DEVELOPMENT OF INQUI RY-BASED LEARNING VIA IYPT The European Commissions support for the production of this publication does not constitute an endorsement of the contents which reflect

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DEVELOPMENT OF INQUIRY-BASED
LEARNING VIA IYPT
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect
the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
1
Development of Soft
Skills via IYPT
How does YPT participation lead to soft-skill
development?
DEVELOPMENT OF INQUIRY-BASED
LEARNING VIA IYPT
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect
the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
2
Title: Development of Soft Skills via IYPT
Subtitle: How does YPT participation lead to soft-skill development?
Authors: Boyka Aneva
1
, Sergej Faletič
2
, Mihály Hömöstrei
3
, Péter Jenei3, František Kundracik
4
,
Assen Kyuldjiev1, Thomas Lindner
5
, Hynek Němec
6
, Harald Puhr6, and Martin Plesch
7
*
Reviewed: Pornrat Wattanakasiwich
8
Published: Wirtschaftsuniversität Wien
URL: http://dibali.sav.sk/wp-content/uploads/2022/05/IO2.pdf
ISBN: 978-3-200-08423-0
Date: April 10, 2022
1
Institute of Nuclear Research and Nuclear Energy, Bulgarian Academy of Sciences, Sofia, Bulgaria
2
University of Ljubljana Faculty of Mathematics and Physics, Ljubljana, Slovenia
3
ELTE Institute of Physics, Budapest, Hungary
4
Faculty of Mathematics, Physics and Informatics, Comenius University, Bratislava, Slovakia
5
Faculty of Business, University of Innsbruck, Innsbruck, Austria
6
Institute of Physics of the Czech Academy of Sciences, Praha, Czech Republic
7
Institute of Physics, Slovak Academy of Sciences, Bratislava, Slovakia
* martin.plesch@savba.sk
8
Faculty of Science, Chiang Mai University, Thailand
DEVELOPMENT OF INQUIRY-BASED
LEARNING VIA IYPT
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect
the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
3
TABLE OF CONTENTS
Guidelines for Developing Soft Skills through Inquiry-Based Learning in YPT ............................ 5
I. YPT participation reinforces soft-skill development ................................................................... 5
II. Linkage between inquiry-based learning and extracurricular activities ..................................... 6
III. Inquiry-based learning builds on existing soft skills ................................................................. 7
IV. Inquiry-based learning builds on existing physics skills .......................................................... 8
V. Recent participation in YPT enhances soft-skill development .................................................. 9
VI. Recent participation in YPT increases benefits from extracurricular activities ...................... 10
VII. Teachers take positive perspective on YPT participation...................................................... 11
VIII. Teachers favour YPT participation over other extracurricular activities ............................. 13
IX. Soft skills positively influence student performance .............................................................. 14
X. YPT participation enhances research performance .................................................................. 15
XI. Preparation for YPT participation enhances its benefits ......................................................... 16
XII. Scientific reasoning, debating, and English as pivotal skills ................................................. 17
XIII. Cross-national differences matter ........................................................................................ 18
1. Supplement: Students’ Assessment of Soft-Skill Development ..................................................... 1
1.1 Data characteristics ................................................................................................................. 1
1.2 Findings................................................................................................................................... 4
1.2.1 Differences in usefulness of RPC, YPT and other activities for Soft Skills ................... 7
1.2.2 Impact of years to final exam on usefulness of RPC, YPT and other activities ............. 8
1.2.3 Impact of physics classes on usefulness of RPC, YPT and other activities .................. 10
1.2.4 Impact of participation in YPT activities on usefulness of RPC, YPT and other
activities ....................................................................................................................................... 12
1.2.5 Impact of participation in non-YPT competitions on usefulness of RPC, YPT and other
activities ....................................................................................................................................... 15
1.2.6 Impact of RPC, YPT and other activities on self-evaluation ........................................ 18
1.3 Differences in soft skills development across countries ....................................................... 19
2. Supplement: Teachers’ Assessment of Soft-Skill Development................................................... 33
2.1 Data characteristics ............................................................................................................... 33
2.2 Results ................................................................................................................................... 33
3.2.1 Regular physics classroom: RPC ......................................................................................... 34
DEVELOPMENT OF INQUIRY-BASED
LEARNING VIA IYPT
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect
the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
4
2.2.2 Young Physicists’ Tournament: YPT ........................................................................... 35
2.2.3 Non-YPT like competitions: Non-YPT ........................................................................ 36
2.3 Comparison of soft skills ...................................................................................................... 38
2.3.1 Paired t-test on soft skills (RPC vs. YPT) ..................................................................... 38
2.3.2 Paired t-test on soft skills (YPT vs. Non-YPT, without CZ) ........................................ 39
2.3.3 Paired t-test on soft skills (RPC vs. Non-YPT, without CZ) ........................................ 40
2.4 Country-level effects ............................................................................................................. 41
