Teacher views on inquiry-based learning: the contribution of diverse experiences in the outdoor environment

Abstract

In this study, we challenged science teachers' views of inquiry-based learning as being merely experimental, causal, and controlled. We studied science teachers enrolled in professional development programs that consisted of three different inquiry-based learning experiences in the outdoors: ecology, sociology, and archeology. These three cycles of investigation included online collaborative planning, fieldwork and collaborative online data analysis, and online communication. Data collection included pre-and post-PD, open-ended questionnaires, interviews and written reflections. Qualitative content analysis was informed by the literature referring to procedural and epistemic aspects of inquiry-based learning. Other themes that emerged from the data included the place of collaborative learning, the use of technology, and the contribution of the outdoor environment. We found a clear shift in teachers' views about inquiry which ranged from vague explanations and descriptions of inquiry as merely student-centered learning, to more sophisticated views. The teachers valued the outdoor environment highly for learning and provided interesting insights into how to integrate in-school and out-of-school learning. Collaborative learning supported by technology was perceived as an effective vehicle for meaningful learning. An incomplete shift into the highest epistemic explanations is explained by insufficient opportunities for face-to-face explicit discussions about scientific inquiry and inquirybased learning.

Effect of Green School-Based Inquiry Learning Model on Students' Ability of Scientific Literacy

“…This is because there are many components of the ecosystem that can be observed in the Green School. The results of the research by Tal et al (2019) also say that teachers are very enthusiastic to provide more interesting insights to students through learning outside of school. Teachers choose nature-based learning (Figure 4) with the aim of bridging students' experiences outside the classroom with the science curriculum, and this can support the development of students' scientific literacy (Eick, 2012).…”

La scuola come polo educativo e socio-culturale nell’era pandemica del COVID-19

“…Anche per gli spazi all'aperto come le piazze o i cortili vigono analoghe norme legate al divieto di assembramento. Tuttavia, iniziative di rilievo svolte in questo periodo con numeri contenuti di studenti, come alcune esperienze di outdoor education (Bonell et al, 2020;Quay et al, 2020;Tal et al, 2019) lasciano aperti alcuni spiragli sull'offerta educativa del territorio, che può fornire un supporto alla scuola e sollevarla dalle problematiche relative alla gestione degli spazi.…”

Penerokaan kemahiran terarah kendiri melalui analisis sumber teks Sejarah

“…Tidak dapat disangkal bahawa kaedah analisis sumber teks sejarah merupakan antara strategi pembelajaran yang berpusatkan murid yang melibatkan aktiviti minds on dan hands on bagi membentuk suasana pembelajaran aktif seperti yang disarankan dalam pendekatan pembelajaran konstruktivis iaitu menggalakkan proses pembentukan maklumat secara terarah kendiri berdasarkan pengalaman pembelajarannyayang sedia ada (Terhart, 2003;Bada, 2015;Tal, Levin-Pelect & Levy, 2019;Apaolaza-Liorente & Arguero, 2019). Sehubungan dengan itu, guru-guru sejarah perlulah mengambil iniasitif untuk menggalakkan murid-murid untuk membuat analisis, tafsiran secara amalan terarah kendiri dalam proses pengkajian sejarah, di samping membimbing mereka untuk menentukan keperluan pembelajarannya, membentuk matlamat pembelajarannya dan sumber untuk belajar, memilih dan melaksanakan strategi pembelajaran yang sesuai dan seterusnya menilai hasil pembelajaran mereka masing-masing (Knowles, 1975;Candy, 1991;Guglielmino & Guglielmino, 1991).…”