Experience report: an inquiry-based instructional sequence on arthropods in high school
Experience report: an inquiry-based instructional sequence on arthropods in high school
DOI:
https://doi.org/10.47456/hb.v6i3.47060Keywords:
inquiry-based learning, environmental education, active methodologies, biodiversityAbstract
This experience report aimed to investigate how an instructional sequence grounded in Inquiry-Based Learning (IBL) can contribute to the development of scientific competencies and pro-conservation attitudes among high-school students, thereby addressing gaps identified in environmental and zoological education. The intervention was carried out with two final-year classes at a public high school in Serra (ES), Brazil, involving 45 students aged 16–18. The methodology comprised four 2-hour meetings: (1) problematization of global arthropod declines and hypothesis formulation; (2) field sampling in green areas surrounding the school using pitfall traps and manual capture; (3) taxonomic analysis and a structured debate on anthropogenic impacts; and (4) planning of conservation actions for the school surroundings. Data were collected through field notebooks, collaborative murals and pre- and post-intervention questionnaires, and were analyzed quantitatively (mean correct answers in conceptual assessments) and qualitatively using Content Analysis. Results showed an increase in mean correct answers from 48% (pre-test) to 90% (post-test) and the emergence of attitudinal categories such as empathy toward arthropods, ecological awareness and motivation for conservation. Improvements were also observed in evidence-based argumentation skills and student protagonism. We conclude that the use of IBL and active methodologies combined with fieldwork and structured debate strengthens concept consolidation and the promotion of socio-environmental attitudes even in contexts of limited resources. For future implementations, we recommend expanding technical-scientific partnerships, integrating citizen-science platforms, and conducting longitudinal follow-up of the proposed conservation actions.
References
1. ARIFIN Z, SUKARMIN S, SAPUTRO S, KAMARI A. The effect of inquiry-based learning on students’ critical thinking skills in science education: a systematic review and meta-analysis. EURASIA J Math Sci Tech Ed 21(3): em2592, 2025.
2. BARDIN L. Análise de conteúdo. Lisboa: Edições 70, 1977, 229p.
3. BYBEE RW, LANDIS R. The 5E model: a learning cycle approach for constructivist teaching. In: GESS-NEWSOME J, LEDERMAN NG. Examining pedagogical content knowledge: the construct and its implications for science education. Cham: Springer, 2001, 319p.
4. BIRD T, LIM K. Digital tools and citizen science for biodiversity education: iNaturalist as a case study. CSTP 5(1): 1-15, 2020.
5. CARDOSO P, BARTON PS, BIRKHOFER K, CHICHORROF, DEACON C, FARTMANN T, FUKUSHIMA CS, GAIGHER R, HABEL JC, HALLMANN CA, HILL MJ, HOCHKIRCH A, KWAK ML, MAMMOLA S, NORIEGA JA, ORFINGER AB, PEDRAZA F, PRYKE JS, ROQUE FO, SETTELE J, SAMWAYS MJ. Scientists’ warning to humanity on insect extinctions. Biol Conservation 242: 108426, 2020.
6. CORNELISSE T, SAGASTA J. The effect of conservation knowledge on attitudes toward arthropods: a case study with urban and suburban students. Anthrozoös 31(3): 283-296, 2018.
7. DEWEY J. Experience and education. New York: Macmillan, 1938, 108p.
8. FERREIRA DV, CRUZ JS, SACRAMENTO JJM, ROCHA MLC, CRISTALDO PF, ARAÚJO APA. Effect of temperature and substrate moisture on group survival of Constrictotermes sp. (Isoptera: Termitidae) under laboratory conditions. Rev. bras. Entomol. 63(1): 9-11, 2019.
9. HAGAY G, BARAM-TSABARI A. Incorporating student interests in science classrooms: a mixed-methods approach. JSTE 26: 103-122, 2015.
10. HERODOTOU C, ISMAIL N, BENAVIDES LAHNSTEIN AI, ARISTEIDOU M, YOUNG NA, JOHNSON RF, HIGGINS LM, KHANAPOSHTANI MG, ROBINSON LD, BALLARD HL. Young people in iNaturalist: a blended learning framework for biodiversity monitoring. IJSE(B) 14(2): 129-156, 2023.
