Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence
Calls for reform in university education have prompted a movement from teacher- to student-centered course design, and included developments such as peer-teaching, problem and inquiry-based learning. In the sciences, inquiry-based learning has been widely promoted to increase literacy and skill de...
Đã lưu trong:
| Tác giả chính: | , , , |
|---|---|
| Định dạng: | Bài viết |
| Ngôn ngữ: | English |
| Năm xuất bản: |
International Journal for the Scholarship of Teaching and Learning
2017
|
| Chủ đề: | |
| Truy cập Trực tuyến: | http://lrc.quangbinhuni.edu.vn:8181/dspace/handle/TVDHQB_123456789/821 |
| Tags: |
Thêm thẻ
Không có thẻ, Hãy là người đầu tiên gắn thẻ bản ghi này!
|
| id |
oai:localhost:TVDHQB_123456789-821 |
|---|---|
| recordtype |
dspace |
| spelling |
oai:localhost:TVDHQB_123456789-8212017-10-24T13:57:00Z Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence Gormally, Cara Brickman, Peggy Hallar, Brittan Armstrong, Norris Education Learning Inquiry-based Learning Laboratories Science literacy Self-efficacy Calls for reform in university education have prompted a movement from teacher- to student-centered course design, and included developments such as peer-teaching, problem and inquiry-based learning. In the sciences, inquiry-based learning has been widely promoted to increase literacy and skill development, but there has been little comparison to more traditional curricula. In this study, we demonstrated greater improvements in students’ science literacy and research skills using inquiry lab instruction. We also found that inquiry students gained self-confidence in scientific abilities, but traditional students’ gain was greater –likely indicating that the traditional curriculum promoted over-confidence. Inquiry lab students valued more authentic science exposure but acknowledged that experiencing the complexity and frustrations faced by practicing scientists was challenging, and may explain the widespread reported student resistance to inquiry curricula. 2017-05-09T03:31:59Z 2017-05-09T03:31:59Z 2009 Article http://lrc.quangbinhuni.edu.vn:8181/dspace/handle/TVDHQB_123456789/821 en ;Volume 3 | Number 2 article 16 International Journal for the Scholarship of Teaching and Learning |
| institution |
Trung tâm Học liệu Đại học Quảng Bình (Dspace) |
| collection |
Trung tâm Học liệu Đại học Quảng Bình (Dspace) |
| language |
English |
| topic |
Education Learning Inquiry-based Learning Laboratories Science literacy Self-efficacy |
| spellingShingle |
Education Learning Inquiry-based Learning Laboratories Science literacy Self-efficacy Gormally, Cara Brickman, Peggy Hallar, Brittan Armstrong, Norris Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence |
| description |
Calls for reform in university education have prompted a movement from teacher- to student-centered course
design, and included developments such as peer-teaching, problem and inquiry-based learning. In the
sciences, inquiry-based learning has been widely promoted to increase literacy and skill development, but
there has been little comparison to more traditional curricula. In this study, we demonstrated greater
improvements in students’ science literacy and research skills using inquiry lab instruction. We also found that
inquiry students gained self-confidence in scientific abilities, but traditional students’ gain was greater –likely
indicating that the traditional curriculum promoted over-confidence. Inquiry lab students valued more
authentic science exposure but acknowledged that experiencing the complexity and frustrations faced by
practicing scientists was challenging, and may explain the widespread reported student resistance to inquiry
curricula. |
| format |
Article |
| author |
Gormally, Cara Brickman, Peggy Hallar, Brittan Armstrong, Norris |
| author_facet |
Gormally, Cara Brickman, Peggy Hallar, Brittan Armstrong, Norris |
| author_sort |
Gormally, Cara |
| title |
Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence |
| title_short |
Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence |
| title_full |
Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence |
| title_fullStr |
Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence |
| title_full_unstemmed |
Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence |
| title_sort |
effects of inquiry-based learning on students’ science literacy skills and confidence |
| publisher |
International Journal for the Scholarship of Teaching and Learning |
| publishDate |
2017 |
| url |
http://lrc.quangbinhuni.edu.vn:8181/dspace/handle/TVDHQB_123456789/821 |
| _version_ |
1717292271067463680 |
| score |
9,463379 |