Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Inquiry Based Learning

PSYC 400
by

Dorothy Yu

on 13 November 2012

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Inquiry Based Learning

Inquiry Based Learning Claire O'Connor & Dorothy Yu Outline * The Basics: What is IBL?
* The Evidence: Research in IBL
* The Application: IBL @ Queen's
* The Conclusions WHAT is IBL? Pros Cons Research in IBL IBL @ Queen's the BASICS the EVIDENCE the APPLICATION Exploring an IBL approach with first year students in a large undergraduate class Ron Oliver METHODS
* BComm core course in Australia; 320 students - 25 students per tutor
* students required to:
- attend weekly lecture - problem is introduced and discussed
- attend weekly workshop (2 hrs)
- develop visual and ICT skills
- group work; website had access to course material
* feedback:
- collected via voluntary online questionnaire after 10th week (125 responded)
- collected at the end of the course (120 responded) with more answer fields Exploring an IBL approach with first year students in a large undergraduate class Ron Oliver RESULTS YAY! :) NAY :( - tutors found the solutions to be of high quality and students were seen developing good strategies for the problems
- students expressed high satisfaction more than low satisfaction
- 61% found problems mildly interesting - feedback suggested the need to have more ways to encourage and make students enthusiastic about IBL (20% expressive negative views of these aspects)

- 20% found problems of little interest
- 20% also felt that the approach had low levels of support for their readings/research
- arent sure if 20% being unhappy is normal for all classes IBL or not?? CONCLUSION: IBL is a good idea, but the details need to be refined Longitudinal Impact of an Inquiry-Based Science Program on Middle School Students' Attitudes Toward Science Gibson & Chase Longitudinal Impact of an Inquiry-Based Science Program on Middle School Students' Attitudes Toward Science Gibson & Chase
* long term impact of a 2 week summer science program (SSEP)
* three groups:
- SSEP students (158 who did attend)
- SSEP control group (35 that applied and weren't selected)
- non-SSEP school cohorts (peers)
* feedback: 22 of the SSEP students were interviewed later, and 22 of the SSEP control were interviewed, used the cohort to see the difference in attitude
- scores over time were compared on two surveys:
- Science Opinion Survey
- Career Decision Making System-Revised
- scores on each had a high correlation (r =0.64)
* interviews: semi-structured - find out the students' academic life, science education, and their experience during SSEP METHODS RESULTS Quantitative Results
- during middle school and high school SSEP students and control students showed more positive attitudes about science and interest in science than cohorts
all students, regardless of group, had decreasing interest as the went from middle school to high school
SSEP and control started at similar levels of interest, but the control interest dropped much more eventually to the same level of cohorts

Qualitative Results
- 70% of SSEP said they enjoyed the experience
- 77% of SSEP said it increased science interests
- 32% of SSEP said staff created a positive learning atmosphere Longitudinal Impact of an Inquiry-Based Science Program on Middle School Students' Attitudes Toward Science Gibson & Chase RESULTS Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching Kirschner, Sweller, Clark working memory issues:
IBL -> problem solving -> "huge burden on working memory"
-> does not contribute to gain of knowledge in the long term
-> information being searched for is NOT being learned! DR. VICTORIA REMENDA Associate Professor | Department of Geological Sciences and Geological Engineering - hydrogeologist
- GEOL 343: geological engineering design course
- in lab: read a paper of interest in hydrogeology, write a review
- everyone reads everyone's reviews and creates questions
- group project: write paper and create "elevator pitch" The key is that students formulate their own
questions through the lens of the discipline they're in, and create an enjoyable deliverable. in the classroom "I just wanted to share this, 'cause I thought it was really cool...." "Can I take another stab at that question from earlier?" "So wait, I had a question about
this one part...." IBL in PSYC 100 Current State?
- closed inquiry Future Suggestions?
- open inquiry Discuss! the CONCLUSIONS organic & motivating process But...what is it really? intrinsically enjoyable questions generated from interests, curiosities, perspectives, experiences of the learner minimal guidance CYCLICAL PROCESS Question Inquiry More
Questions More
Inquiry Problem! Solution! IBL in PSYC 400 with Dr. Jill Atkinson! What is it? Research Interview a Prof. Specific
Learning Style Intructional
Workshop Open vs. Closed Inquiry Open Closed - student specified
- autonomy and
self-determination in terms of:
- what is investigated
- how that is done - lecturer specified
- closed inquiries
- directed towards a
pre-determined outcome
- high level of structure and guidance
- prescribed methods and processes developed during the discovery learning movement in the 60s in response to traditional instruction methods that involve memorizing IBL is active learning
where progress is
assessed constructivist minimalist How does it apply? tell me & I teach me & I involve me & I FORGET MAY REMEMBER LEARN - Benjamin Franklin - focus on personal interests and intrinsic motivation
- less time spent on lesson planning (time efficiency)
- encourages students to critically think about material and identify applications Conclusions:
* middle school and high school students do not enjoy science when it is in its typical form (note taking/lectures) -> prefer to have opportunity to learn by asking own questions and participate directly

* SSEP did not end up increasing interest between middle school and high school, but it did sustain the interest the SSEP students already had CONCLUSION: Novices require more guidance or instructions to make sure there can be a change in long-term memory of gaining knowledge. - may not cover all material required
- does not work well when students are disinterested
- does not provide advantages for novice learners (Gibson 2002) CONCLUSION: Beneficial to the individual as a learner, but not as a student mastering the material) Completely
learner motivated No proven advantage
Can go incredibly wrong So when should IBL be used? Discuss! Independent study type course? Summer camp? In conjunction with other types of learning key: highly interested and motivated learners OR material mastery is secondary
Full transcript