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Inquiry Teaching/Learning Strategies
“The meaning of ‘knowing’ has shifted from being able to remember and repeat information to being able to find and use it.”
(National Research Council, 2007)
Eli Spina (MCDB) – [email protected]
Learning Goals
1. Comprehend constructivist learning theory and teaching practices
2. Analyze an inquiry based learning exercise
3. Synthesize a conceptual framework of inquiry based teaching & learning strategies
Constructivism
“Humans generate knowledge and meaning from an interaction between their experiences and their ideas.” - Wikipedia
Proponents: Dewey – “Directed living” Montessori – Practical playPiaget – Accommodation and assimilationVygotsky – Zone of proximal development Bruner – Discovery learning (pure inquiry)
Schemata
“Sets of linked mental representations of the world… used to understand & respond to situations.”
Assimilation: using an existing schema to deal with new information
Accommodation: existing schema are changed to deal with new information
McLeod, S. A. (2009)
Inquiry Based T/L (IBTL)
Pose questions instead of presenting facts.
(Banchi & Bell, 2008)
PXnL
Similarities Differences
PBL • Social constructivist origins
• Active engagement
• Foster collaborative skills
• Individual responsibility to the group
• Group responsibility to ensure shared understanding
• Varied duration• Open ended• Often uses primary literature
POGIL• Short, focused activities• Learning cycle of exploration,
invention & application
PLTL• Supplemental sessions• No instructor presence • Peer leaders promote within
group interaction
(Eberlein et al., 2008)
Etymology of Subfields
Late 1800’s: Constructivism1990’s: IBTL becomes popular
• PBL (Project based learning)• PLTL (Peer led team learning)
1999: POGIL (R. Moog et al.)2004: Widely cited literature review supporting pure open inquiry as ineffective or even detrimental to naive learners. (Mayer)2005 – 2015: Many publications using POGIL in CS,
engineering, chemistry & med schools
An Example of EffectivenessLower-level questions: Knowledge & ComprehensionHigher-level questions: Application & Analysis
(Soltis et al., 2015)
http://www.learnnc.org/
*All exams were 50 MC questions.
*
Inquiry Inception
1) What is scientific inquiry?
2) How can inquiry be used to construct knowledge?
a. What is learning? Active learning?b. What is knowledge?
Brainstorm answers in pairs/groups of 3.
Warner Bros. Pictures
Griffith’s Experiment (1928)
(Mulligan, 2014)
What’s the role of the instructor?
How would you approach IBTL depending on:Environment?Goals?Engagement/Authenticity?Assessment?Others…?
How should the instructor & students interact with each other and the course content?
How To (Re)Organize These Ideas?
• Sequence• Cycle• Concept map• Lists• Table
• Others…?
Inquiry
StudentContent
InstructorEnvironment
What Just Happened?• I posed a question = guidance• You read & brainstormed ideas = “research”• We discussed as a group = reflection/discourse• We co-created a final product = authenticity
Active learning was incorporated using peer-teaching, discussion and reflection. This only required minor background knowledge and structured delivery of guiding questions.
Inquiry BasedLearning
chipbruce.net
Learning Goals
1. Comprehend constructivist learning theory and teaching practices
2. Apply IBTL to analyze an IBTL exercise
3. Synthesize a conceptual framework of IBTL strategies
Garrison & Anderson (2003)
Final (Evaluative) Thoughts
Was this useful?
• Evaluate our summary of IBTL and usefulness in undergraduate science education
• Evaluate your own understanding of IBTL
• Evaluate benefits/drawbacks of other approaches for IBTL