Inquiry-Based Learning for Science, Technology, Engineering, and Math (STEM) Programs by This volume covers many issues and concepts of how IBL can be applied to STEM programs. It serves as a conceptual and practical resource and guide for educators, offering practical examples of IBL in action and diverse strategies on how to implement IBL in different contexts.
Inquiry-Based Learning for the Arts, Humanities, and Social Sciences by This volume serves as a conceptual and practical resource and guide for educators and offers practical examples of IBL in action and diverse strategies for how to implement IBL in different contexts.
Engaging Students Through Inquiry by Engaging Students through Inquiry-Oriented Learning and Technology is designed for anyone interested in integrating both inquiry and technology as a tool into a teaching and learning environment. This book will provide easy to follow step by step procedures to both plan and create an inquiry activity that uses the Internet as a learning tool. Engaging Students through Inquiry-Oriented Learning and Technology provides an overview of inquiry learning and the benefits of inquiry learning strategies and methods in a classroom. This book will have readers working through strategies for integrating technology into a teaching and learning environment and at the same time personalizing the experience for the teacher so they can create activities and lessons for their specific curriculum needs. Readers of the Engaging Students through Inquiry-Oriented Learning and Technology book will be guided through the process of identifying objectives, big idea questions, finding resources, and building a web-based inquiry lesson that will include a webquest, web inquiry, and a telecollaborative activity. The book concludes with a section regarding assessment in inquiry oriented activities and an overview of inquiry activities using the Internet as a tool to engage learners in the process of learning. This book presents necessary information in a non-threatening format. Teachers can easily progress through this book and begin practicing building inquiry-oriented activities in a classroom to better meet the needs of their students.How Do Inquiry and Problem-Based Learning Differ? Table outlines the major differences between the two different teaching methods.
What is a "Good" Inquiry Question? McMaster University presents 10 factor to spur student inquiry.
Inquiry-based Learning- Jill Lane, Penn State Schreyer Institute, provides an overview of four different instructional plans.
Inquiry is a form of self-directed learning and follows the four basic stages defining self-directed learning. Students take more responsibility for:
A comprehensive senior inquiry course will have all four of these elements. Students will take the initiative and be largely responsible for seeing they successfully complete their learning in a given area. Generally, students draft a “learning contract” and then execute it – the instructor submits a grade on completion of the contract (McMaster University, n.d.).
Helle, L., P. Tynjala, and E. Olkinuora. 2006. Project-based learning in post-secondary education – Theory, practice and rubber sling shots. Higher Education 51: 287–314
McMaster University. (n.d.). What is Unique About Inquiry Courses? Retrieved from, http://cll.mcmaster.ca/resources/misc/whats_unique_about_inquiry.html
Mills, J.E., and D.F. Treagust. 2003. Engineering education – Is problem-based or project-based learning the answer? Australasian Journal of Engineering Education. http://www.aaee.com. au/journal/2003/mills_treagust03.pdf
STEP 1: Asking the Essential Question
STEP 2: Writing Foundation Questions
STEP 3: Developing a Search Strategy
STEP 4: Locating Information
STEP 5: Filter, Distill and Cross-Referencing
STEP 6: Evaluate the amount of information
STEP 7: Develop the answer to the Essential Question
STEP 8: Develop a product to represent the answer
Leathers, J. (2006). Using the Internet to Promote Inquiry Based Learning. Retrieved from, http://www.jakesonline.org/ibr.htm
Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations. This study examined descriptions of learning tasks that were put forward as examples of IBL by 224 university teachers from various disciplines in three Australian universities. Aditomo, A., Goodyear, P., Bliuc, A., & Ellis, R. A. (2013). Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations. Studies In Higher Education, 38(9), 1239-1258.
An exploration into inquiry-based learning by a multidisciplinary group of higher education faculty. The goal of this paper is to provide a discussion on the implementation of IBL in the classroom and students’ responses to IBL. The multidisciplinary group was from the following disciplines: philosophy, journalism and mass communications, business and technology education, public health, civil engineering, and social work. Friedman, D., Crews, T., Caicedo, J., Besley, J., Weinberg, J., & Freeman, M. (2010). An exploration into inquiry-based learning by a multidisciplinary group of higher education faculty. Higher Education, 59(6), 765-783.
How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry based learning? The authors present a conceptual framework for inquiry-based learning that was developed on the basis of this study, and that has been found useful for pedagogical design and research/evaluation. Levy, P., & Petrulis, R. (2012). How Do First-Year University Students Experience Inquiry and Research, and What Are the Implications for the Practice of Inquiry-Based Learning? Studies In Higher Education, 37(1), 85-101.
Online problem-based and enquiry-based learning in the training of educational psychologists. This paper explains how online PBL and EBL activities have been incorporated into the professional training of educational psychologists, at the University of Birmingham, UK. Three examples of such activities are presented, together with data gathered during implementation which has helped to evaluate this work. Bozic, N., & Williams, H. (2011). Online problem-based and enquiry-based learning in the training of educational psychologists. Educational Psychology In Practice, 27(4), 353-364. doi:10.1080/02667363.2011.590466
Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning. This paper explores the implementation of Kolb's Community of Inquiry's learner presence within an Advanced Health Assessment online nursing course. Hayes, S., Smith, S. U., & Shea, P. (2015). Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning. Online Learning, 19(3), 15-33.
Emerging Faculty Role: Teaching for Deep Understanding Online. This paper describes the development of a fully online Master's program in science education that is intended to help teachers extend their science knowledge and integrate inquiry-based science pedagogy and Web-based technologies into their teaching. Doubler, S. J., Grisham, L., & Paget, K. F. (2003). Emerging Faculty Role: Teaching for Deep Understanding Online.
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