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1.
This study presents new ways of visualising technology-enhanced collaborative inquiry-based learning (CIBL) processes in an undergraduate physics course. The data included screen-capture videos from a technology-enhanced learning environment and audio recordings of discussions between students. We performed a thematic analysis based on the phases of inquiry-based learning (IBL). The thematic analysis was complemented by a content analysis, in which we analysed whether the utilisation of technological tools was on a deep-level, surface-level, or non-existent basis. Student participation was measured in terms of frequency of contributions as well as in terms of impact. We visualised the sequence of the face-to-face interactions of two groups of five students by focussing on the temporal aspects of IBL, technology enhancement and collaborative learning. First, instead of the amount of time the groups spent on a specific IBL phase, the between-group differences in the most frequent transitions between the IBL phases determined their differential progress in the CIBL process. Second, we found that the transitions were triggered by the groups’ ways of utilising technological tools either at the deep level or at the surface level. Finally, we found that the level of participation inequity remained stable throughout the CIBL process. As a result, only some of the members of the groups played a role in the most frequent transitions. Furthermore, this study reveals the need for scaffolds focussing on inquiry, technological and collaborative skills at the beginning of the learning process.  相似文献   

2.
Scientific writing is related to the practice of communicating scientific knowledge. This study treats scientific writing as a social practice, taking as its premise the notion that participating in related activities such as reading, peer evaluation, and discussion would positively affect the competence of students’ scientific writing, by developing their epistemic cognition regarding scientific knowledge communication and legitimation. An empirical study was conducted with twenty-two Chinese undergraduate students to test this premise. These students were majoring in chemistry and undertook a researcher-designed intervention course (Advanced Organic Chemistry Experiment), which embodied the integrated strategy of reading, peer evaluation, and discussion on scientific writing. Based on data pertaining to those students’ performance in terms of the normativity, objectivity, and logicality of scientific writing drawn from a previous study by the current author (Deng, Kelly, & Xiao, 2019. The development of Chinese undergraduate students’ competence of scientific writing in the context of advanced organic chemistry experiment course. Chemistry Education Research and Practice, 20, 270–287), alongside data drawn from students’ written texts in reading reflections and on-line discourse related to peer evaluation and discussion, this study claimed that the tasks of reading, peer evaluation, and discussion were seen gradually to lead to the development of Chinese undergraduate students’ greater competence in scientific writing regarding the synthetic experiments of organic chemistry.  相似文献   

3.
Rather than providing all the required information as classroom exercises typically do, this international purchase and intermodal transportation competitive in‐class exercise intentionally holds back selected supply chain details. This inquiry‐based learning (IBL) approach simulates a real‐world Distribution Requirements Planning scenario by requiring students to identify what information they need and seek out those details from the instructor while competing with fellow student groups. In this 20‐30 minute exercise students are challenged to identify the all the necessary supply chain activities required to effectively ship patio swings from a supplier in China to a national retail chain in time for a spring sale. Generating the benefits of improved critical thinking in a fraction of the time required for traditional IBL, the approach is best described as a Partial Information Exercise. A student survey (n = 310) found that students strongly supported the inquiry approach, it generated significantly increased interest in global supply chain management roles and responsibilities, and over 91% of participants recommended the exercise continue to be part of the introductory operations and supply chain management course.  相似文献   

4.
Teaching software engineering (SE) is a difficult but critical task, whether students are undergraduates, graduates, or professionals. Most designs of undergraduate courses are based on a large project. During this project, students apply methods that have been introduced during lectures. Project schedules usually follow life cycles corresponding to the steps that lead to the creation of new pieces of software. My intention is to analyze the difficulties that occur in SE undergraduate courses and to propose a method to improve course quality and to meet with industrial needs that are more reusability‐ and maintenance‐oriented.

This article outlines a typical course and some of its weaknesses. Then, it proposes changes and discusses a different way of teaching SE based on the following ideas:

  • Apply a reverse engineering life cycle that starts by making students deal with code, and, step by step, parts of design, specification, and requirement documents. This phase aims to motivate students, to make them critical of existing software, and to teach them norms, methods, and standards.

  • Make students follow the usual feedback‐directed life cycle to complete the software they have analyzed during the first phase.

This article presents an evaluation of the method based on my application of this approach in an introductory course of SE at the University of Massachusetts at Amherst. Also proposed are some partial methods based on reverse engineering considerations. Partial methods will allow an instructor, who would like to run a project based on the reverse engineering life cycle, to introduce reverse engineering concepts progressively within a SE course.  相似文献   

5.
Mindy Capaldi 《PRIMUS》2015,25(8):736-744
Abstract

Flipped classrooms and inquiry-based learning (IBL) have each become popular in their own right, leading to a natural question: Why not combine these two great ideas? Although flipping a class usually involves students reading or watching videos before class, and IBL focuses on allowing and encouraging students to develop material on their own, both styles emphasize active learning and critical thinking through activities such as group work and presentations while minimizing lectures. In this article, I discuss ways that the two teaching styles can complement each other and be implemented concurrently, with some examples from my flipped calculus II course. Throughout this discussion the focus remains on ways to keep students engaged and how to instill deep content knowledge.  相似文献   