11. JIN Z. Invertebrate-based experiments in biology education: fostering inquiry and scientific thinking. J Biol Education 37(4): 181-187, 2003.
12. KAÇAR T, TERZI R, ARIKAN İ, KIRIKÇI AC. The effect of inquiry-based learning on academic success: a meta-analysis study. IJELS 9(2): 15-23, 2021.
13. LAMPERT EC, MORGAN JM. Bugs on bugs: an inquiry-based, collaborative activity to learn arthropod & microbial biodiversity. ABT 77(5): 323-331, 2015.
14. LOSEY JE, VAUGHAN M. The economic value of ecological services provided by insects. Biosci 56(4): 311-323, 2006.
15. MIRANDA LAT, MENDES FC, FEITOZA LHM, SANTOS DG, SANTOS MG, MACHADO TLS. “Ecologicamente correto”: relato de experiência na aplicação de metodologias ativas para alunos do ensino médio em uma escola de tempo integral do município de Porto Velho (RO). RevBEA 17(6): 512-525, 2022.
16. PEDASTE M, MÄEOTS M, SIIMAN LA, DE JONG T, VAN RIESEN SAN, KAMP ET, MANOLI CC, ZACHARIA ZC, TSOURLIDAKI E. Phases of inquiry-based learning: definitions and the inquiry cycle. Educ Res Review 14: 47-61, 2015.
17. POTTS SG, BIESMEIJER JC, KREMEN C, NEUMANN P, SCHWEIGER O, KUNIN WE. Global pollinator declines: trends, impacts and drivers. TREE 25(6): 345-353, 2010.
18. REDDICK K, HONAKER J. DIFFERENT: Social-Emotional Learning Using Arthropods - curriculum. The Bug Chicks. Cincinnati, OH: The Bug Chicks. Disponível em: https://www.thebugchicks.com/different-curriculum. Acesso em 26 de agosto de 2025.
19. SÁNCHEZ-BAYO F, WYCKHUYS KAG. Worldwide decline of the entomofauna: a review of its drivers. Biol Conservation 232: 8-27, 2019.
20. SANTOS L, BOCCARDO L. O ensino de zoologia e a pedagogia da alternância: reflexões sobre a prática docente. Braz. J. of Develop 6(11): 85731-85743, 2020.
21. SCHEUCH M, HENDRICH S, PASS G, GRUBER J. Bugs Everywhere! An inquiry-based teaching strategy using arthropods for biology learning in primary school. Poster (ERIDOB 2016), Karlstad (Suécia), 2016, DOI 10.13140/RG.2.2.14464.64007.
22. STORK NE. How many species of arthropods exist on Earth and in the ocean? Annual Review Entomol 63: 31-45, 2018.
23. TSYBULSKY D. Comparing the impact of two science-as-inquiry methods on the NOS understanding of high-school biology students. Science & Educ 27: 661-683, 2018.
24. WAGLER A, WAGLER R. Arthropods: attitude and incorporation in preservice elementary teachers. IJESE 6(3): 229-250, 2011.
25. WAGNER DL, GRAMES EM, FORISTER ML, BERENBAUM MR, STOPAK D. Insect decline in the Anthropocene: death by a thousand cuts. PNAS 118(2): e2023989118, 2021.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Lucas Vale, Dalana Campos Muscardi, Juliana Castro Monteiro Pirovani
This work is licensed under a Creative Commons Attribution 4.0 International License.
All works published in the Brazilian Journal of Production Engineering (BJPE) are licensed under Creative Commons Attribution 4.0 International (CC BY 4.0).
This means that:
Anyone can copy, distribute, display, adapt, remix, and even commercially use the content published in the journal;
Provided that due credit is given to the authors and to BJPE as the original source;
No additional permission is required for reuse, as long as the license terms are respected.
This policy complies with the principles of open access, promoting the broad dissemination of scientific knowledge.
🔗 Click here to access the full license
