Inquiry-based Learning and Digital Libraries in Undergraduate Science Education

1
Inquiry-based Learning and Digital Libraries in
Undergraduate Science Education

• Xornam Apedoe
• Learning Instruction
• University of San Francisco
• November 21, 2009

2
Abstract

• The purpose of this paper is twofold to
  describe robust rationales for integrating
  inquiry- based learning into undergraduate
  science education, and to propose that digital
  libraries are potentially powerful technological
  tools that can support inquiry-based learning
  goals in undergraduate science courses. Overviews
  of constructivism and situated cognition are
  provided with regard to how these two theoretical
  perspectives have in?uenced current science
  education reform movements, especially those that
  involve inquiry-based learning. The role that
  digital libraries can play in inquiry-based
  learning environments is discussed. Finally, the
  importance of alignment among critical
  pedagogical dimensions of an inquiry-based
  pedagogical framework is stressed in the paper,
  and an example of how this can be done is
  presented using earth science education as a
  context.

3
Introduction

• School science has traditionally used the
  science as a noun approach
• Science as a noun approach can result in
  students developing
• false beliefs about the nature of science
• (or maintaining) strong misconceptions about
  science related concepts
• Inquiry-based Learning is a viable alternative to
  the science as a noun approach

4
Inquiry-based Learning

• Inquiry describes
• A process that scientist use to investigate
  phenomena in the natural world
• AND
• An instructional methodology that acculturates
  students into a scientific community while
  developing understanding of scientific concepts

5
Essential Features of an Inquiry-based Learning
Environment

• Students should
• Be engaged in scientifically oriented questions
• Give priority to evidence
• Formulate explanations from evidence
• Evaluate their explanations in light of
  alternatives
• Communicate and justify their proposed
  explanations
• (NRC, 2000)

6
The Role of Digital Libraries in Inquiry-based
Learning Environments

• Instructors may struggle when attempting to
  assemble the resources needed to engage students
  in authentic inquiry activities
• WWW is an obvious source of information but
  requires users to be savvy consumers and
  evaluators of information
• Seemingly infinite number of resources available
  on the WWW may cause information overload for
  students
• A system, or tool, such as a digital library can
  help address these concerns for both instructors
  and students

7
Digital Libraries

• Organized repositories of digital artifacts and
  resources
• Designed specifically to
• Reduce information overload by providing a
  focused place to search for information
• Address concerns about quality of resources by
  providing a repository of peer-reviewed digital
  resources
• Provides access to resources that
• Enable students to investigate authentic
  scientific questions using real data
• Support activities that help students develop
  view of science as inquiry (Edelson and Gordin,
  1996)

8
Designing an Undergraduate Course that Uses IBL
and Digital Libraries

• Effective course design requires that multiple
  dimensions be aligned including
• Course objectives
• Course content
• Pedagogy
• Task characteristics
• Instructors roles
• Students roles
• Technological affordances
• Assessment strategies
• (Reeves, 1994)

9
Course Content
Task Characteristics
Course Objectives
Pedagogy
Students Roles
Assessment
Technological Affordances
Instructors Roles
10
Course Content Accessible in real-world formats
such as data from remote sensing satellites
Task Characteristics Describes nature of
inquiry activities Students investigate
authentic scientific problem
Course Objectives Students should develop
knowledge of scientific ideas, the scientific
process, and the skills necessary to participate
in scientific activities
Pedagogy Inquiry-based Learning
Students Roles Active participants Typically
involving collaboration
Assessment Observations of student engagement
and analysis of documents such as reports
Instructors Roles Provide scaffolding Resist
urge to jump in and complete tasks for students
Technological Affordances Provide access to
tools and data typically used by working
scientists
11
Example Digital Library