inquiry-based learning and digital libraries in undergraduate science education xornam apedoe...
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Inquiry-based Learning and Digital Libraries in
Undergraduate Science Education
Xornam ApedoeLearning & Instruction
University of San Francisco
November 21, 2009
Abstract
The purpose of this paper is twofold: to describe robust rationales for integrating inquiry- based learning into undergraduate science education, and to propose that digital libraries are potentially powerful technological tools that can support inquiry-based learning goals in undergraduate science courses. Overviews of constructivism and situated cognition are provided with regard to how these two theoretical perspectives have influenced current science education reform movements, especially those that involve inquiry-based learning. The role that digital libraries can play in inquiry-based learning environments is discussed. Finally, the importance of alignment among critical pedagogical dimensions of an inquiry-based pedagogical framework is stressed in the paper, and an example of how this can be done is
presented using earth science education as a context.
Introduction
School science has traditionally used the “science as a noun” approach
“Science as a noun” approach can result in students developing: false beliefs about the nature of science (or maintaining) strong misconceptions about
science related concepts Inquiry-based Learning is a viable alternative
to the ‘science as a noun’ approach
Inquiry-based Learning
Inquiry describes: A process that scientist use to investigate
phenomena in the natural world
AND An instructional methodology that acculturates
students into a scientific community while developing understanding of scientific concepts
Essential Features of an Inquiry-based Learning Environment
Students should Be engaged in scientifically oriented questions Give priority to evidence Formulate explanations from evidence Evaluate their explanations in light of alternatives Communicate and justify their proposed
explanations
(NRC, 2000)
The Role of Digital Libraries in Inquiry-based Learning Environments
Instructors may struggle when attempting to assemble the resources needed to engage students in authentic inquiry activities
WWW is an obvious source of information but requires users to be savvy consumers and evaluators of information
Seemingly infinite number of resources available on the WWW may cause information overload for students
A system, or tool, such as a digital library can help address these concerns for both instructors and students
Digital Libraries Organized repositories of digital artifacts and
resources Designed specifically to:
Reduce information overload by providing a focused place to search for information
Address concerns about quality of resources by providing a repository of peer-reviewed digital resources
Provides access to resources that Enable students to investigate authentic scientific
questions using real data Support activities that help students develop view of
science as inquiry (Edelson and Gordin, 1996)
Designing an Undergraduate Course that Uses IBL and Digital Libraries
Effective course design requires that multiple dimensions be aligned including: Course objectives Course content Pedagogy Task characteristics Instructors’ roles Students’ roles Technological affordances Assessment strategies
(Reeves, 1994)
Course Objectives
Course Content
Task Characteristics
Instructors’ Roles
Students’ Roles
Technological Affordances
AssessmentPedagogy
Course Objectives:Students should develop knowledge of scientific
ideas, the scientific process, and the skills
necessary to participate in scientific activities
Course Content:Accessible in real-world
formats such as data from remote sensing
satellites
Task Characteristics:
Describes nature of inquiry activities;
Students investigate authentic scientific
problem
Instructors’ Roles:Provide scaffolding;
Resist urge to jump in and complete tasks for
students
Students’ Roles:Active participants; Typically involving
collaboration
Technological Affordances:
Provide access to tools and data
typically used by working scientists
Assessment:Observations of
student engagement and analysis of
documents such as reports
Pedagogy:
Inquiry-based Learning
Example Digital Library