Inquiry Based Learning

Inquiry Based Learning (IBL) is a student-centered strategy within the constructivist learning approach. This strategy is an important approach that makes students active inside and outside the classroom, and enables students to work in groups, conduct research, present their research, and increase their academic success. When the literature is reviewed, there are many studies that show that IBL increases the academic success of students. The aim of this study is to make the meta-analysis of articles and theses carried out in Turkey between the dates of 01.01.2000 and 01.03.2020 that investigate the impact of IBL on the academic achievement. In this study, meta-analysis method was used to determine the effects of IBL on students’ academic achievement based on grade levels and publication types. The studies evaluated within the scope of this study were created by using the databases of Google Scholar and the National Thesis Center of the Council of Higher Education. To this end, 30 studies were selected in accordance with year, method, data, and publication type criteria. In this study, the thesis and article evaluation form developed by the researchers was used as the main means of data collection. Comprehensive Meta-Analysis (CMA) program was used to analyze the data. According to the results of this study, it is concluded that IBL significantly increases the academic achievement and the effect sizes are meaningful when grade levels are compared. That is, IBL at high school level is more effective than other educational levels, and when the effect sizes are examined, there are no significant differences based on the types of publication (i.e., articles and theses).

Responding to the call for reform in science education, changes were made in an introductory meteorology and climate course offered at a large public university. These changes were a part of a larger project aimed at deepening and extending a program of science content courses that model effective teaching strategies for prospective middle school science teachers. Therefore, revisions were made to address misconceptions about meteorological phenomena, foster deeper understanding of key concepts, encourage engagement with the text, and promote inquiry-based learning. Techniques introduced include: use of a flash cards, student reflection questionnaires, writing assignments, and interactive discussions on weather and forecast data using computer technology such as Integrated Data Viewer (IDV). The revision process is described in a case study format. Preliminary results (self-reflection by the instructor, surveys of student opinion, and measurements of student achievement), suggest student learning has been positively influenced.

The proposed Biomedical Signal Processing Laboratory incorporates several components that enhance its usefulness for inquiry-based learning. The Laboratory orients around the physical construction and testing of a variety of simple signal processing circuit modules, introduced as lessons. can be easily determined through measurement with a BIOPAC data acqu tem software permits simple comparisons between real-world and simulated s tics. The modules can be combined in a step-by-step fashion to create a varie gnal processing systems. Signal processing systems established by the Labo from signals sourced from the student’s own body. Through the application of ition system and associated software, students can build and test signal proce nce against mathematical simulation using graphical comparisons, combine nals sourced from their own bodies and then analyze the results. In the proc their own bodies, students ’ curiosity is stimulated and they gain more control le to test and retest to...

Inquiry-based learning is important for students to understand scientific knowledge and the working systems of scientists to develop their knowledge. For this, students should have some skills, and if they do not have, these skills need to be gained. Some of these skills can be expressed as being responsible for their own learning, being able to make scientific inquiries, and to establish healthy communication. The role of the student in the Turkish Science Education Curriculum is to investigate, to be in charge of their own learning, to be a scientific literate by making scientific explanations and discussions. In fact, this role is parallel with the student role in the inquiry based learning environment. The aim of this study, which was carried out with a unit planned to be processed with an inquiry based learning approach that the students have structured their own learning, was to determine the students' opinions about the Anatomy 4D program application. For this purpose, semi-structured interview was conducted with 11 volunteer seventh graders, 6 of whom were girls and 5 of them were boys. The data obtained from the interview were subjected to content analysis. As a result of these analyses, it was determined that the students opinions about Anatomy 4D program applications were instructive, entertaining and permanent.

Calls for reform in university education have prompted a movement from teacher-to student-centered course design, and included developments such as peer-teaching, problem and inquiry-based learning. In the sciences, inquiry-based learning has been widely promoted to increase literacy and skill development, but there has been little comparison to more traditional curricula. In this study, we demonstrated greater improvements in students' science literacy and research skills using inquiry lab instruction. We also found that inquiry students gained self-confidence in scientific abilities, but traditional students' gain was greater -likely indicating that the traditional curriculum promoted over-confidence. Inquiry lab students valued more authentic science exposure but acknowledged that experiencing the complexity and frustrations faced by practicing scientists was challenging, and may explain the widespread reported student resistance to inquiry curricula.

