfer, mathematical transfer, and conceptual lures. Results showed direct instruction outperformed free discovery and scaffolding on base problems, situation transfer, and mathematical transfer, supporting information processing accounts. However, the inquiry-based classroom lesson performed similarly to direct instruction. Moreover, on conceptual lures, inquiry-based classroom and scaffolding conditions outperformed direct instruction, aligning with Piagetian accounts. While direct instruction is effective and time-efficient, the extra time and effort of inquiry learning is especially beneficial when educators aim for their students to acquire the deepest forms of conceptual understanding.