Improving Student Readiness for Inquiry-Based Learning

2015 ◽  
Author(s):  
Ivana Milanovic ◽  
Tom Eppes
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Application Software ◽  
Student Work ◽  
Course Structure ◽  
Inquiry Based Learning ◽  
Student Readiness ◽  
Teaching And Learning Strategies ◽  
Multidisciplinary Modeling ◽  
The University

We document the four-year long experience aimed at improving student readiness to engage in research. A key ingredient has been the development of a multidisciplinary modeling course that integrates four teaching and learning strategies. Preceded by two sets of scaffolded projects, the course culminates with an inquiry-based learning (IBL) assignment on a topic that is relevant and supported by mentoring. Benefits include the development of modeling skills marketable to external entities, presentations at the University colloquia and symposia, peer-reviewed conference or journal papers, and application software releases. This paper describes the course structure, its evolution over time to meet various challenges, and provides examples of student work.

scholarly journals Improving Student Readiness for Inquiry-Based Learning: An Engineering Case Study

2020 ◽  
Vol 16 (01) ◽  
pp. 4
Author(s):  
Tom A. Eppes ◽  
Ivana Milanovic ◽  
Kamau Wright
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Student Work ◽  
Course Structure ◽  
Inquiry Based Learning ◽  
Student Readiness ◽  
Advance Student ◽  
Teaching And Learning Strategies ◽  
Multidisciplinary Modeling ◽  
Applied Fields

<p><span lang="EN-GB">During the past decade, the authors have sought to advance student research in a predominantly teaching institution. The two primary challenges were: academic - how to introduce and promote inquiry-based learning (IBL) given the constraints, and business - how to obtain and sustain funding in the area of industry-sponsored research. The authors developed a successful multidisciplinary modeling course that integrates four teaching and learning strategies and where key learning outcomes strengthen student readiness to engage in research. The course culminates with research performed as part of an IBL strategy that is relevant and supported by mentoring. The benefits include development of intellectual and practical skills that underlie a central activity of engineering design. The course structure, evidence of student work, and evolution over time to meet challenges are presented and discussed. Most importantly, the potential of this strategy to be implemented across other topical areas is addressed. Student participation in research improves learning of engineering and scientific concepts, increases interaction with faculty and industry sponsors, and provides opportunities for work in emerging technology areas. Benefits accrue both to students who pursue a research career and to those who enter applied fields by strengthening their ability to propose innovative solutions.</span></p>

scholarly journals Embedding employability behaviours

2017 ◽  
Vol 9 (1) ◽  
pp. 35-50 ◽  
Author(s):  
Deryn Graham
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Relevant Literature ◽  
Teaching Excellence ◽  
Student Work ◽  
Content Type ◽  
Teaching And Learning Strategies ◽  
The Uk ◽  
The University ◽  
Relationship Of

Purpose The purpose of this paper is to look at how employability is currently embedded within courses to prepare students for their transition into the world of work, identifying the teaching and learning strategies employed. Design/methodology/approach A review of the relevant literature was conducted. The study analysed experiential data and the logged reports of student work placements over a period of five years, to determine the relationship of such placements to both academic results and long term employability. The study considered placements from the viewpoints of the university, students and employers. It proceeded to look at the current embedding of employability within the teaching curriculum, specifically teaching and learning strategies for personal professional development courses and the employability passport. It also looked at the role of the work placement tutor. Findings The main revelation was that the employability skills sought by employers were mostly “soft” and therefore behaviours, rather than “hard” teachable skills, which has significant implications for the introduction of the teaching excellence framework (TEF) and the provision of suitable metrics. Research limitations/implications The study and findings are limited to a single university in the UK. Originality/value The results of the study and conclusions drawn from the analysis of findings, led to the identification of the student, institution, tutor, employer) quartet of actors for employability. The paper also postulates the ramifications of the introduction of the TEF on employability.

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

scholarly journals Language Support for First Year Human Physiology and Biology

2011 ◽  
pp. 129-159
Author(s):  
Karen Elizabeth Mate ◽  
John Cameron Rodger ◽  
Brett Andrew Lidbury
Keyword(s):  
Human Physiology ◽  
University Students ◽  
Student Performance ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
First Year ◽  
Specific Context ◽  
Language Support ◽  
Teaching And Learning Strategies ◽  
The University

This chapter examines student performance in Human Physiology and Biology in response to a number of interactive language-focused and career-oriented interventions that were integrated into both lecture and tutorial formats. The study took place at the University of Newcastle, Australia and involved around 1000 students on two campuses. Although it was not possible to demonstrate a clear overall improvement in student performance as a result of these interventions, the activities were viewed positively by the majority of students. Arguably, the major impact of the language and other interventions was in the level of student motivation and engagement with the course topic. Contemporary university students are highly focused on the relevance of a course to their chosen career path, suggesting that language-based teaching and learning strategies would be most effective if placed within a vocation-specific context.

Framing Mobile Learning

2015 ◽  
pp. 380-395
Author(s):  
Kim A. Hosler
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Handheld Devices ◽  
Instructional Unit ◽  
Learning Materials ◽  
Inquiry Based Learning ◽  
Frame Model ◽  
Mobile Education ◽  
Teaching And Learning Strategies

The purpose of this chapter is to introduce faculty and instructors, and those interested in using mobile technologies to support teaching and learning, to the Framework for the Rationale Analysis of Mobile Education (FRAME; Koole, 2009). This chapter discusses how mobile or handheld devices can be used to promote inquiry-based learning and constructivist and authentic pedagogies. Additionally, the chapter discusses Koole's (2009) FRAME model as a scaffold for guiding “the development of learning materials, and the design of teaching and learning strategies for mobile education” (p. 25). Lastly, the FRAME model is used to guide the implementation of an inquiry-based instructional unit incorporating mobile or handheld devices.