6.
ABSTRACT

Introductory undergraduate courses present an opportunity to use disciplinary concepts in solving authentic problems. Making complex natural systems accessible to students through computer-based models allows them to practice making evidence-based predictions and communicate understanding. Despite the importance of modelling tools in formal classrooms, gaps exist in our understanding of how post-secondary students engage in computer-based modelling. Introductory courses, particularly in the hydrosciences, typically do not use these tools. This mixed methods study examines students’ model-based reasoning about a water-related issue over two years in response to a flipped course model. Students in an introductory water course learned basic hydrologic content and used a computer-based water model to complete a project. Data came from a pre-/post-course assessment, student assignments, and student interviews. Results of quantitative and qualitative data analyses show that students in the revised version of the course (Year 2, n?=?53) increased their understanding of core hydrology concepts and performed better on their evaluation of a computer-based water model, than students in the initial course (Year 1, n?=?38). We tentatively attribute these observed changes to increased active learning opportunities surrounding computer-based modelling of water systems. Findings contribute to science literacy development, undergraduate science learning environment design, and undergraduate scientific modelling.  相似文献   

7.
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8.
This study attempts to explain a process of inserting global transnational elements into an undergraduate sociology course. After a review of global themes covered in introductory sociology textbooks, the author administered two projects (Global Multiculturalism and Sociology of Wal-Mart) in an undergraduate sociology course. The current study reports the techniques used within these projects called the Multi-Phase Class Activity of Globalisation (MUPCAG) model used in General Sociology classes, student reactions related to them, and the significance of the projects in terms of teaching and learning. The MUPCAG model was to enhance students’ understanding of global multiculturalism and interconnectedness, in particular, students’ critical thinking about the issues of globalisation. It was observed that students showed more flexible and diverse approaches when exposed to concrete concepts, such as commodity chain, global city and global intersection in class discussion.  相似文献   

9.
Inquiry-based learning (IBL) is promoted as a teaching approach that can enhance student learning outcomes. IBL can be categorised according to scale (e.g. tasks, course/module/paper, degree), mode (structured, guided, open) and framing (information or discovery-oriented). Our research used a survey instrument to determine how student perceptions of learning processes and intended learning outcomes (ILOs) varied in response to courses with different modes and framing of IBL. The survey was completed by 940 students in 15 IBL courses across a range of disciplines and levels. All types of IBL courses were well rated by students for encouraging learning processes and ILOs congruent with a well-designed inquiry experience. Regarding modes of IBL, there was a clear hierarchy from open (most highly rated) to guided and then structured inquiry. For the framing of IBL, courses using discovery-oriented IBL were more highly rated than information-oriented IBL. Overall, the most highly rated course design was open, discovery-oriented IBL, but other types of IBL remained important in terms of developing research and inquiry skills. To determine whether all types of IBL courses are promoting enhanced ILOs compared to more traditionally taught courses, a comparative study should be undertaken.  相似文献   

10.
Abstract

The authors have completed a 2-year quasi-experimental study on the use of inquiry-based learning (IBL) in precalculus. This study included six traditional lecture-style courses and seven modified Moore method courses taught by three instructors. Both quantitative and qualitative analyses were used to investigate the attitudes and beliefs of the students in each section. In this article, we provide a summary of those results with a particular focus on the Openness to IBL survey we developed for assessing student preferences for either student-centered or teacher-centered instruction. Although the majority of the students exhibited a strong preference for direct instruction, students whose scores favored student-centered approaches according to the survey also tended to perform better on the final exam, indicating that a key element to success in an IBL course may be students’ perceptions of the method.  相似文献   

11.
Project-based learning (PBL) facilitates significant learning, but it poses a major assessment challenge for assessing individual content knowledge. We developed and implemented an assessment approach and tool for a mandatory undergraduate systems engineering PBL-based course. We call this type of assessment student-oriented meta-assessment. Research participants included 131 undergraduate engineering students who carried out team projects requiring conceptual modelling of complex systems. Next, individual students assessed their peer team projects. Finally, the course staff assessed students individually, based on the content knowledge that was reflected in students’ comments to their peers, by using the new meta-assessment tool. The research findings validated the meta-assessment tool which can serve for assessing various PBL courses. Our contribution is twofold: a new approach for assessing project-based undergraduate engineering courses, and classification of meta-assessment methods into three types, where a student-oriented meta-assessment as one of the three meta-assessment methods is our newly introduced and validated method.  相似文献   

12.
This essay explores the basic communication research course for undergraduates. Discussed are several key notions for making this course valuable to the undergraduate: the attitude of the instructor, the attitude of the students, course requirements and activities, and evaluation techniques.  相似文献   

13.
As student-centered approaches to teaching and learning are more widely applied, researchers must assess the outcomes of these interventions across a range of courses and institutions. As an example of such assessment, this study examined the impact of inquiry-based learning (IBL) in college mathematics on undergraduates’ subsequent grades and course selection at two institutions. Insight is gained upon disaggregating results by course type (IBL vs. non-IBL), by gender, and by prior mathematics achievement level. In particular, the impact of IBL on previously low-achieving students’ grades is sizable and persistent. The authors offer some methodological advice to guide future such studies.  相似文献   