Hakkarainen and Sintonen (2002) praise the descriptive adequacy of Hintikka's Interrogative Model of Inquiry (imi) to describe children's prac- tices in an inquiry-based learning context. They further propose to use the imi as a starting point for developing new pedagogical methods and designing new didactic tools. We assess this proposal in the light of the formal results that in the imi characterize interrogative learning strategies. We nd that these results actually reveal a deep methodological issue for inquiry-based learning, namely that educators cannot guarantee that learners will successfully acquire a content, without limiting learner's autonomy, and that a trade-o between success and autonomy is unavoidable. As a by-product of our argument, we obtain a logical characterization of serendipity. (Less)

Este estudo insere-se num relatório de estágio, referente ao grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, e baseia-se numa problemática assente na análise das potencialidades do trabalho prático de orientação investigativa (TPOI). Trata-se de uma pesquisa na prática profissional desenvolvida em contexto de estágio, em duas escolas do 1.º CEB do Concelho de Santarém, que teve ainda como objetivo compreender as dificuldades que se colocam durante a planificação e implementação de atividades POI. Para o efeito, utilizaram-se diferentes instrumentos de recolha de dados: observação, entrevistas e documentos escritos. Ao longo do processo de planificação/implementação/reflexão foram identificadas as principais dificuldades sentidas pela futura educadora/professora nomeadamente a preparação dos guiões e do material, a gestão da turma e as dificuldades
dos alunos. Os resultados demonstraram inúmeras potencialidades do TPOI na promoção de aprendizagens ao nível dos conteúdos científicos abordados, dos processos científicos e do trabalho de grupo. Contudo, os resultados permitiram também constatar que um grau de abertura elevado das atividades nem sempre apresenta o efeito desejável nas aprendizagens dos alunos, verificando-se que as características dos alunos e uma maior familiarização com este tipo de atividade é condição essencial para promover a autonomia.

This review's overarching goal is to synthesize what the research tells us about the impact of teacher professional development programs for both pre-service and in-service science teachers' self-efficacy for the enactment of inquiry-based instruction (IBI) in the classroom. This in-depth critical review attempts to illuminate insights and direction of multi-faceted Professional Development Designs (PDDs) in relation to two eminent research fields in science education; self-efficacy and inquiry-based teaching(IBT). It involves a computerized, web-based search of relevant studies mainly consisting of academic and peer-reviewed journals and well-known book chapters. 43 empirical studies that met specific search criteria were selected for the review based on indications of the reputation of the research and recent impacts factors. Additionally, the methodological aspect is considered to draw a more complete and holistic view of the related studies regarding self-efficacy and inquiry-based science teaching. The prominent implications of the review were the mediator or moderator effect of self-efficacy in the relationship of professional development interventions and the enactment of inquiry-based science teaching, particularly, for pre-service teachers and the broader understanding of the nature of PDDs either form of science content courses or science methods courses. Out of which, deep understanding of scientific inquiry, strong practical experience with designing, developing, implementing and assessing IBT, and skills for guiding and organizing students to conduct inquiry activities were found to be key features of PDDs. Other functional and methodological implications are also pointed out for further research related to the effects of different innovative professional learning communities promoting the self-efficacy beliefs for inquiry-based teaching in science.

Models are simplified representations of more complex systems that help scientists structure the knowledge they acquire. As such, they are ubiquitous and invaluable in scientific research and communication. Because science education strives to make classroom activities more closely reflect science in practice, models have become integral teaching and learning tools woven throughout the Next Generation Science Standards (NGSS). Although model-based learning and curriculum are not novel in educational theory, only recently has modeling taken center stage in K–12 national standards for science, technology, engineering, and mathematics (STEM) classes. We present a variety of examples to outline the importance of various types of models and the practice of modeling in biological research, as well as the emphasis of NGSS on their use in both classroom learning and assessment. We then suggest best practices for creating and modifying models in the context of student-driven inquiry and demo...

