Moving From Didactic to Inquiry-Based Instruction In A Science Laboratory

Lord, Thomas R.; Orkwiszewski, Terri

doi:10.1662/0002-7685(2006)68[342:dtiiia]2.0.co;2

Cited by 109 publications

(84 citation statements)

References 4 publications

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“…Students under such a pedagogical approach might seek help with technology as needed. In contrast, under the didactic approach students’ personal needs and initiatives are often dismissed, while “students read or wait to be told exactly how they are to perform” (Lord & Orkwiszewski, , p. 342). Collaborative learning involves interactions among peers in groups or between teachers and students in a teacher‐directed instructional approach in which teachers play a role to facilitate students’ communication, which usually requires multiple rounds of information exchange.…”

Section: A Model Indicating the Levels Of Technology‐integrated Learningmentioning

confidence: 99%

Understanding the relationship between levels of mobile technology use in high school physics classrooms and the learning outcome

Zhai¹,

Zhang²,

Li³

et al. 2018

Brit J Educational Tech

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Mobile technology has been increasingly adopted in science education. We generally assume that more innovative use of mobile technology leads to a greater learning outcome. Yet, there is a lack of empirical research to support this assumption. To fill in the gap, we drew upon data from 803 high school students who had used mobile devices for five months in physics classrooms. Using the SAMR model (ie, Substitution, Augmentation, Modification, and Redefinition), we distinguished their uses into two levels: Substitution (replacing traditional instructional approach with mobile technology without functional improvement), and augmentation (enhancing instruction with affordances provided by mobile technology). Using Hierarchical Linear Modeling analysis, we found that the augmentation level of use was positively correlated with the physics learning outcome, but the substitution level of use was not. We further identified four sub‐types of uses within the augmentation level. We found that after‐school remediating activities and student–teacher displaying activities were positively correlated with student physics achievement, but teacher‐assigned activities had no significant correlation and learning aid activities had a negative correlation with the learning outcome. This study provided empirical evidence to support the assumption that a higher level of mobile technology use may be related to a greater learning outcome and that the impact of mobile technology may be determined by multiple factors such as who initiates the use and whether the use enhances or distracts students' knowledge construction.

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Section: A Model Indicating the Levels Of Technology‐integrated Learningmentioning

confidence: 99%

Understanding the relationship between levels of mobile technology use in high school physics classrooms and the learning outcome

Zhai¹,

Zhang²,

Li³

et al. 2018

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Among science educators, there is a growing recognition that active learning exercises—defined as any instructional methods that engage students in the learning process (Prince, 2004)—are more effective teaching tools than passive alternatives such as note‐taking, and certainly research supports this conclusion (National Science Foundation, 1996; National Research Council, 2003; Allen and Tanner, 2005; Cianciolo et al, 2006; Lord and Orkwiszewski, 2006; Rissing and Cogan, 2009). However, species interactions—a fundamental focus of biology—are generally difficult to actively study in classroom settings, because living organisms and their ecosystems often do not fit within traditional classrooms, and moreover, studies on this topic draw from empirical data sets involving genetics, ecology, physiology, and molecular biology (Thompson, 1999).…”

Section: The Challenge Of Engaging Biology Students In Active Learningmentioning

confidence: 99%

Plants are Not Sitting Ducks: Teaching Module on Plant Biochemical Interactions with Insects

Smith

Kariyat

2017

Natural Sciences Education

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Core Ideas Plant–caterpillar bioassays are ideal, low‐cost research tools to investigate plant–herbivore interactions and underlying genetic, chemical, and physical aspects of plant biology. We present methods and results for a caterpillar bioassay that was conducted by students in an introductory biology class. This teaching module illustrates: (1) genetic control of plant defense traits in Arabidopsis thaliana, (2) the importance of chemicals in biological/ecological interactions, and (3) the interplay of plant defenses and herbivore responses. The widespread misperception of plants as passive organisms—providing the backdrop against which the more active members of the animal kingdom play out the drama of life—presents both a challenge and an opportunity for integrating plant science into classrooms. The challenge is to show students that plants are, in fact, lively organisms that actively perceive and respond to their environments. And, the opportunity is that understanding plant community interactions can provide students a window onto the hidden complexity of the living world. Here, using ecological knowledge derived from chemical ecology and molecular genetics, we present a hands‐on teaching module that illustrates plants’ defenses at work against insect herbivores with bioassays that can be accomplished without any specialized laboratory equipment. Using caterpillar preference as an indicator of plant defense status, students can observe the differential defense abilities of wild‐type and mutant Arabidopsis thaliana (Brassicaceae) lines that vary in their production of defense compounds (glucosinolates). To demonstrate the feasibility of these assays in a biology classroom, we present student‐generated data from experiments that were performed in an undergraduate biology class. We gauged the effectiveness of the teaching module with a Likert survey, which indicated that students enjoyed the investigation and achieved our learning goals with regard to plant biology and ecology. This module can be tailored to different education levels and can effectively elucidate a wide range of basic and advanced life‐science concepts, ranging from the ecology and biochemistry of trophic interactions to adaptation and co‐evolution.

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“…Therefore, many science educators (e.g. Abd-2000;Lord & Orkwiszewski, 2006), motivation to learn science (Tuan et al, 2005), understanding of the nature of science (Backus, 2005), and communication skills (Deters, 2005). Unfortunately, few chemistry teachers in Hong Kong use inquiry-based laboratory work as a teaching aid.…”

Section: Introductionmentioning

confidence: 99%

Facilitating Chemistry Teachers to Implement Inquiry-based Laboratory Work

Cheung

2007

Int J of Sci and Math Educ

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Science teachers generally find inquiry-based laboratory work very difficult to manage. This research project aimed at facilitating chemistry teachers to implement inquiry-based laboratory work in Hong Kong secondary schools. The major concerns of seven chemistry teachers were identified. They were most concerned about the lack of class time, shortage of effective instructional materials, and the need to teach large classes. To allay teacher concerns, teaching strategies were developed to aid teachers. The strategies include the use of guided inquiry rather than open inquiry, development of ten examples of authentic inquiry, and inclusion of student oral presentations as a key component of the inquiry process. Trials done in schools indicated that these strategies are useful.

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Moving From Didactic to Inquiry-Based Instruction In A Science Laboratory

Cited by 109 publications

References 4 publications

Understanding the relationship between levels of mobile technology use in high school physics classrooms and the learning outcome

Understanding the relationship between levels of mobile technology use in high school physics classrooms and the learning outcome

Plants are Not Sitting Ducks: Teaching Module on Plant Biochemical Interactions with Insects

Facilitating Chemistry Teachers to Implement Inquiry-based Laboratory Work

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