14.
ABSTRACT

As Australian universities move towards the mandatory inclusion of First Peoples content into undergraduate health professional programs, it is imperative to evaluate course impact and quality of teaching. A discrete First Peoples Health course underpinned by The Aboriginal and Torres Strait Islander Health Curriculum Framework was evaluated using the Cultural Capability Measurement Tool (CCMT). Tool items reflect the five core cultural capabilities outlined in The Framework (Respect, Communication, Safety and Quality, Reflection, and Advocacy). All enrolled students (n?=?297) were invited to complete an online survey before and after the course. Students’ experience of course quality was assessed using a university-generated online survey. Completed surveys could be matched for 87 students (29.3% response rate). Mean increase in CCMT scores from baseline to post-course was 10.85 (95% CI 8.84, 12.86). The eta squared statistic (η2?=?0.57) indicated a large effect. Students’ satisfaction with course quality was high (M?=?4.1 SD?=?0.96). Free text comments indicated that students valued small group teaching and reflective processes. Improved CCMT scores suggest development in students’ cultural capability. Further research needs to examine the extent to which students can sustain development of their cultural capabilities in practice.  相似文献   

15.
Research has highlighted that inquiry-based learning (IBL) instruction leads to many positive student outcomes in undergraduate mathematics. Although this research points to the value of IBL instruction, the practices of IBL instructors are not well-understood. Here, we offer a characterization of a particular form of IBL instruction: inquiry-oriented instruction. This characterization draws on K-16 research literature in order to explicate the instructional principles central to inquiry-oriented instruction. As a result, this conceptualization of inquiry-oriented instruction makes connections across research communities and provides a characterization that is not limited to undergraduate, secondary, or elementary mathematics education.  相似文献   

16.
We surveyed students (N = 152) in several sections of an undergraduate educational psychology course to determine what course factors would most motivate them to submit course evaluations. The survey directed students to choose among several pairs of course characteristics as to their relative impact on their decision to submit a course evaluation. After tabulating their choices, we ranked the course characteristics for the total sample and then for various demographic and performance subgroups. In general, students indicated that positive aspects of a course would motivate them to submit course evaluations more than would negative aspects.  相似文献   

17.
Carl Toews 《PRIMUS》2017,27(7):707-724
Abstract

Inquiry-based pedagogies have a strong presence in proof-based undergraduate mathematics courses, but can be difficult to implement in courses that are large, procedural, or highly computational. An introductory course in statistics would thus seem an unlikely candidate for an inquiry-based approach, as these courses typically steer well clear of proof, have a list of required topics, and depend critically on computational software. On the other hand, the American Statistical Association (ASA) has long advocated the sort of active and exploratory class design that in many respects parallels traditional inquiry-based learning (IBL). This paper reports on the author’s recent attempt to implement an inquiry-based course in introductory statistics that fuses established IBL techniques with the specific pedagogical recommendations of the ASA. A signature feature of this course is that many of the inquiry-based activities are explicitly tied to computer work in the open source language R.  相似文献   

18.
席章营 《安阳工学院学报》2010,9(2):105-107,119
学生评教在我国现行的高等教育体系中起着非常重要的作用。基于3学年6学期单门专业课的学生评教数据,综合分析了大学生对任课教师在诸多方面的认可程度。结果表明,高校专业课教师敬业爱岗的工作态度和良好的教学效果得到了大学生的广泛认可,学生对专业课教师的整体满意度较高;职称之间,学生对教授、副教授的教学效果认可度高;年龄之间,老教师的教学效果明显优于青年教师。鼓励教授多给本科生上课和提高青年教师的讲课水平是确保教学质量的重要环节。  相似文献   

19.
Providing effective motivational support is a critical determinant of a successful online distance learning experience for students in higher education. In this study, we examined how students’ academic level and use of 8 motivational regulation strategies influence 3 types of student engagement: behavioral engagement, emotional engagement, and cognitive engagement. A total of 95 undergraduate and graduate students enrolled in online courses in 4-year universities in the United States participated in this study. A series of hierarchical regression analyses of undergraduate and graduate online students (N = 95) showed that behavioral engagement, emotional engagement, and cognitive engagement are predicted by different motivational regulation strategies after controlling for the academic level. Additionally, students’ academic level was found to be a predictor of cognitive engagement but not a predictor of behavioral engagement or emotional engagement. The results suggest that online course instructors, tutors, and designers should provide students with differentiated motivational scaffolding based on their motivational profile in order to promote different aspects of learning engagement.  相似文献   

20.
Teaching determinants poses significant challenges to the instructor of a proof-based undergraduate linear algebra course. The standard definition by cofactor expansion is ugly, lacks symmetry, and is hard for students to use in proofs. We introduce a visual definition of the determinant that interprets permutations as arrangements of non-attacking rooks on an n × n chessboard. We show that under this definition, many of the usual lemmas about determinants admit natural, insightful proofs that students themselves can readily discover.  相似文献   

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