Laboratory activity is an important part of chemistry learning, but cookbook instructions is still commonly used. However, the activity with that way do not improve students thinking skill, especially students creativity. This study aims to improve high school students creativity through inquiry-based laboratory on drugs analysis activity. Acid-base titration is used to be method for drugs analysis involving a color changing indicator. The following tools were used to assess the activity achievement: creative thinking test on acid base titration, creative attitude and action observation sheets , questionnaire of inquiry-based lab activities, and interviews. The results showed that the inquiry-based laboratory activity improving students creative thinking, creative attitude and creative action. The students reacted positively to this teaching strategy as demonstrated by results from questionnaire responses and interviews. This result is expected to help teachers to overcome the shortcomings in other laboratory learning.

Lernprozesse bei problemorientierten Lernaufgaben mit und ohne Experimentieranleitung
Der Einbezug von Vorwissen im inquiry based learning in der Grundschule

Schon in der Grundschule sollen Kinder mit naturwissenschaftlichem Lernen Erfahrungen sammeln und Kompetenzen aufbauen können. Dabei steht handelnd-entdeckendes Lernen im Vordergrund. Bei der Entwicklung von Lernaufgaben stellt sich die Frage, inwieweit eine Handlungsanleitung nötig und hilfreich ist, damit Grundschülerinnen und Grundschü-ler eine naturwissenschaftliche problemorientierte Lernaufgabe lösen können. Im folgen-den Beitrag werden zwei Versionen einer problemorientierten Lernaufgabe zum Thema Klimawandel eingesetzt: eine problemorientierte Lernaufgabe ohne Handlungsanleitung, sowie die gleiche problemorientierte Lernaufgabe, jedoch mit Handlungsanleitung. Die Handlungsanleitung folgt dem häufig verwendeten Schema mit Leitfragen und schrittwei-ser Führung für das Experimentieren: eine Vermutung formulieren, den Versuch aufstellen, Daten erheben und auswerten, Vergleich der Ergebnisse mit der Vermutung und Übertragung der Ergebnisse auf das Problem. Zwanzig Zweiergruppen von Kindern im Alter von 9 bis 14 Jahren werden bei der Lösung dieser Arbeit videografiert. In der vorlie-genden Analyse wird darauf fokussiert, welche Arten von Vorwissen die Schüler/innen in den Dialog zur Problemlösung einbringen und ob sich die Aktivierung des Vorwissens in den beiden Bedingungen unterscheidet.

The purpose of this article is to empower those interested in teaching students powerful and engaging social studies. Through the lens of Supreme Court simulations, this article provides educators with a viable, classroom-tested lesson plan to bring Problem-Based Learning into their classrooms. The specific aim of the lesson is to provide students with an opportunity to engage in relevant and powerful civics education.

La realización de prácticas y experimentos por parte del alumnado siempre ha sido un tema de controversia acerca de si realmente aporta aprendizaje de las ciencias o simplemente genera motivación e interés. La diferencia entre hacer ciencia o reproducir ciencia se pone en cuestión en esta investigación. El objetivo de la misma radica en conocer que hace el alumnado de educación secundaria y de educación superior (maestros en formación) cuando se les pide que lleven a cabo la realización de forma libre y abierta, videoexperimentos sencillos que pudiesen realizar en sus casas. Para ello se contó con la participación de un total de 112 estudiantes (72 de secundaria y 40 de educación superior). Los resultados permiten constatar que los estudiantes de educación superior presentan un número mayor de resultados en los que se hace ciencia, mientras que los de secundaria que mayoritariamente hacen demostraciones de ciencia. No podemos afirmar que exista una diferencia entre hombres y mujeres a la hora de hacer ciencia. En conclusión, si bien la curiosidad y la necesidad de dar respuestas a los problemas, son características innatas de las personas, se observa una significativa diferencia entre alumnado de diferentes edades, no llegándose a apreciar que el sexo presente diferencia alguna en esta cuestión.

