Inquiry‐based learning and retrospective action: Problematizing student work in a computer‐supported learning environment

Xenofontos, Nikoletta; Zacharia, Zacharias C.; Jong, Ton de

doi:10.1111/jcal.12384

Cited by 15 publications

(14 citation statements)

References 45 publications

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“…In addition, Xenofontos et al (2020) indicated that the core components of the inquiry cycle are carefully choreographed because the stages and steps have interrelated concepts. Hsiao et al (2017) also proposed an inquiry model design based on a circular inquiry model that could help students construct knowledge through repetitive steps.…”

Section: Methodsmentioning

confidence: 99%

The Effectiveness of Inquiry and Practice During Project Design Courses at a Technology University

Fan

2022

Front. Psychol.

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Among the many teaching methods, inquiry-based teaching is considered to be an effective way for students to learn and solve problems on their own. However, most of the research related to inquiry-based teaching and learning has concentrated mainly on K-12 education, while few to no studies have focused on the application of inquiry-based teaching and learning in project design courses at university level. Therefore, in order to expand the understanding of the application effect of inquiry-based teaching at university level, this study adopted the quasi-experimental design method, and through the purposive sampling method, 20 students from the Department of Fashion Design at a University of Science and Technology were invited to participate in this study. During the 9-month period, teaching experiments were carried out using two inquiry models, QC/ADEAC and QD/ODEAC. First, when participants were thinking of a creative topic, they followed the process: Question (Q), Collection/Analysis (C/A), Discussion (D), Explanation (E), Amendment (A), and Confirmation (C) in the course. During the production process, the participants were allowed to improve on their work through the process of Question (Q), Doing/Observation (D/O), Discussion (D), Explanation (E), Amendment (A), and Confirmation (C). The teacher became a true guide, so that the participants could explore and work out how to improve their designs through independent inquiry and practice. In this study, questionnaires were administered to participants at five important stages of the design project: “theme development,” “color development,” “first Work,” “second Work,” and “third Work.” The results of the five surveys showed that the participants’ curriculum interest, curriculum value perception, and curriculum confidence in the inquiry program all increased.

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Section: Methodsmentioning

confidence: 99%

The Effectiveness of Inquiry and Practice During Project Design Courses at a Technology University

Fan

2022

Front. Psychol.

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“…In IBL, students are presented a scientific question and by performing investigations or collecting data, they are going to find an answer to this question. Based on the results of the investigations, students infer what this means for the subject domain [3]. In contrast to traditional teaching where students often confirm knowledge, in IBL students construct meaning.…”

Section: A Inquiry Based Learningmentioning

confidence: 99%

GO-GA: Class Experiences with Offline Inquiry Learning Spaces in Go-Lab

Coenders

Gillet

Sayegh

et al. 2020

2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

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This paper reports on a study carried out in the framework of the Go-lab Goes Africa project, in which teachers implemented online and offline Inquiry Learning Spaces (ILS) in their classes using the Go-lab platform. After a brief description of the Inquiry Based Learning (IBL) methodology, of lab work and in particular virtual labs for STEM education, and of the process of preparing teachers for using IBL in class, we highlight the methodology used in this study, and finally report the results. Our results show that (i) the introduction and class enactment of a digital inquiry-based learning platform in Africa is possible (although challenging with respect to pedagogy and infrastructure), and (ii) does lead to student learning, (iii) for this to take place teacher training with respect to the Inquiry Based Learning methodology, and the development of an ILS are necessary, (iv) the digital infrastructure at school is sufficient for offline use, however, poses problems when online ILSs are used, and (v) a local partner needs to provide assistance, mainly to set up the infrastructure (installation of the ILS and the viewer) at the beginning of the lesson, and to assist students with computer related queries.

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“…In IBL, students are presented a scientific question and by performing investigations or collecting data, they are going to find an answer to this question. Based on the results of the investigations, students infer what this means for the subject domain (Vorholzer, von Aufschnaiter, & Boone, 2020;Xenofontos, Hovardas, Zacharia, & de Jong, 2020). In contrast to traditional teaching where students often confirm knowledge, in IBL students construct meaning.…”

Section: Inquiry Based Learningmentioning

confidence: 99%

“…For the participating teachers this study entailed two innovations at the same time, the introduction of a student-centered IBL pedagogy (Vorholzer et al, 2020;Xenofontos et al, 2020) in which the student groups determine the pace, the order of going through an ILS, and the way they want to collaborate in their group, as well as the use of a digital environment (Ton de Jong et al, 2014) in a complex school context.…”

Section: Teacher Participation and Commitmentmentioning

confidence: 99%

Class Experiences with Inquiry Learning Spaces in Go-Lab in African Secondary Schools

Coenders

Gomes²,

Sayegh³

et al. 2020

AJOTE

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Inquiry Based Learning (IBL) is a form of active learning, often used in STEM education to promote conceptual learning and to acquire scientific investigation skills. This paper reports on a study in which teachers in Kenya, Nigeria and the Republic of Benin implemented IBL embedded in online and offline Inquiry Learning Spaces (ILS) in their classes using the Go-Lab platform (https://www.golabs.eu). After a brief description of the IBL methodology, of lab work and in particular virtual labs for STEM education, of the process of preparing teachers to use IBL in class, and of the context of this study, we highlight the methodology used, and finally report our results. These show that the introduction and class enactment of a digital inquiry based learning platform such as Go-Lab in Africa (i) is possible, although challenging, (ii) does lead to student learning, (iii) for this to take place teacher training is necessary, (iv) the digital infrastructure is present in the schools though minimal and fragile, and (v) a local partner needs to provide assistance when required.

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Inquiry‐based learning and retrospective action: Problematizing student work in a computer‐supported learning environment

Cited by 15 publications

References 45 publications

The Effectiveness of Inquiry and Practice During Project Design Courses at a Technology University

The Effectiveness of Inquiry and Practice During Project Design Courses at a Technology University

GO-GA: Class Experiences with Offline Inquiry Learning Spaces in Go-Lab

Class Experiences with Inquiry Learning Spaces in Go-Lab in African Secondary Schools

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