Framing Mobile Learning

2015 ◽  
pp. 238-253
Author(s):  
Kim A. Hosler
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Handheld Devices ◽  
Instructional Unit ◽  
Learning Materials ◽  
Inquiry Based Learning ◽  
Frame Model ◽  
Mobile Education ◽  
Teaching And Learning Strategies

The purpose of this chapter is to introduce faculty and instructors, and those interested in using mobile technologies to support teaching and learning, to the Framework for the Rationale Analysis of Mobile Education (FRAME; Koole, 2009). This chapter discusses how mobile or handheld devices can be used to promote inquiry-based learning and constructivist and authentic pedagogies. Additionally, the chapter discusses Koole's (2009) FRAME model as a scaffold for guiding “the development of learning materials, and the design of teaching and learning strategies for mobile education” (p. 25). Lastly, the FRAME model is used to guide the implementation of an inquiry-based instructional unit incorporating mobile or handheld devices.

scholarly journals Editorial

2014 ◽  
Vol 43 (1) ◽  
pp. iii-iii
Author(s):  
Elizabeth Mackinlay ◽  
Martin Nakata
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
New South ◽  
Indigenous Education ◽  
Indigenous Studies ◽  
Early Career ◽  
Learning And Teaching ◽  
South Wales ◽  
Teaching And Learning Strategies ◽  
The University

We are very proud to present this timely and significant Special Issue of The Australian Journal of Indigenous Education, guest edited by Katelyn Barney (The University of Queensland), Cindy Shannon (The University of Queensland) and Martin Nakata (The University of New South Wales). This collection of articles focuses on the activities of the Australian Indigenous Studies Learning and Teaching Network, an initiative funded by the Office for Teaching and Learning. The Australian Indigenous Studies Learning and Teaching Network was formed to bring leaders and early career academics in the field together to build relationships, debate and discuss central issues, and explore and share teaching and learning strategies in the discipline at tertiary level. These discussions at once untangle and re-entangle the processes, pedagogies and politics at play when Indigenous Studies becomes defined as a discipline.

Students’ Questioning and Creativity

2011 ◽  
Vol 2 (3) ◽  
pp. 73-85 ◽  
Author(s):  
Patrícia Albergaria Almeida ◽  
José Joaquim Teixeira-Dias ◽  
Jorge Medina
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Higher Order ◽  
Teaching And Learning Strategies ◽  
The University ◽  
The Relationship

University students must develop several higher-order skills along their higher education route. One of these fundamental skills is creativity. The practice of questioning is one of the modes to enhance creativity. In this paper, the authors illustrate how students’ approaches to creativity can be linked to the types of questions they ask in Higher Education. Several teaching and learning strategies were implemented in a geology course and a chemistry course, at the University of Aveiro, Portugal, as a way of promoting students’ questioning competence. The relationship between the kinds of questions asked and the students’ approaches to creativity is analysed and discussed.

Incorporating a Self-Directed Learning Pedagogy in the Computing Classroom

2014 ◽  
pp. 348-371 ◽  
Author(s):  
Oisín Cawley ◽  
Stephan Weibelzahl ◽  
Ita Richardson ◽  
Yvonne Delaney
Keyword(s):  
Software Engineering ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Alternative Teaching ◽  
Teaching And Learning Strategies ◽  
Directed Learning ◽  
Approach To Teaching ◽  
The University

With a focus on addressing the perceived skills gap in Software Engineering (SE) graduates, some educators have looked to employing alternative teaching and learning strategies in the classroom. One such pedagogy is Problem-Based Learning (PBL), an approach the authors have incorporated into the SE curriculum in two separate third-level institutions in Ireland, namely the University of Limerick (UL) and the National College of Ireland (NCI). PBL is an approach to teaching and learning which is quite different to the more typical “lecture” style found in most 3rd level institutions. PBL allows lecturers to meet educational and industry-specific objectives; however, while it has been used widely in Medical and Business schools, its use has not been so widespread with computing educators. PBL is not without its difficulties given that it requires significant changes in the role of the lecturer and the active participation of the students. Here, the authors present the approach taken to implement PBL into their respective programs. They present the pitfalls and obstacles that needed to be addressed, the levels of success that have been achieved so far, and briefly discuss some of the important aspects that Software Engineering lecturers should consider.

The Development of Work-Based Learning as Part of Post-Qualifying Education

2007 ◽  
Vol 21 (5) ◽  
pp. 361-366 ◽  
Author(s):  
Denise Owens ◽  
June Rutherford
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Pilot Project ◽  
Radical Change ◽  
Traditional Methods ◽  
School Of Nursing ◽  
Learning Module ◽  
Teaching And Learning Strategies ◽  
The University

This paper describes the conception and progress to date of the development of work-based learning as part of post-qualifying education in the School of Nursing at the University of Salford. There is a changing culture in the university in relation to the delivery of programmes via non-traditional routes. In this context, work-based learning is a radical change from current teaching and learning strategies in the School of Nursing and in the university as a whole. This creative approach contrasts significantly with the more traditional methods of teaching and learning in higher education. The paper reports on the development, introduction and evaluation of a work-based learning module as a pilot project. It then outlines the development of a work-based learning degree using the lessons learnt from the pilot.

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