Η σχέση αλληλεξάρτησης δομής-λειτουργίας αποτελεί βασικό θέμα της βιολογίας. Μια σημαντική εφαρμογή αυτής της σχέσης αποτελεί το πώς η τρισδιάστατη δομή των πρωτεϊνών συνδέεται με τους ρόλους που διαδραματίζουν σε επίπεδο κυττάρου. Ωστόσο, σε πολλά σχολικά εγχειρίδια εισαγωγικής προσέγγισης παρατηρείται το φαινόμενο να αντιμετωπίζεται το ζήτημα της πρωτεϊνικής δομής
επιφανειακά, καθώς τα εγχειρίδια αυτά εστιάζουν στις σχέσεις μεταξύ πρωτοταγούς, δευτεροταγούς, τριτοταγούς, και τεταρτοταγούς δομής, χωρίς να αποσαφηνίζεται ο τρόπος με τον οποίο τα συγκεκριμένα επίπεδα οργάνωσης συμβάλλουν στη λειτουργικότητα του πρωτεϊνικού μορίου. Ως εκτούτου, με τη συγκεκριμένη πρακτική δραστηριότητα επιχειρείται η ενίσχυση της σύνδεσης μεταξύ της τελικής τρισδιάστατης διαμόρφωσης ενός πρωτεϊνικού μορίου, και της εξειδικευμένης λειτουργίας που αυτό επιτελεί. Με τη διερεύνηση της δομής και της λειτουργίας μιας υποθετικής πρωτεΐνης, οι μαθητές αναπτύσσουν μια εννοιολογική κατανόηση του τρόπου με τον οποίο συνδέονται τα δύο αυτά σημαντικά στοιχεία στην καθημερινή ζωή (π.χ. οι ρόλοι των πρωτεϊνών
ακτίνη και μυοσίνη στην μυϊκή σύσπαση, των αντλιών πρωτονίων στις κυτταρικές μετατροπές ενέργειας, ή των ανοσοσφαιρινών στην αντιμετώπιση των ξένων εισβολέων στον οργανισμό).

This paper presents initial results from a survey of project based learning conducted across a dozen strata of high schools including several major reform networks. This approach to instruction appears to be central to progressive reforms in small high schools. We found relationships to reforms such as teaching across the curriculum, student personalization and community engagement. The most professionally engaged teachers were more frequent users of project based learning and related practices. Equity concerns are discussed in the context of a review of other national studies, and a national evaluation by the American Institutes for Research provides baseline data for comparison.

There are some trends currently being monitored in the country: interest in science studies and related professions is decreasing; unsatisfactory results of international student achievement research (PISA, TIMSS). In order to make students more interested in natural sciences and to motivate them to relate their life to STEAM activities, it is appropriate to encourage students to engage in independent research and to discover the joy of discovery. One of the ways to solve this problem is the students' practical experimental activity in the laboratories of University. In this way, students not only get to know the laws of science, new technologies, but also carry out experiments, research and projects. The research analyses the usage of STEAM program "Cognition of Energy and Thermal Processes" for students of ninth (1st Gymnasium) grades in order to deepen and broaden the knowledge of natural science education, develop practical abilities of students and their scientific researcher's competence. Students are advised to do five experimental works in this field. The program engages a basic educational method-inquiry-based learning. The results of the pedagogical experiment and the questionnaire survey are discussed. It can be stated that educational experimental activities are necessary and useful for students. By using these experimental activities, students can be provided with educational material in an attractive form, which stimulates the interest in the subject. Program participants have deepened and expanded their knowledge of energy and thermal processes in nature. Students improved their competence in natural science research. They learned how to plan and perform experiments, acquired the ability to formulate hypotheses, to make assumptions, to analyse and explain results, and to formulate reasoned conclusions. Students acquired practical skills to work properly and safely with devices and tools (computer systems Nova 5000 and Xplorer GLX, temperature, humidity sensors, caliper, scales, etc.) Students liked to be young researchers; they felt the joy of discovery by practically experimenting and independently exploring natural phenomena.

