scholarly journals Book Review: Dive into Inquiry

2017 ◽  
Vol 1 (2) ◽  
pp. 39-40
Author(s):  
Amanda R. Casto
Keyword(s):  
Best Practices ◽  
Learning Experiences ◽  
Inquiry Based Learning ◽  
Student Inquiry ◽  
Teaching Inquiry

Dive into Inquiry, written by Trevor MacKenzie, introduces the increasingly-popular concept of inquiry-based learning. In addition to defining “inquiry,” the author illustrates best practices of employing this method of teaching by referring to his own narrative in the classroom. The strategies for teaching inquiry-based lessons are categorized into Four Types of Student Inquiry and interactive examples of each type are provided throughout the book. This book is easy to read and allows all teachers – novice and expert, alike – to gain best practices in planning, teaching, and assessing students in authentic and engaging learning experiences.

Investigation of Attitudes Toward Chemistry and Learning Experiences of Pre-Service Chemistry Teachers

2021 ◽  
pp. 191-211
Author(s):  
Dwi Wahi/udiati ◽  
Hari Sutrisno ◽  
Isana Supiah YL
Keyword(s):  
Random Sampling ◽  
Learning Experience ◽  
Learning Experiences ◽  
Structured Interview ◽  
Mixed Method Research ◽  
Chemistry Teachers ◽  
Inquiry Based Learning ◽  
Interview Guide ◽  
Students Attitudes ◽  
Attitudes Toward Chemistry

The objective of this research was to investigate the level of students' attitudes toward Chemistry and Learning Experience (ATCLE). The research sample included 191 students (61 male and 130 female) from three universities; Universitas Negeri Mataram, Universitas Islam Negeri Mataram, and IK1P Mataram, Indonesia. The sample has been selected through cluster random sampling and snowballs random sampling. Mixed method research with a descriptive correlational survey model and a semi-structured interview was employed for the study. The data were collected by Chemistry Attitudes and Experiences Questionnaire (CAEQ) and an interview guide. Results showed no significant correlation in the level of attitude toward chemistry based on gender and grades. The finding also revealed that the attitude of pre-service chemistry teachers based on gender and grade were more positive towards research in chemistry than jobs related to chemistry. However, grades influenced the students learning experience, but there was no influence of gender on students learning experience. It is suggested that teachers need to develop a positive attitude toward chemistry and learning experiences of the students through inquiry-based learning practices.

Investigating Modes of Student Inquiry in Second Life as Part of a Blended Approach

2012 ◽  
pp. 184-200
Author(s):  
Sheila Webber
Keyword(s):  
Learning Environments ◽  
Second Life ◽  
First Year ◽  
Inquiry Skills ◽  
Inquiry Based Learning ◽  
Research And Teaching ◽  
Programme Design ◽  
Undergraduate Programme ◽  
Student Inquiry ◽  
Development Of Students

This article discusses activities carried out in the virtual world of Second Life (SL) as part of a compulsory class in the first year of an undergraduate programme. The paper identifies the contribution of SL to the students’ learning environment and an Inquiry Based Learning (IBL) approach to programme design. The reasons for taking an IBL approach are explained in relation to institutional and disciplinary goals. The paper reflects on the contribution of the three key learning environments—the classroom, WebCT and SL—to students’ learning. SL is evaluated in relation to a conceptual framework of IBL. It is concluded that SL has made a contribution to students’ achievement of learning outcomes from the class, and has facilitated the development of students’ inquiry skills. In conclusion, further avenues for developing research and teaching are identified.

The Understanding and Implementation of Key Best Practices in National Park Service Education Programs

2013 ◽  
Vol 18 (1) ◽  
pp. 83-86 ◽  
Author(s):  
Kristin A. “Kale” Bowling
Keyword(s):  
Best Practices ◽  
National Parks ◽  
Work Experience ◽  
Education Programs ◽  
Inquiry Based Learning ◽  
Education Professionals ◽  
Park Service ◽  
The Common ◽  
Interpretive Practices

U.S. national parks provide excellent venues for learning experiences in history and the sciences with tangible, primary resources. However, best practices associated with experiential and inquiry-based learning targeted specifically toward students, as opposed to interpretive practices for the general public, must be both well understood and well implemented to be effective. This action research study was undertaken in order to identify where and why gaps in the understanding and implementation of these best practices exist. A survey of 25 NPS educators revealed that they are being implemented approximately half of the time. Significant gaps exist between staff with academic training and/or prior work experience in education and those without this background. Follow-up interviews suggested that changes in the recruitment of new educators and the increased availability of training, networking, and coaching may increase the prevalence of experiential and inquiry based practices. Efforts that leverage education professionals outside the agency, the expertise of more successful park education programs, and the common concepts between education and interpretation may be particularly effective. Other agencies and organizations that conduct both interpretation and education may also benefit from similar actions.

Excellence in the Design and Delivery of an Online Global Health Survey Course: A Roadmap for Educators

2019 ◽  
Vol 6 (1) ◽  
pp. 70-76 ◽  
Author(s):  
Steven R. Hawks ◽  
Hailey A. Judd
Keyword(s):  
Best Practices ◽  
Global Health ◽  
Learning Strategies ◽  
Health Survey ◽  
Course Design ◽  
Learning Experiences ◽  
Public Health Education ◽  
Course Evaluation ◽  
Open Educational Resources ◽  
Online Delivery

The release of the United Nations Sustainable Development Goals in 2016, the growing use of online delivery formats for public health education, and the urgent need to train an expanding global health workforce all reflect the need to adopt best practices in the design and delivery of online global health courses. The purpose of this coaching article is to share peer-to-peer strategies and best practices for developing a global health survey course for online delivery. Important elements for consideration include the use of a backward design approach, global health competency review and selection, the scope and sequencing of key content areas, meaningful assessments of competency mastery, the development of authentic learning strategies, the potential use of open educational resources, and strategies for ongoing course evaluation and refinement. A backward course design, with well-selected content domains and competencies, opens the way for the development of the best possible learning experiences that are consistent with national benchmarks for online course development. The use of this strategy has resulted in a much keener sense of course “ownership” on our part, along with enhanced learning experiences and satisfaction for students.

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