Inquiry-based learning and E-learning: how to serve high and low achievers
Abstract Large-scale implementations of effective inquiry-based learning are rare. A European-wide initiative gave teachers access to innovative e-learning tools (ranging from virtual labs, virtual games and simulations to augmented reality applications) for lesson planning and classroom implementat...
| প্রধান লেখক: | , , |
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| বিন্যাস: | প্রবন্ধ |
| ভাষা: | English |
| প্রকাশিত: |
SpringerOpen
2020-10-01
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| মালা: | Smart Learning Environments |
| বিষয়গুলি: | |
| অনলাইন ব্যবহার করুন: | http://link.springer.com/article/10.1186/s40561-020-00130-x |
| _version_ | 1828786912965427200 |
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| author | Sofoklis A. Sotiriou Angelos Lazoudis Franz X. Bogner |
| author_facet | Sofoklis A. Sotiriou Angelos Lazoudis Franz X. Bogner |
| author_sort | Sofoklis A. Sotiriou |
| collection | DOAJ |
| description | Abstract Large-scale implementations of effective inquiry-based learning are rare. A European-wide initiative gave teachers access to innovative e-learning tools (ranging from virtual labs, virtual games and simulations to augmented reality applications) for lesson planning and classroom implementation. We examined 668 such implementations across 453 schools within the period of one school year. Teachers could use a platform with digital resources and tools and were encouraged to adopt five different phases of inquiry-based learning: orientation, hypothesizing, planning, analysis, and conclusion. Additionally, an integrated interface for lesson implementation tracked each students’ problem-solving competence (during the inquiry lessons), culminating in about 12,000 datasets. Every user generated an average of 22 digital inquiry-based digital scenarios, each of which required approximately 50.14 min for completion. These scenarios, using high quality resources adapted to school conditions, yielded significant learning outcomes for participating students (age: 14.4 years, gender balanced). While the PISA study identified 10% high achievers on average, we exceeded this number in our framework scoring 20–29% high achievers and 37–42% low achievers (which was close to the 45% PISA average). Offering tools to teachers, which help creating individual inquiry scenarios and monitoring students’ achievement, does not yield any insurmountable obstacles for classroom-implementation of inquiry-based lessons: Compared to the PISA study, levels of high achievers increased even if complex problem-solving competence was required. |
| first_indexed | 2024-12-12T00:21:13Z |
| format | Article |
| id | doaj.art-edb08f218ada4b7e9dba76fd0f73c4d1 |
| institution | Directory Open Access Journal |
| issn | 2196-7091 |
| language | English |
| last_indexed | 2024-12-12T00:21:13Z |
| publishDate | 2020-10-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Smart Learning Environments |
| spelling | doaj.art-edb08f218ada4b7e9dba76fd0f73c4d12022-12-22T00:44:44ZengSpringerOpenSmart Learning Environments2196-70912020-10-017111510.1186/s40561-020-00130-xInquiry-based learning and E-learning: how to serve high and low achieversSofoklis A. Sotiriou0Angelos Lazoudis1Franz X. Bogner2Ellinogermaniki Agogi, R&D DepartmentEllinogermaniki Agogi, R&D DepartmentUniversity of Bayreuth, Centre of Math & Science Education (Z-MNU), Chair of Biology Education, University Campus NW-1Abstract Large-scale implementations of effective inquiry-based learning are rare. A European-wide initiative gave teachers access to innovative e-learning tools (ranging from virtual labs, virtual games and simulations to augmented reality applications) for lesson planning and classroom implementation. We examined 668 such implementations across 453 schools within the period of one school year. Teachers could use a platform with digital resources and tools and were encouraged to adopt five different phases of inquiry-based learning: orientation, hypothesizing, planning, analysis, and conclusion. Additionally, an integrated interface for lesson implementation tracked each students’ problem-solving competence (during the inquiry lessons), culminating in about 12,000 datasets. Every user generated an average of 22 digital inquiry-based digital scenarios, each of which required approximately 50.14 min for completion. These scenarios, using high quality resources adapted to school conditions, yielded significant learning outcomes for participating students (age: 14.4 years, gender balanced). While the PISA study identified 10% high achievers on average, we exceeded this number in our framework scoring 20–29% high achievers and 37–42% low achievers (which was close to the 45% PISA average). Offering tools to teachers, which help creating individual inquiry scenarios and monitoring students’ achievement, does not yield any insurmountable obstacles for classroom-implementation of inquiry-based lessons: Compared to the PISA study, levels of high achievers increased even if complex problem-solving competence was required.http://link.springer.com/article/10.1186/s40561-020-00130-xInquiry-based science educationLarge-scaleUser generated contentProblem-solving competenceAssessmentAchiever levels |
| spellingShingle | Sofoklis A. Sotiriou Angelos Lazoudis Franz X. Bogner Inquiry-based learning and E-learning: how to serve high and low achievers Smart Learning Environments Inquiry-based science education Large-scale User generated content Problem-solving competence Assessment Achiever levels |
| title | Inquiry-based learning and E-learning: how to serve high and low achievers |
| title_full | Inquiry-based learning and E-learning: how to serve high and low achievers |
| title_fullStr | Inquiry-based learning and E-learning: how to serve high and low achievers |
| title_full_unstemmed | Inquiry-based learning and E-learning: how to serve high and low achievers |
| title_short | Inquiry-based learning and E-learning: how to serve high and low achievers |
| title_sort | inquiry based learning and e learning how to serve high and low achievers |
| topic | Inquiry-based science education Large-scale User generated content Problem-solving competence Assessment Achiever levels |
| url | http://link.springer.com/article/10.1186/s40561-020-00130-x |
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