Premium
Engaging students in inquiry: Tales from an undergraduate geology laboratory‐based course
Author(s) -
Apedoe Xornam S.
Publication year - 2008
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.20254
Subject(s) - fieldnotes , psychology , student engagement , mathematics education , science education , medical education , pedagogy , sociology , ethnography , medicine , anthropology
This paper reports the synthesis of three case studies of students' engagement in inquiry‐based learning activities in an upper‐level undergraduate geology course. Details of how students engaged in scientific questions, gave priority to evidence, formulated explanations, evaluated explanations, and communicated and justified their findings are presented. Data for this study included classroom observations and fieldnotes of classroom practices, questionnaires, archival data (e.g., student work samples), and audiotapes and transcripts of interviews conducted with the student participants throughout the course. The findings suggest that although these students were able to successfully appropriate inquiry practices (e.g., giving priority to evidence), it was not without its challenges (e.g., perceived lack of guidance). A detailed discussion of the ways in which students were successful, and where they had challenges engaging in inquiry is presented, with the goal of helping direct practitioners and researchers to strategies whereby students' inquiry experiences can be improved. © 2007 Wiley Periodicals, Inc. Sci Ed 92: 631–663, 2008