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"Inquiry-based learning."
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Online inquiry-based learning systems for argumentation: A systematic review
The aim of this study is to provide a current synthesis of Online Inquiry-Based Learning (OIBL) systems that use argumentation as a pedagogy. Data were collected from three databases: Scopus, Web of Science, and ERIC. The present review synthesized the findings of 73 studies from 2010 to June 2023. A qualitative content analysis was conducted to examine the inquiry-based systems regarding design features that support argumentation and learning outcomes. Four design features were identified: engaging students in unique and meaningful topics, providing visualization and scaffolding tools, collaborative inquiry in groups, and sharing and critiquing arguments. Most studies provided scaffolding and visualization support, while a few allowed students to engage in unique and meaningful topics. Most studies measured higher-level cognitive outcomes in contrast to lower-level outcomes. Future studies need to design systems for a more diverse population of students with improved collaboration support. In addition, this review identified a need to focus more on interdisciplinary topics rather than natural science.
Journal Article
Taking practical learning in STEM education home: Examples from do‐it‐yourself experiments in plant biology
Practical teaching can give authentic learning experiences and teach valuable skills for undergraduate students in the STEM disciplines. One of the main ways of giving students such experiences, laboratory teaching, is met with many challenges such as budget cuts, increased use of virtual learning, and currently the university lockdowns due to the COVID-19 pandemic. We highlight how at-home do-it-yourself (DIY) experiments can be a good way to include physical interaction with your study organism, system, or technique to give the students a practical, authentic learning experience. We hope that by outlining the benefits of a practical, at-home, DIY experiment we can inspire more people to design these teaching activities in the current remote teaching situation and beyond. By contributing two examples in the field of plant biology we enrich the database on experiments to draw inspiration from for these teaching methods.
Journal Article
Implementation of inquiry-based learning in day-to-day teaching: a synthesis
This synthesis is designed to provide insight into the most important issues involved in a large-scale implementation of inquiry-based learning (IBL). We will first turn to IBL itself by reflecting on (1) the definition of IBL and (2) examining the current state of the art of its implementation. Afterwards, we will move on to the implementation of IBL and look at its dissemination through resources, professional development, and the involvement of the context. Based on these theoretical reflections, we will develop a conceptual framework for the analysis of dissemination activities before briefly analyzing four exemplary projects. The aim of our analysis is to reflect on the various implementation strategies and raise awareness of the different ways of using and combining them. This synthesis will end with considerations about the framework and conclusions regarding needed future actions.
Journal Article
Exploring Tolkien's Literary Universe in the EFL classroom. Approaching Literature through Robotics-enhanced Inquiry-based learning
Aquest article examina com l'aprenentatge basat en la indagació millorat per la tecnologia (IBL) va afectar l'adquisició de la llengua dels estudiants i l'evolució de la motivació a l'assignatura d'anglès com a llengua estrangera (EFL). A més, aquest estudi presenta una proposta de col.laboració de les assignatures de castellà i anglès, utilitzant la traducció per establir connexions entre la L1 i la L2 dels alumnes i reduir les duplicacions curriculars. L'EFL es presenta com una oportunitat perquè els estudiants es comprometin amb un abast més ampli de recursos autèntics, utilitzant l'aprenentatge basat en la indagació (IBL) com a principal força impulsora de situacions de resolució de problemes. Així, la investigació va utilitzar el món literari de Tolkien com a principal tema i tema de recerca, i la robòtica (Ozobot), IBL i un sistema de gestió de l'aprenentatge gamificat (Classcraft) com a principals metodologies. Mitjançant una sèrie de proves de diagnòstic i de competència (que incloïen una activitat de narració amb robot i una prova de motivació ARCS), es van recollir dades quantitatives sobre les dues variables analitzades. Els resultats van indicar una millora en l'adquisició del llenguatge i la motivació en els quatre paràmetres. A més, Ozobot va demostrar tenir un període d'adaptació ràpida per a l'ús dels estudiants als nivells bàsics de funcionament, a més d'ajudar a la narració creativa. Els resultats contribuiran a tancar la bretxa de coneixement detectada en l'aprenentatge de l'EFL, ja que s'ha utilitzat principalment per a l'aprenentatge científic.
Journal Article
Conceptualizing an inquiry-based lingua-cultural learning through telecollaborative exchanges version 2; peer review: 3 approved
In recent years, telecollaboration has been gaining popularity among scholars, teachers, and students engaged in foreign language education because it facilitates the use of Internet-mediated communication tools to connect language and culture learners in geographically distant locations. Telecollaboration, as currently viewed in academic and classroom settings, places greater emphasis on the development of learners' intercultural communicative competence. The problem with this approach is that this process may not consider the possibility that learners engaged in online intercultural exchanges could have limited or no knowledge about certain aspects of their own lingua-culture. We argue that, for learners to effectively share lingua-cultural knowledge with their online peers abroad, there must be a framework that supports the construction of learners' own intra-cultural knowledge to provide a solid foundation for intercultural learning and communication. In this paper, we develop an inquiry-based model of telecollaboration incorporating both inquiry and online exchange based on the inquiry cycle, which includes engagement, exploration, explanation, elaboration, and evaluation. This paper builds a case for the application of inquiry-based telecollaboration in a real classroom environment, which could not only help learners obtain and eventually share more authentic, deeper knowledge about their lingua-culture, but also promote informed intercultural exchange.
Journal Article