Children transitioning into school are often confronted with formal teaching and learning approaches that contrast sharply with what they have experienced in contemporary early childhood education (ECE) settings. This research project contributes a perspective on how junior schoolteachers might improve continuity for children moving from ECE to school. The transformation of the new-entrant and year-1 classes at Mairehau Primary School provides powerful insights into what is possible when teachers embrace play as a valid and worthwhile form of
learning for young children new to school. There are a number of implications for practice for teachers interested in continuity of learning between home, ECE, and school. These include:
› Allowing children time and space within the classroom timetable to develop a sense of belonging and relationships
is likely to support children’s wellbeing and positive attitude towards school.
› Creating a balance between the priorities of creativity, agency, belonging, relationships, and children’s interests and inquiries, and literacy, and mathematics is possible.
› Creating this balance for young children by valuing and encouraging purposeful play and authentic inquiries as part of the school day.
› Recognising that young children bring interests, experiences, and expertise with them to school. They are often most competent when they are able to do some of the ‘driving’ of the programme.
› Placing a greater emphasis on authentic engagement and agency, and valuing children’s prior-to-school
learning and experiences can contribute to children being more settled when starting school.
Finally, the shifts in classroom practices illustrated by this case study owe much to the teachers and school leaders, and the dispositions they hold about their role. Such significant transformation was possible because teachers and school leaders had:
› the curiosity to seek out new approaches
› the willingness to rethink their approaches to teaching
› a belief that adopting the new does not necessitate discarding the old
› a high level of trust in one another to do what they believe is best for children, and the confidence to give things a go.

Nowadays, education is no longer to provide information to students, but rather to prepare learners to become active 21st Century critical thinkers (UNESCO, 1998). The need to communicate is instinctive (Stegmaier, 2011) and from this instinctive need, language developed (Pinker, 1996). Language supports and enhances our thinking and understanding for it permeates the world in which we live. It also plays a vital role in the construction of meaning. Language empowers learners and provides them with an intellectual framework to support their conceptual development and critical thinking. To acquire language, learning through inquiry has emerged as a means that allows for smoother and more effective communication. Teaching language through inquiry is becoming more prevalent. More specifically, teaching English as a second language, language or literature, using inquiry based method facilitates the learners' ability of acquiring the new language. To carry out this ongoing research, data have been collected from language and literature tests that learners sat for after having followed strategies that incorporate inquiry-based techniques. The tests have been designed by the teachers and were carried out during the scholastic year to assess the learners' acquisition of material. The participants are the learners of Grades 10-levels 1 and 5 in the school where the researchers teach. The researchers hypothesized that the participants' performances and their critical thinking skills will improve. The results proved the hypothesis. The researchers recommend that the method be incorporated in literature classrooms.

Promoting students’ attitudes, a part of affective domains is a major goal in higher education. Unfortunately, only a few studies were available related to the improvement of pre-service chemistry teachers’ attitudes as this domain was rarely explored using a mixed teaching approach. In this quasi-experimental research, we investigated the effect of the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in improving students’ scientific attitudes. A total of sixty-four (6 males, 58 females) first-year pre-service chemistry teachers at the Department of Chemistry Education of a public university in Indonesia attended the General Chemistry course. In order to collect the data, the Scientific Attitudes Scale and Interview Protocol were administered. The data were then analyzed using t-test and thematic analysis. The results of the t-test revealed that students in the experimental group obtained significantly greater scores than the ones of the control group regarding their sc...

It is widely accepted in the mathematics education community that pedagogies oriented toward inquiry are aligned with a constructivist theory of learning, and that these pedagogies effectively support students' learning of mathematics. In order to promote such an orientation, we first separate the idea of inquiry from its conception as a collection of methods. Then, by grounding those methods in a generally accepted theory of learning, we construct an inquiry-oriented pedagogy from a constructivist 10 perspective. We then discuss the implications of this pedagogy for the design of mathematical tasks that democratize student access to inquiry. This work has implications for educators who wish to enact an inquiry-oriented pedagogy in their classroom in order to support their students' problem solving and problem posing.

A case study of 10 PYP teachers of Mandarin as a foreign language in Hong Kong and the implementation of inquiry in their classes. The study seeks to find out how much is an inquiry-based approach, as designed by the IBO, applied in Mandarin classes, which are its advantages and challenges and which kind of support is needed to overcome the difficulties faced by the teachers.

