Inquiry-based learning in a web-based learning environment: a theoretical framework of inquiry-based learning processes
Date
2014-10-03
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Abstract
Uurimuslik õpe on tänapäeva hariduses, eriti loodusainete õpetamisel, väga tähtsal kohal. Sellest annavad tunnistust nii mitmed üle-euroopalised dokumendid kui ka Eestis 2011. aastal vastu võetud uus õppekava, mis seab uurimusliku õppe kesksele kohale.
Uurimuslik õpe on meetod, mis võimaldab õpilasel olla teadlase rollis – lahendada probleeme ning uurida erinevaid nähtusi. Õppimine käib teadlase tööle omaste tegevuste kaudu: sõnastatakse hüpoteese, planeeritakse katseid ning pakutakse lahendusi uuritavatele probleemidele. Uusi teadmisi ei ammutata enam õpetaja dikteerimisel, vaid õpilane ise võtab endale vastutuse teadmiste omandamisel. Nii on ka suurem tõenäosus, et uus teadmine on õpilase jaoks mõistetavam ning püsib ka paremini meeles. Seejuures on ka õpetajal oma roll – ta on suunaja, abistaja ning tagasisidestaja.
Uurimuslikku õpet võib läbi viia nii tava- kui virtuaalses klassiruumis. Virtuaalne klassiruum võimaldab teha katseid, mis tavaoludes oleksid võimatud. Üheks näiteks on kõnealuse doktoritöö käigus välja arendatud uurimuslik õpikeskkond „Noor teadlane“ (http://bio.edu.ee/teadlane), mis on mõeldud eelkõige 6.–9. klassi õpilastele bioloogia õppimiseks. Selles on viis uurimuslikku ülesannet, milles otsitakse vastuseid näiteks küsimusele „Miks lihased väsivad erinevalt?“. Igas ülesandes teevad õpilased läbi teadustööle omased etapid: määratlevad probleemi, sõnastavad uurimisküsimuse ja hüpoteesi, planeerivad ja viivad läbi katse, analüüsivad katsetulemusi ning teevad selle põhjal järeldused.
Doktoritöö tulemusena koostati uurimusliku õppe mudel, mis aitab paremini mõista, kuidas uurimuslikud protsessid omavahel seostuvad, ning võimaldab seeläbi uute uurimuslike õppematerjalide koostamisel seda arvestada. Lisaks selgus, et rakendades kompleksset uurimusliku õppe keskkonda, on võimalik arendada õpilaste uurimuslikke oskusi ja ainealaseid teadmisi. Leiti, et uurimuslike oskuste arengut mõjutavad ka oskuste omavahelised seosed ning uurimuslikud üldteadmised.
Inquiry-based learning has an important role in today’s science education. This is confirmed by many European-level documents and recent curriculum reforms in Estonia, where inquiry-based learning is an umbrella term for science related subjects. Inquiry-based learning is a learning method where students take on the role of a scientist, mirroring activities employed by scientists—formulate hypotheses, carry out investigations and collect evidence to propose explanations about the investigated phenomena. Teachers no longer are the primary source of knowledge. Students take their own responsibility for obtaining new knowledge. The teacher’s role is to enable the construction process as a facilitator and to provide resources. Inquiry-based learning is applicable in regular or virtual classrooms. The latter enable conducting experiments impossible in a regular classroom (e.g., experiments that are dangerous). One example of such virtual classrooms is the inquiry-based learning environment Young Researcher (http://bio.edu.ee/teadlane), which is designed for students from the 6th to the 9th grade for learning biology. There are five inquiry-based tasks that need to be solved (e.g., “Why do muscles wear down differently?”). The entire learning process is structured according to inquiry learning stages: problem identification; research question and hypothesis formulation; planning and carrying out an experiment; analysis and interpretation of data; and drawing conclusions. As a result of the doctoral study, a theoretical model of inquiry-based learning was constructed that serves as a conceptual structure for showing how inquiry processes are related to each other. Additionally, it was revealed that applying a comprehensive inquiry-based learning environment improves students’ inquiry skills and general inquiry knowledge; also, it was found that the development of inquiry skills is influenced by the interactions between such skills, as well as by general inquiry knowledge.
Inquiry-based learning has an important role in today’s science education. This is confirmed by many European-level documents and recent curriculum reforms in Estonia, where inquiry-based learning is an umbrella term for science related subjects. Inquiry-based learning is a learning method where students take on the role of a scientist, mirroring activities employed by scientists—formulate hypotheses, carry out investigations and collect evidence to propose explanations about the investigated phenomena. Teachers no longer are the primary source of knowledge. Students take their own responsibility for obtaining new knowledge. The teacher’s role is to enable the construction process as a facilitator and to provide resources. Inquiry-based learning is applicable in regular or virtual classrooms. The latter enable conducting experiments impossible in a regular classroom (e.g., experiments that are dangerous). One example of such virtual classrooms is the inquiry-based learning environment Young Researcher (http://bio.edu.ee/teadlane), which is designed for students from the 6th to the 9th grade for learning biology. There are five inquiry-based tasks that need to be solved (e.g., “Why do muscles wear down differently?”). The entire learning process is structured according to inquiry learning stages: problem identification; research question and hypothesis formulation; planning and carrying out an experiment; analysis and interpretation of data; and drawing conclusions. As a result of the doctoral study, a theoretical model of inquiry-based learning was constructed that serves as a conceptual structure for showing how inquiry processes are related to each other. Additionally, it was revealed that applying a comprehensive inquiry-based learning environment improves students’ inquiry skills and general inquiry knowledge; also, it was found that the development of inquiry skills is influenced by the interactions between such skills, as well as by general inquiry knowledge.
Description
Väitekirja elektrooniline versioon ei sisalda publikatsioone.
Keywords
uurimuslik õpe, e-õpe, õppeprotsess, inquiry learning, e-learning, learning process