2.5 Comparison of soft-skill evaluations between students and teachers ................................... 42
3. Supplement: The Effect of Soft Skills in Inquiry-Based-Learning on Student Performance ....... 45
3.1 Theoretical background......................................................................................................... 45
3.1.1 Problem-based learning ................................................................................................. 46
3.1.2 Soft skills ...................................................................................................................... 46
3.1.3 Research questions and hypotheses .............................................................................. 47
3.2 Methodology ......................................................................................................................... 48
3.3 Results ................................................................................................................................... 49
3.4 Discussion ............................................................................................................................. 50
3.5 Limitations ............................................................................................................................ 51
3.6 Conclusion ............................................................................................................................ 51
4. Bibliography ................................................................................................................................. 52
Appendix A: Overview of soft skills mentioned in literature ........................................................... 57
Appendix B: Master theses ............................................................................................................... 60
Appendix C: Descriptive statistics on teams ..................................................................................... 61
Appendix D: Descriptive statistics on teams .................................................................................... 62
Appendix E: Descriptive statistics on variables ................................................................................ 63
Appendix F: Regression results for importance of soft skills ........................................................... 64
Appendix G: Regression results for development of soft skills ........................................................ 67
Appendix H: Regression results for proficiency in teamwork .......................................................... 70
Appendix I: Regression results for proficiency in English skills ...................................................... 71
Appendix J: Regression results for comparison between IBL and regular physics class ................. 72
Appendix K: Regression results for hours spent preparing .............................................................. 73
DEVELOPMENT OF INQUIRY-BASED
LEARNING VIA IYPT
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect
the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained
therein.
5
The relationship between inquiry-based learning in YPT and the
development of soft skills
IO2 Dibali: 2019-1-SK01-KA201-060798
REPORT
This intellectual output is concerned with the question how inquiry-based learning relates to the
development of soft skills in high school students. To this end, three research activities were conducted.
First, we investigated how students perceive the role of YPT participation in their development of soft
skills. Second, we investigated how students’ teachers assess the contribution of YPT participation to
students’ soft skills development. Third, we link self-reported soft-skill development to performance in
research tasks, as assessed by international panels of experts in the context of a physics competition.
Taken together, the three steps, by triangulating the relationship between inquiry-based learning and
soft-skill development, allow building inference about how inquiry-based learning helps students build
soft skills, and how these soft skills influence student performance in research tasks. The data for the
three stages includes 308 student responses for stage one, 33 teacher responses for stage two, and 794
expert (teachers, researchers, and university professors) assessments of student performance for stage
three. Condensing the detailed findings from our analysis, we suggest thirteen guidelines for developing
soft skills in students below. In the supplementary materials that complement this report, we present
our findings in full detail. These supplementary materials consist of three sections. The first section
shows survey results on students’ assessment of soft-skill development through regular physics classes,
YPT-related activities, and other extracurricular activities. The second section present results from a
survey of teachers’ assessment of soft-skill development through these three types of activities. In
section three, we present result from an expert evaluation of the relation between soft skills and
performance in inquire-based learning. This analysis was conducted as part of two master theses that
are included in Appendix B (separate documents). Throughout the report, we refer to the respective
sections in the supplementary materials.
Guidelines for Developing Soft Skills through Inquiry-Based Learning in YPT
I. YPT participation reinforces soft-skill development
In our survey, students responded that they consider participation in YPT-related activities as beneficial
to the development of soft skills (see 1.2.1). Although we observed some variation between different
types of soft skills, the median evaluation of the usefulness of YPT-related activities for soft-skill
development was 4 (out of 5). Broadly speaking, this intellectual output (IO) therefore shows that
inquiry-based learning—a core tenant of YPT—is positively associated with the development of soft
skills. The perceived usefulness of YPT-related activities for the development of individual types of
soft skills is strongly correlated. We consider this as an indication that YPT-related activities have a
holistic impact on soft skills.
摘要：

DEVELOPMENTOFINQUIRY-BASEDLEARNINGVIAIYPTTheEuropeanCommission'ssupportfortheproductionofthispublicationdoesnotconstituteanendorsementofthecontents,whichreflecttheviewsonlyoftheauthors,andtheCommissioncannotbeheldresponsibleforanyusewhichmaybemadeoftheinformationcontainedtherein.1DevelopmentofSoftSk...

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