Abstract
AbstractIn a previous study we detected that a number of inquiry stages (data collection, analysis and conclusions) went unnoticed by the students of an in situ joint online/onsite master’s degree via online teaching. In this paper we analyse the effect of improved instruction, in which students fully experienced and became aware of all the stages that comprise the inquiry-based teaching approach. In the article we show the differences between the initial and improved instruction. The comparison of student comments as exhibited in the online class diary forum between the initial and improved instruction has allowed us to analyse the influence of this improvement in the level of depth of the students’ discourse. Two codings have been employed to analyse the forums: the first (deductive) detected which stages of inquiry appeared in the comments. The second (inductive) involved the recoding of each of the previously classified comments based on five levels of communicative quality that emerged. Our main finding was that as well as being more aware of the different stages of inquiry, the students of the improved investigation were able to explain and identify them with specific examples. In other words, the investment of time in developing each of the stages in question helped them to define, afford reality to, and increase the explicative quality of their comments.
Funder
Ministerio de Ciencia e Innovación
University of Almeria
Generalitat de Catalunya
Junta de Andalucía
Universidad de Almería
Publisher
Springer Science and Business Media LLC
Reference47 articles.
1. Barrow, L. H. (2006). A brief history of inquiry: From Dewey to standards. Journal of Science Teacher Education, 17(3), 265–278. https://doi.org/10.1007/s10972-006-9008-5
2. Chang, H. Y. (2013). Teacher guidance to mediate student inquiry through interactive dynamic visualizations. Instructional Science, 41(5), 895–920. https://doi.org/10.1007/s11251-012-9257-y
3. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
4. Couso, D. (2014). De la moda de “aprender indagando” a la indagación para modelizar: Una reflexión crítica. In M. Á. Heras, A. Lorca, B. Vázquez, A. M. Wamba, & R. Jiménez (Eds.), Investigación y transferencia para una educación en ciencias: Un reto emocionante (pp. 1–28). Servicio de Publicaciones Universidad de Huelva.
5. Dawson, P. (2015). Assessment rubrics: Towards clearer and more replicable design, research and practice. Assessment and Evaluation in Higher Education, 42(3), 347–360. https://doi.org/10.1080/02602938.2015.1111294
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献