Socio-Scientific Inquiry-Based Learning: Possibilities and Challenges for Teacher Education

2020 ◽  
pp. 41-61
Author(s):  
Ruth Amos ◽  
Marie-Christine Knippels ◽  
Ralph Levinson
Keyword(s):  
Teacher Education ◽  
Scientific Inquiry ◽  
Inquiry Based Learning

Peer Sharing Facilitates the Effect of Inquiry-based Projects on Science Learning

2010 ◽  
Vol 72 (1) ◽  
pp. 24-29 ◽  
Author(s):  
Hui-Min Chung ◽  
Kristina Jackson Behan
Keyword(s):  
Popular Culture ◽  
Real World ◽  
Scientific Inquiry ◽  
Science Learning ◽  
Group Learning ◽  
Authentic Assessment ◽  
The Other ◽  
Learning Activity ◽  
Millennial Students ◽  
Inquiry Based Learning

Authentic assessment exercises are similar to real-world tasks that would be expected by a professional. An authentic assessment in combination with an inquiry-based learning activity enhances students' learning and rehearses them for their future roles, whether as scientists or as informed citizens. Over a period of 2 years, we experimented with two inquiry-based projects; one had traditional scientific inquiry characteristics, and the other used popular culture as the medium of inquiry. We found that activities that incorporated group learning motivated students and sharpened their abilities to apply and communicate their knowledge of science. We also discovered that incorporating popular culture provided ““Millennial”” students with a refreshing view of science learning and increased their appetites to explore and elaborate on science.

scholarly journals Teaching and Learning Numerical Analysis and Optimization: A Didactic Framework and Applications of Inquiry-based Learning

2018 ◽  
Vol 8 (1) ◽  
pp. 42
Author(s):  
Pantelis Z. Lappas ◽  
Manolis N. Kritikos
Keyword(s):  
Higher Education ◽  
Numerical Analysis ◽  
Scientific Inquiry ◽  
Teaching And Learning ◽  
Concept Maps ◽  
Applied Mathematics ◽  
Cognitive Tools ◽  
Cognitive Tool ◽  
Inquiry Based Learning ◽  
Considerable Potential

The main objective of this paper is to propose a didactic framework for teaching Applied Mathematics in higher education. After describing the structure of the framework, several applications of inquiry-based learning in teaching numerical analysis and optimization are provided to illustrate the potential of the proposed framework. The framework is based on the Process of Scientific Inquiry (PoSI), while it consists of three pillars, each characterized by the use of a particular cognitive tool: Algorithm for presenting a list of steps to follow in order to solve a problem, CMAP software for constructing concept maps and MATLAB software for computer programming. In addition to this, a WebQuest Scenario can be used as an “auxiliary” cognitive tool by providing students with the opportunity to combine technology (e.g., MATLAB and CMAP software) with educational concepts (e.g., optimization), and to incorporate inquiry-based learning (i.e., PoSI). Introducing these cognitive tools to the design of the proposed didactic framework provides considerable potential of knowledge consolidation with reference to solving complex numerical problems using efficient algorithms.

STEM Inquiry Through INPLACE Mobile Games

2017 ◽  
pp. 134-157
Author(s):  
Denise M. Bressler
Keyword(s):  
Best Practices ◽  
Mobile Devices ◽  
Scientific Inquiry ◽  
Learning Activity ◽  
Design Framework ◽  
Stem Learning ◽  
Control Activity ◽  
Mobile Games ◽  
Inquiry Based Learning ◽  
Participatory Learning

To make STEM learning meaningful, students need to feel the relevance and authenticity of the learning activity. Games—particularly mobile games—offer a unique opportunity for students to be immersed in collaborative STEM inquiry. INPLACE mobile games combine the best practices of what the games and learning field knows about using the affordances of mobile devices to engage students, to support collaboration, and to promote authentic practice in a discipline. INPLACE is an acronym that stands for Interdependent, Networked, Participatory Learning, Augmented, Collaborative Experience. School Scene Investigators is a game series designed according to the INPLACE framework; students playing it demonstrated higher engagement and scientific inquiry than students in a control activity. Ultimately, INPLACE provides a design framework that teachers and researchers can use for building mobile games that heightens engagement and increases inquiry-based learning.

Guided discovery for preservice teachers

2020 ◽  
pp. 273-282
Author(s):  
Ryota Matsuura ◽  
Réka Szász
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Mathematics Education ◽  
Study Abroad ◽  
Task Design ◽  
Guided Discovery ◽  
Inquiry Based Learning ◽  
Mathematics Classrooms ◽  
Study Abroad Program

In this paper, we present an approach to teacher education at a study abroad program in Hungary for American and international pre-service and in-service teachers. The aim of the program is for participants to learn about the guided discovery pedagogy used in Hungarian mathematics classrooms, stemming from the work of Tamás Varga, which is closely related to inquiry based learning. The program applies the principles of guided discovery to teacher education itself: participants are immersed in the guided discovery approach, hence their view of mathematics is challenged, and they look for their own tools to likewise challenge their future students. In the paper, we illustrate this approach to teacher education by describing an example of a guided discovery task to which participants are exposed, and discuss how they engage in their own task design and reflection. Classification: B50 Keywords: mathematics education, guided discovery, teacher education, pre-service teachers, in-service teachers, problem series, task design, inquiry based learning

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