What Is Inquiry-Based Learning?

Ernst, Dana C.; Hodge, Angie; Yoshinobu, Stan

doi:10.1090/noti1536

Cited by 62 publications

(26 citation statements)

References 1 publication

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“…Tactile learning activities focused on hydrogen bonding were developed by the instructor to introduce, review, or apply a concept within a new context. These activities were utilized for the final four semesters of the project and were inspired by TACTivities utilized by Angie Hodge in her calculus course 30,31 . Information was placed on cards or strips of paper and disseminated to each group of students.…”

Section: Methodsmentioning

confidence: 99%

“…These activities were utilized for the final four semesters of the project and were inspired by TACTivities utilized by Angie Hodge in her calculus course. 30,31 Information was placed on cards or strips of paper and disseminated to each group of students. After the instructor posed a question, students utilized the cards to make a prediction.…”

Section: Tactile Learning Activitiesmentioning

confidence: 99%

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Design and implementation of active learning strategies to enhance student understanding of foundational concepts in biochemistry

Kopecki-Fjetland

Steffenson

2021

Biochem Molecular Bio Educ

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For many students biochemistry is a demanding course because they are expected to apply previously learned foundational concepts to new biological contexts. These foundational concepts serve as a scaffold onto which to build threshold concepts such as the physical basis of interactions. Unfortunately, many students possess misconceptions or gaps in knowledge of these foundational concepts which hinder their understanding of new information. This paper describes the implementation of an iterative process to improve student foundational concept learning in an introductory biochemistry course. The process includes pre-assessment of foundational concept knowledge, introduction of interventions targeting low performing concepts and re-assessment of student learning gains. Diverse active learning strategies such as problembased worksheets, tactile learning activities, review activities and learning cycle activities were introduced to target concepts including hydrogen bonding, pH/pKa, bond energy and chemical equilibrium. While all active learning strategies resulted in improved posttest scores compared to pretest scores, no one strategy appears to be more beneficial than another. Survey results suggest students recognized the value of utilizing the various active learning strategies in the classroom to enhance critical thinking skills, engagement during class time, and collaboration skills. The process allows instructors the breadth and flexibility to introduce diverse active learning strategies tailored to their specific student needs in an effort to improve student foundational concept learning.

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Section: Methodsmentioning

confidence: 99%

Section: Tactile Learning Activitiesmentioning

confidence: 99%

Design and implementation of active learning strategies to enhance student understanding of foundational concepts in biochemistry

Kopecki-Fjetland

Steffenson

2021

Biochem Molecular Bio Educ

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“…IBL is a form of active learning in college mathematics emphasizing practices that share the spirit of student inquiry through the core features of (1) deep engagement with rich mathematics and (2) collaboration with peers (Yoshinobu and Jones 2013). Other sources offer more detailed descriptions of IBL (e.g., Ernst et al 2017).…”

Section: Methodsmentioning

confidence: 99%

Supporting instructional change in mathematics: using social network analysis to understand online support processes following professional development workshops

Hayward

Laursen

2018

IJ STEM Ed

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BackgroundStudies continually show benefits of active learning in college classrooms, yet it is difficult to get faculty to adopt these methods. Particularly challenging is the final step of the instructional change process, “refreezing,” when after making initial changes in instructional methods, instructors decide whether to continue with new instructional methods or return to their previous methods. Though this stage is important, it is not well studied. Most available studies about ongoing support following professional development on teaching merely state that facilitators made an effort to offer support, or report how frequently participants engaged with online support mechanisms through counting postings on listservs or message boards. Such measures do not show evidence that participants actually received positive reinforcement or intellectual and emotional support, which are crucial to refreezing, nor do these frequency analyses help other professional developers learn how to create productive ongoing support mechanisms that yield high participant engagement.ResultsThis workshop for 35 college mathematics instructors used online and in-person communities to provide support to participants during the post-workshop period of “refreezing.” Almost all workshop attendees participated in “e-mentoring” (94%), primarily through a productive, engaging group email listserv. By combining qualitative coding of message content with the techniques of social network analysis, we reveal how facilitators and participants on the group listserv provided intellectual and emotional support, as well as positive reinforcement through feedback loops. The analysis also shows how the facilitators made this a helpful group and maintained participant engagement through frequent encouragement, deliberate community building, and thoughtfully timed responses.ConclusionsThough many professional development workshops offer online support through email listservs, there is little evidence that these listservs successfully engage and support participants. Applying the analytic approach of social network analysis allowed us to model the conversation threads in one highly engaged and supportive listserv following a mathematics professional development workshop. This method revealed the processes of ongoing support in ways that traditional frequency-based analyses cannot. This method also revealed lessons for how other professional developers can create productive, helpful online support listservs. Since this is an innovative application of social network analysis, we describe the method in detail.Electronic supplementary materialThe online version of this article (10.1186/s40594-018-0120-9) contains supplementary material, which is available to authorized users.

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“…Learning must be packaged into a process of "constructing" not receiving knowledge. (2) Inquiry; In the pursuit of CTL, students carry out investigations, in learning Students learn to use critical thinking skills and a transfer process occurs from observation to understanding ( Ernst, Hodge, & Yoshinobu, 2017). (3) Questioning; in the pursuit of asking questions carried out by both teachers and students (Halim, & Mazlina, 2018).…”

Section: Contextual Teaching Learning Approachmentioning

confidence: 99%

A Contextual Semi-Assisted Project-Based Learning on Ocean Wave Energy: Pre-service Physics Teachers’ Perceptions

Satriawan

Liliasari²,

Setiawan³

et al. 2021

JPF

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The lack of technological innovation in the utilization of ocean wave energy as a renewable energy source is caused by a lack of public knowledge about this matter. Therefore, it needs to be introduced early, especially to pre-service teachers through innovative and fun learning. The aim of this study was to identify the responses of pre-service physics teachers about the learning program to introduce the concept of utilizing ocean wave energy. The research subjects were 31 sixth semester students who are taking environmental physics lectures in the physics education study program at one of the teachers' university in West Nusa Tenggara Province for the 2019/2020 academic year. The sample was taken by using purposive sampling technique. Data collection was carried out by means of observation, interview, and questionnaire techniques. All data collected were then analyzed simultaneously descriptively. The findings of this study showed that almost 90% pre-service physics teacher students agreed that the learning program had a positive impact on increasing interest, motivation, critical thinking skills, and creative thinking skills, and made them easier to solve problems and grow solid cooperation. Therefore, it can be concluded that pre-service physics teacher students agree to the use of semi-assisted project-based learning programs with contextual problems.

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What Is Inquiry-Based Learning?

Cited by 62 publications

References 1 publication

Design and implementation of active learning strategies to enhance student understanding of foundational concepts in biochemistry

Design and implementation of active learning strategies to enhance student understanding of foundational concepts in biochemistry

Supporting instructional change in mathematics: using social network analysis to understand online support processes following professional development workshops

A Contextual Semi-Assisted Project-Based Learning on Ocean Wave Energy: Pre-service Physics Teachers’ Perceptions

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