Using Levels of Inquiry in the Classroom

Cases on Inquiry through Instructional Technology in Math and Science - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-0068-3.ch001 ◽

2012 ◽

pp. 1-20 ◽

Cited By ~ 3

Author(s):

Jeffrey Rylander

Keyword(s):

Instructional Technology ◽

Locus Of Control ◽

Learning Process ◽

Science Classroom ◽

Google Docs ◽

Classroom Response Systems ◽

New Concepts ◽

Response Systems ◽

Classroom Response ◽

Student Inquiry

The development of major concepts in a science classroom is explored through the instructional framework of varying the level of student inquiry. An exploration experience, interactive demonstration, discovery experiment, and application challenge serve as this framework for increasing the level in which the students ask questions, devise methods to answer these questions, and develop answers to the questions. Instructional technology tools such as classroom response systems, Google Docs, the use of blogs, and WebAssign are integrated into the inquiry experience to support the learning process. This inquiry model shifts the locus of control from the teacher to the student, as the student’s familiarity with new concepts deepens.

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Using Classroom Response Systems to Engage High School Students in Saudi Arabian Classrooms

Arab Journal of Sciences & Research Publishing - المجلة العربية للعلوم و نشر الأبحاث ◽

10.26389/ajsrp.w11516 ◽

2016 ◽

Vol 2 (5) ◽

Author(s):

Wedian T. Abu Hussain

Keyword(s):

Professional Development ◽

High School ◽

High School Students ◽

Science Curriculum ◽

Science Classroom ◽

Saudi Arabian ◽

School Students ◽

Classroom Response Systems ◽

Response Systems ◽

Classroom Response

Classroom Response Systems are personal response devices that allow teachers to poll a group of students. As the use of technology, including tablets, iPads, and clicker systems, is introduced into Saudi Arabian classrooms, teachers will need to be trained in all the possible uses for the tablets and iPads that will be given to the students. Classroom Response Systems are a natural outgrowth of the type of uses teachers will need to integrate into their now-technological classrooms. The current study looks at the literature on classroom response systems and offers reasoning for the professional development of Saudi teachers in the use of classroom response systems for feedback and discussion in the science classroom. The target audience for this study are the professional development trainers of Saudi Arabian teachers, particularly teachers of high school Biology. Science curriculum has recently been changed in Saudi Arabia, and teachers are searching for ways to coordinate the curriculum with the new classroom technology that has also been recently introduced. Professional development will need to be developed to train teachers in the utilization of the new technology. Training in classroom response systems will be one part of that training. The study includes a link to an author-created training website, which includes videos of examples of classroom response systems in the classroom, interviews with students, sample tests, and guidelines for the purchase of classroom response systems.

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