Enabling people who are blind to experience science inquiry learning through sound-based mediation

2011 ◽  
Vol 28 (6) ◽  
pp. 499-513 ◽  
Author(s):  
S.T. Levy ◽  
O. Lahav
Keyword(s):  
Inquiry Learning ◽  
Science Inquiry

Self-Confidence in Science Inquiry Learning--Model

2021 ◽  
Author(s):  
Jon-Chao Hong ◽  
Hsien-Sheng Hsiao ◽  
Po-Hsi Chen ◽  
Chow-Chin Lu ◽  
Kai-Hsin Tai ◽  
...  
Keyword(s):  
Inquiry Learning ◽  
Science Inquiry ◽  
Learning Model ◽  
Self Confidence

A MUVEing Success

2013 ◽  
pp. 614-638
Author(s):  
Shannon Kennedy-Clark ◽  
Kate Thompson
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Virtual Environments ◽  
Case Studies ◽  
Educational Games ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Development Programs ◽  
Classroom Activities

The chapter will explain the role of scenario-based MUVES and educational games in science education and will present both the benefits for students and the challenges of using these forms of technology in a classroom setting. This chapter presents the findings of two case studies on the use of a scenario-based Multi-User Virtual Environments (MUVE) in science education. The chapter will consider strategies for designing professional development programs for teachers and pre-service teachers to enhance both the teachers’ skills and their confidence in using and designing classroom activities suitable for MUVEs and educational games in science inquiry learning.

scholarly journals Creating Personal Meaning through Technology-Supported Science Inquiry Learning across Formal and Informal Settings

2012 ◽  
Vol 34 (2) ◽  
pp. 251-273 ◽  
Author(s):  
Stamatina Anastopoulou ◽  
Mike Sharples ◽  
Shaaron Ainsworth ◽  
Charles Crook ◽  
Claire O'Malley ◽  
...  
Keyword(s):  
Inquiry Learning ◽  
Science Inquiry ◽  
Personal Meaning ◽  
Informal Settings

Sensor-Free Affect Detection for a Simulation-Based Science Inquiry Learning Environment

2014 ◽  
pp. 1-10 ◽  
Author(s):  
Luc Paquette ◽  
Ryan S. J. D. Baker ◽  
Michael A. Sao Pedro ◽  
Janice D. Gobert ◽  
Lisa Rossi ◽  
...  
Keyword(s):  
Learning Environment ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Simulation Based ◽  
Affect Detection

scholarly journals Teachers’ views on implementing storytelling as a way to motivate inquiry learning in high-school chemistry teaching

2017 ◽  
Vol 18 (2) ◽  
pp. 304-309 ◽  
Author(s):  
Ran Peleg ◽  
Malka Yayon ◽  
Dvora Katchevich ◽  
Rachel Mamlok-Naaman ◽  
David Fortus ◽  
...  
Keyword(s):  
Science Classroom ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Chemistry Teaching ◽  
Effective Science ◽  
Funded Project ◽  
Scientific Phenomena ◽  
Traditional Approaches ◽  
Research And Policy ◽  
The Eu

Educational research and policy suggest inquiry as one of the most prominent ways of promoting effective science education. However, traditional approaches towards inquiry learning are not always sufficiently motivating for all learners. The EU-funded project, TEMI – Teaching Enquiry with Mysteries Incorporated, suggests that mysterious scientific phenomena introduced via drama-based pedagogies and showmanship skills could have the potential to engage more students emotionally in science and to entice them to solve the mysteries through inquiry. This paper reports teachers’ views on using storytelling in connection with mysteries in the science classroom. The data stem from a case of chemistry teachers’ continuous professional development within the TEMI project in Israel. Data were collected from 14 teachers by means of a questionnaire, interviews, observations, and written reflection essays. The case discusses teachers’ views on the benefits and difficulties of using story-based science inquiry activities.

Students’ Perceptions of a 3D Virtual Environment Designed for Metacognitive and Self-Regulated Learning in Science

2013 ◽  
pp. 1-25
Author(s):  
Jody Clarke-Midura ◽  
Eugenia Garduño
Keyword(s):  
Learning Strategies ◽  
Causal Effect ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Authentic Science ◽  
Authentic Inquiry ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

Immersive and 3D virtual environments have the potential to offer more authentic science inquiry learning that allows for metacognitive and self-regulated learning strategies. While metacognition and self-regulated learning are important for science inquiry learning, little research exists on linking these skills with students’ experience in a 3D immersive environment designed to teach science inquiry. The authors conducted two studies to explore how curricula delivered via immersive technologies have the potential to create learning experiences that allow for authentic inquiry learning and enable metacognitive processes and self-regulated learning. In the first study, they examined the relationship between students’ metacognition and their self-identified experience with the curriculum. The authors found a relationship between students’ metacognition and feeling like a scientist and like they were participating in authentic science (conducting an experiment). These findings influenced the design of a treatment that contains embedded metacognitive and self-regulated learning scaffolds. In their second study, the authors examined the causal effect of the treatment on students’ self-identified experience with the curriculum. They found that students who participated in the treatment identified with the role of a scientist and felt like they were doing authentic science.

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