Increased student diversity in classrooms and the need for equitable STEM opportunities for all, creates an impetus for educators to establish inclusive and equitable environments and use teaching practices that facilitate meaningful learning for all students in science education. This article offers a three-part framework for combining inclusive philosophy, the science and engineering practices, and Universal Design for Learning (UDL). The article is intended to help teachers and teacher educators universally design science education to level the science learning field through access and equity for all students, including students with disabilities. We advocate for the use of four practices: creating an inclusive community of science learners, planning for big ideas over time, engaging students in sense-making through model-based inquiry, and engaging students in cooperative learning and science talk. Science teachers can use these practices to universally design science education and enhance science learning and STEM interest for underrepresented students. In the article, we provide visuals and tools for teachers to support implementation of the universally designed science practices.

In early 2020, due to the COVD-19 pandemic, Australian schools were closed and students began an unprecedented time of remote learning. The current study aimed to understand how teachers planned and implemented mathematics learning programs for their students, the challenges they encountered, as well as the degree to which their students were motivated or engaged when learning mathematics at home. Two teachers from two Australian primary schools who shared a similar contemporary teaching and learning philosophy emphasising inquiry-based learning were interviewed, and students were surveyed anonymously about their engagement (cognitive, emotional, social and behavioural) when learning mathematics from home. Findings indicated that both teachers were concerned about effectively catering for all students and assessing student progress and engagement with the tasks. Survey data revealed most students displayed positive engagement with remote learning experiences, except for the lack of opportunity to learn mathematics with and from their peers.

The US Accreditation Board for Engineering and Technology recently put a new spin on experimentation skills in engineering education. Specifically, outcome 3b of Engineering Criteria 2000 states that engineering graduates must have "an ability to design and conduct experiments, as well as to analyze and interpret data". While the ability to conduct experiments, as well as the ability to analyze and interpret data has been addressed by traditional laboratory courses, the ability to design an experiment presents a new challenge for engineering educators and students alike. The paper first discusses inquiry-based learning, which forms the foundation for the design of any experiment. Subsequently, engineering experiments are classified in three broad categories and a general process for experimental design is presented. Finally, the paper presents examples of how this process is used to teach design of engineering experiments in three SJSU courses.

In this case study the processes and outcomes of an educational design research project focusing on the creation of a professional development programme for early childhood teachers to foster inquiry-based science education are discussed. Within this project a research model based on the methodology of educational design research was developed and refined. This model is used to discuss the different phases of the research process, the involvement of stakeholders during the whole research project, the role of the project team, and the ‘unpredictability’ of the project’s outcomes. With the assistance of experts in methodology, the project team developed insights into combining diverse forms of formative evaluation and data processing. This chapter also shows how the project team gained expertise in the active and intensive cooperation with a diverse group of stakeholders. One of the key and crucial aspects contributing to the success of the research has been the open and appreciative relationship between stakeholders and members of the project team.

A lthough inquiry is more engaging and results in more meaningful learning (Minner, Levy, and Century 2010) than traditional science classroom instruction, actually involving students in the process is difficult. Furthermore, many students have misconceptions about Earth's seasons, which are supported by students' prior knowledge of heat sources. We provide an example of how to engage students in inquiry about the Earth's seasons and show how to use students' thinking, temperature data, and careful observation to create opportunities for inquiry investigations that target student misconceptions about seasons.

This paper will explore how online technologies may be used to enhance the quality of inquiry-based humanities courses. More commonly found in science and math classes, inquiry-based skills engage with content in ways that emphasize such processes as questioning, critical analysis, personal reflections, and synthesis.  These pedagogies are therefore well-suited for the humanities where we are just as interested in how our students engage with the material as we are in their comprehension of the material itself. Towards these ends, a brief overview will be provided of how inquiry-based courses may be developed in terms of class objectives, activities, assessments, and learning theories. Following this, the paper will discuss how technologies may be used to support these types of courses for both students and teachers. In particular, it will be noted how the more individualized scaffolding that online technologies allow for can enhance the depth of critical inquiry for students. With this theoretical framework in place, an online world religions class will be presented that demonstrates the application of these technology-enhanced inquiry pedagogies. The paper will close by reflecting on some of the implications that these technologies, in association with inquiry-based pedagogies, can have for humanities courses more generally.

