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"Inquiry-based learning Europe."
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Academic growth in higher education
Contents: Introduction : debates and dilemmas / Helena Pedrosa-de-Jesus, Julio Pedrosa and Mike Watts -- Developments and challenges in widening participation in HE : a reflection from Portugal / Julio Pedrosa -- Teaching, learning and research : an analysis of the academic and political agenda / Carlinda Leite -- The advent and implications of SoTL : overview of the initiation and development of SoTL internationally / Vaneeta D'Andrea -- A university learning and teaching unit, work in practice / Fiona Denney -- Challenging physics lectures through questioning and collaborative work : research developed in Portuguese higher education institutions / Nilza Costa -- Using an understanding of cognitive styles to enhance pedagogy / Carol Evans -- The effects of collaborative learning on students' achievements and skills according to their learning styles within an E-learning environment : Qatar University / Aisha Fadl A.A. Al-Kaabi and Sarmin Hossain -- Promoting university students' inquiry-based learning through use of questioning : review of previous research and description of new research in Japan / Yoshinori Oyama and Emmanuel Manalo -- Student-centred inquiry and the awareness of one's own lack of knowledge building unknowns about objects / Jose Otero and Cleci T. Werner da Rosa -- Can 'feed-forward' work? : university students' perceptions of their preflective practice / Richard Malthouse and Jodi Roffey-Barentsen -- Research, design, approaches and methods / Helena Pedrosa-de-Jesus, Mike Watts and Betina Da Silva Lopes -- Approaches to student inquiry-led learning / Helena Pedrosa-de-Jesus, Aurora Moreira and Mike Watts -- Academics' conceptions about teaching and its implication towards pedagogical innovation / Betina da Silva Lopes -- Models of teachers' SoTL / Helena Pedrosa-de-Jesus Cecilia Guerra and Mike Watts -- Assessment and feedback / Helena Pedrosa-de-Jesus, Aurora Moreira, Betina da Silva Lopes, Cecilia Guerra and Mike Watts -- Teacher reflections / Helena Pedrosa-de-Jesus and Mike Watts -- Summary / Helena Pedrosa-de-Jesus, Julio Pedrosa and Mike Watts.
eBook
Supporting Reform in Science Education in Central and Eastern Europe - Reflections and Perspectives from the Project TEMPUS-SALiS
After the collapse of the former Soviet Union, many Central and Eastern European countries underwent significant change in their political and educational systems, among them Georgia and Moldova. Reforms in education sought to overcome the highly centralized educational system of the former Soviet Union as well as to conquer the teacher-centred paradigm in schools that was both dominant in these countries during pre- and post-Soviet times. National reforms demanded more student-active and problem-based science education under the heading of hands-on and inquiry-based learning. Unfortunately, in many cases, the curricula, teaching materials, and teacher training facilities were inadequate in implementing these reforms successfully. In the case of science education, this paper reflects upon how European Union (EU) initiatives can help the countries in Central and Eastern Europe in their reform efforts. Reflection is performed in relation to the cross-regional TEMPUS IV project SALiS (Student Active Learning in Science). SALiS envisages countries strengthening their capacities to promote contemporary science education through investments in science teacher education curricula and infrastructure. The current paper discusses the potential of such EU projects for aiding reform in science education in EU-neighbouring countries.
Journal Article
Inquiry-Based Learning and Undergraduates’ Professional Identity Development: Assessment of a Field Research-Based Course
Innovative strategies in inquiry-based learning are recognized as improving the quality of higher education learning, but there is a need to explore whether and how these strategies promote the development of professional identity among undergraduates. In this article we describe an inquiry-based course, situated in a European context, which is designed to support students’ professional identity development through reflective practice; and we present the assessment of students’ learning outcomes. Results highlight the key roles of field research, peer groups, and a narrative approach in promoting positive student attitudes toward reflecting on their production of knowledge and in developing their professional identity.
Journal Article