Inquiry Based Learning Pedagogy for Chemistry Practical Experiments Using OLabs

Nedungadi, Prema; Prabhakaran, Malini; Raman, Raghu

doi:10.1007/978-3-319-11218-3_56

Cited by 25 publications

(13 citation statements)

References 4 publications

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“…Model pembelajaran berbasis masalah dapat meningkatkan hasil belajar siswa pada materi hukum-hukum dasar kimia (Lamalat, et al, 2018). Model pembelajaran inkuiri terbimbing yang berpusat pada siswa dapat meningkatkan ketertarikan dan motivasi siswa dalam belajar (Nedungadi, et al, 2015). Sejumlah studi telah menguji dan melaporkan perbandingan pembelajaran tradisional dan pembelajaran inkuiri terbimbing (Barthlow & Watson, 2014;Butler, 2011;Omokaadejo, 2015;Goodey & Talgar, 2016;Vlassi & Karaliota, 2013;Soltis, et al, 2015;Sen, et al, 2016;Van Gobel et al, 2019).…”

Section: Pendahuluanunclassified

Kemampuan Siswa Memecahkan Masalah Hukum-Hukum Dasar Kimia Melalui Pembelajaran Inkuiri Terbimbing

Laliyo

Kau

Kilo

et al. 2020

AR-RAZI Jurnal Ilmiah

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The purpose of research was to determine the problem solving skill of basic chemical laws at tenth-grade senior high school of through the application of guided inquiry learning models. The ability is known through a three tier multiple choice diagnostic test. This research was an experimental quasi with pretest-posttest control group design. The sample consisted of 107 students consisting of 56 experimental class and 51 control class. Based on the results of the calculation of the F test that F count> F table (10.72> 3.93) with α = 0.05. This means that there was an influence of the application of the guided inquiry learning model to students' ability to solve problems in the basic laws of chemistry. 70.71% of students in the experimental class can understand the problem, plan the solution, carry out the solution, and re-examine the results of the problem solving. Meanwhile, control class students were unable to solve very high problems, namely 24.5% students..

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Section: Pendahuluanunclassified

Kemampuan Siswa Memecahkan Masalah Hukum-Hukum Dasar Kimia Melalui Pembelajaran Inkuiri Terbimbing

Laliyo

Kau

Kilo

et al. 2020

AR-RAZI Jurnal Ilmiah

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“…By creating activities closely associated with real-world problems and issues, PBL and related methods (i.e., inquirybased learning) have been shown to promote higher-order learning and critical thinking skills within both GIS&T and geography (Aangeenbrug, 1992;Chen, 1998;Wilder, Brinkerhoff, & Higgins, 2003;Drennon, 2005;Reed, 2010;Howarth & Sinton, 2011;Oyana, 2012;Shulz, 2012;Weiss, 2017). Other fields that have benefitted from these methods include environmental education (Ratinen & Keinonen, 2011), science (van Joolingen, de Jong, & Dimitrakopoulou, 2007, geology (Apedoe, Walker, & Reeves, 2018), physics (Sorensen, McBride, & Rebello, 2011), chemistry (Nedungadi, Malini, & Raman, 2015), and biology (Carrió et al, 2016). One successful example of using PBL in GIS&T instruction is illustrated by field-based exercises, where data captured using Global Navigation Satellite System (GNSS) receivers (e.g., GPS, GLONASS) are integrated within GIS (Carlson, 2007;Miller et al, 2007;Favier & van der Schee, 2009).…”

Section: Gisandt Pedagogiesmentioning

confidence: 99%

GIS&T pedagogies and instructional challenges in higher education: A survey of educators

Mathews

Wikle

2019

Transactions in GIS

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Anyone involved in teaching the principles and applications of geographic information science and technology (GIS&T) understands the challenges of effective instruction within an environment subject to nearly constant change. Indeed, the dynamic nature of GIS&T introduces both new paradigms and increasingly powerful tools for exploring spatial relationships. However, while past efforts among educators and practitioners have identified knowledge and competencies important to GIS&T learning, less attention has been directed at methods used to teach GIS&T. For example, while some instructors employ traditional approaches such as lectures and structured laboratory exercises, others have shifted to active learning strategies such as “flipped classrooms” and collaborative, project‐oriented assignments. In this article, we assess the pedagogical approaches used to teach GIS&T courses through an Internet‐based survey of 318 college and university faculty. Our findings demonstrate that active learning pedagogies are becoming more firmly established, supplementing or replacing traditional teaching approaches. Contrary to our assumptions, age and teaching experience are not factors that influence the adoption of active learning strategies. Along with assessing instructional approaches, our survey identifies the challenges associated with teaching GIS&T, as identified by survey respondents.

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“…Traditionally, inquiry learning in STEM topics has centered on performing investigations in hands-on laboratories, but nowadays there is an alternative to this approach in the form of online (virtual and remote or dataset-based) laboratories (see e.g., de Jong et al 2013). Popular repositories of online labs or simulations include PhET (Moore and Perkins 2018;Wieman et al 2008), Amrita/OLabs (Achuthan et al 2011;Nedungadi et al 2015Nedungadi et al , 2018, Molecular Workbench/Concord labs (Xie et al 2011), Physics Aviary (MacIsaac 2015), Physlet Physics (Christian and Belloni 2003), ChemCollective (Yaron et al 2010), Apps on Physics by Walter Fendt, Galileo and Einstein (Fowler 2009), and many more. The Go-Lab ecosystem (de Jong et al 2014;Gillet et al 2013) brings labs from the majority of these collections as well as many smaller collections and single labs together in one portal, in this way offering a one-stop shopping experience; it currently holds over 600 online laboratories.…”

Section: Engagement In Stem Learning: Inquiry Learning and Online Labmentioning

confidence: 99%

Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

Jong

Gillet

Rodríguez‐Triana

et al. 2021

Education Tech Research Dev

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Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.

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Inquiry Based Learning Pedagogy for Chemistry Practical Experiments Using OLabs

Cited by 25 publications

References 4 publications

Kemampuan Siswa Memecahkan Masalah Hukum-Hukum Dasar Kimia Melalui Pembelajaran Inkuiri Terbimbing

Kemampuan Siswa Memecahkan Masalah Hukum-Hukum Dasar Kimia Melalui Pembelajaran Inkuiri Terbimbing

GIS&T pedagogies and instructional challenges in higher education: A survey of educators

Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

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