The teaching of professions in which technical and manual acts combined with excellent judgment are used to enhance the safety of people, poses challenges to educators. Book learning combined with mock or simulated situations goes a long way, but ultimately ''in-the-field'' instruction and learning is necessary to qualify trainees for many occupations such as doctors, pilots, firefighters, police officers, and many others. The dilemma is how to teach potentially life-altering techniques in a real-life setting without compromising the safety of the recipient of the service being taught. Using the exemplary model of surgical teaching in the technology-heavy and high-tension world of neurosurgery, the authors attempt to explore this ethical and practical dilemma.

Resumo
Neste trabalho apresenta-se a planificação, implementação e avaliação de uma atividade
investigativa enquadrada numa visita de estudo ao Jardim Botânico da Universidade de Lisboa. A
atividade teve como participantes 29 alunos do 8.º ano de escolaridade e foi estruturada com
aulas de preparação, visita de estudo e aulas de consolidação, seguindo o modelo teórico dos 5
E’s de Bybee (2002). As atividades que promovam uma aprendizagem ativa podem permitir o
desenvolvimento de um leque mais alargado de competências investigativas, como diagnosticar
problemas, planificar e desenvolver investigações, analisar dados, pesquisar informação,
comunicar, trabalhar em grupo, entre outras. Foram construídos e aplicados instrumentos para a
avaliação de competências investigativas. Verificou-se que a atividade promoveu o
desenvolvimento deste tipo de competências, promovendo também a motivação dos alunos para
a aprendizagem das ciências naturais. Ao longo da atividade, foi fornecido feedback, dando aos
alunos a oportunidade de melhorarem o seu trabalho. Deste modo, os alunos puderam perspetivar
a educação em ciências como um processo contínuo que lhes permite evoluir no sentido de
melhorarem continuamente as suas competências.
Palavras–Chave: Jardim Botânico, visita de estudo, aprendizagem ativa, feedback, avaliação.
Abstract
This work presents the planning, implementation and assessment of an investigative activity that
involved 29 students, from the 8th grade, during a fieldtrip to the Botanical Garden of the University
of Lisbon. This activity was structured using preparation lessons, fieldtrip and follow up lessons.
The theoretical model of the 5 E's by Bybee (2002) was applied in the planning of the activity.
Active learning allow for the development of a wider range of investigative skills, such as: how to
identify problems, plan and carry out investigations, analyse data, looking up information,
communicate, work in groups, among others. Instruments to evaluate investigative skills were
developed and applied. It was found that this activity promoted the development of investigative
skills and, at the same time, booster student’s motivation for learning natural sciences. Throughout
the activity feedback was provided to students, enabling them to improve their performance and
giving the opportunity to view science learning as a continuous process to enhance their skills.
Keywords: Botanical garden, fieldtrip, inquiry, feedback, assessment.

This paper reports on findings from a research project concerned with how electronic networking tools (e-networked tools), such as the Internet, online forums, and mobile technologies, can support authentic science inquiry in junior secondary classrooms. It focuses on three qualitative case studies involving science teachers from two high schools together with their Year 9 and Year 10 classes. The ways teachers and students view and take up the affordances of mobile phones to support authentic science inquiry are of interest. Data were collected from teacher reflections, student interviews, a student survey, classroom observations and student work. The findings highlight three key themes that illustrate the advantage of using mobile phones as part of the classroom culture to video record group practical investigations, support students’ developing abilities to think like a scientist, and enable the sharing of learning beyond the classroom. The findings have implications for practice...

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The shown monograph reacts on the need of development of the pedagogic theory in the fi eld of inquiry based instruction which focuses on the competences of a teacher of technical and natural sciences subjects and on the current needs refl ecting the development of a pupil based on an educative practice and the requirements of the society. This monograph is
conceptually approached as a theoretical-empirical study elaborating the knowledge base of the inquiry based instruction and with related teacher’s competences based on the synthesis of the fractional theoretical pieces of knowledge and refl ection of the results of the relevant research inquiries. It solves the relatively limited fi eld of pedagogical theory, which though has a broader context expressed by the bonds with the related disciplines – i.a. psychology, natural sciences, engineering. By the means of theoretical and empirical inquiries, its effort is to broaden the theory of pedagogy and it contributes to link the pedagogical researches and the researches of the fi eld didactics of the technical and natural sciences subjects.