Zoekresultaten

Student and teacher perceptions of community of inquiry in hybrid virtual classrooms

Onderzoek illustreert de resultaten van ervaringen van docenten en studenten over de inzet van hybride klaslokalen in deeltijdonderwijs.

A multidimensional inquiry into Chinese outbound tourism to Western Europe: the visitation of Chinese millennial students to the Netherlands

Engaged Research-Led Teaching: Composing Collective Inquiry with Digital Methods and Data

This article examines the organisation of collaborative digital methods and data projects in the context of engaged research-led teaching in the humanities. Drawing on interviews, field notes, projects and practices from across eight research groups associated with the Public Data Lab (publicdatalab.org), it provides considerations for those interested in undertaking such projects, organised around four areas: composing (1) problems and questions; (2) collectives of inquiry; (3) learning devices and infrastructures; and (4) vernacular, boundary and experimental outputs.Informed by constructivist approaches to learning and pragmatist approaches to collective inquiry, these considerations aim to support teaching and learning through digital projects which surface and reflect on the questions, problems, formats, data, methods, materials and means through which they are produced.

Some key issues in creating inquiry-based instructional practices that aim at the understanding of simple electric circuits

Many students in secondary schools consider the sciences difficult and unattractive. This applies to physics in particular, a subject in which students attempt to learn and understand numerous theoretical concepts, often without much success. A case in point is the understanding of the concepts current, voltage and resistance in simple electric circuits. In response to these problems, reform initiatives in education strive for a change of the classroom culture, putting emphasis on more authentic contexts and student activities containing elements of inquiry. The challenge then becomes choosing and combining these elements in such a manner that they foster an understanding of theoretical concepts. In this article we reflect on data collected and analyzed from a series of 12 grade 9 physics lessons on simple electric circuits. Drawing from a theoretical framework based on individual (conceptual change based) and socio-cultural views on learning, instruction was designed addressing known conceptual problems and attempting to create a physics (research) culture in the classroom. As the success of the lessons was limited, the focus of the study became to understand which inherent characteristics of inquiry based instruction complicate the process of constructing conceptual understanding. From the analysis of the data collected during the enactment of the lessons three tensions emerged: the tension between open inquiry and student guidance, the tension between students developing their own ideas and getting to know accepted scientific theories, and the tension between fostering scientific interest as part of a scientific research culture and the task oriented school culture. An outlook will be given on the implications for science lessons.

Touch ground: Introducing design inquiry in higher education

In higher education, design thinking is often taught as a process. Yet design cognition resides in action and design practices. Dewey’s pragmatism offers a solid epistemology for design thinking. This paper describes a design research whereby Dewey’s inquiry served as the foundation for educating students. Three extensive educational case studies are presented whereby a design inquiry was introduced and became part of the curricula. It was found that students and coaches struggled with doubts experienced as a result of the co-evolution of problem and solution, means and ends. Four coping mechanisms were observed: (1) focus on problems, risking analysis paralysis; (2) focus on creative problem-solving, risking unsubstantiated design; (3) focus on means, risking fixation; and (4) focus on future ends, risking hanging on to a dream. By establishing a joint practice and a community of learnersthrough show-andshare sessions, the students establish solid ground.

Student-framed inquiry in a multidisciplinary bachelor course at a Dutch university of applied sciences

When students explore their own open questions, they learnto be proactive and see themselves not only as consumersbut also as producers of knowledge. Such student-framed inquiryhas received less research attention. This article aimsto shed light on learning outcomes and effects on students’mind-set and behavior by discussing a course that fostersstudent-framed inquiry. The one-semester, elective coursewas open to third- and fourth-year students of various bachelor’s-level programs. A questionnaire was sent to alumni after11 iterations of the course. The results showed that thecourse fostered the development of skills in innovation, networking,and cross-boundary collaboration and learning, aswell as enhanced personal and professional development.Students became more proactive, less afraid to contact peopleand take steps to make things happen. The results suggestthat courses for inquiry-based learning should include notonly more traditional, discipline-oriented research skills andmethods but also student-framed methods for design anddiscovery.