A Case Study of Infusing Collaborative STEM Inquiry Learning With Available Technology Into Undergraduate Student Learning

Abstract

This chapter describes the development, launch, and findings of an undergraduate course entitled “Teaching and Learning in the Physical Sciences”. It was a second-year course that introduced students to content commonly taught within a Bachelor of Education program and connected this content to the literature found in the areas of Physics Educational Research and Chemistry Educational Research. It infused inquiry-based STEM learning allowing students to re-examine content and connect to context, while also examining the pedagogical significance and implications. This chapter provides a qualitatively based insight into students' experiences of the course content and students' voices of the transferability of content from this course to others citing lessons learned, implications for physical science students and recommendations for the future offering.