WHAT ROLE CAN TEACHER EDUCATION PROGRAMS PLAY IN MAKING INQUIRY BASED LEARNING AN INSTRUCTIONAL NORM?
1 Western Connecticut State University (UNITED STATES)
2 Kean University (UNITED STATES)
About this paper:
Appears in: EDULEARN13 Proceedings
Publication year: 2013
Conference name: 5th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2013
Location: Barcelona, Spain
Abstract:Inquiry based learning (IBL) is one of many terms used to describe educational approaches that are driven more by a learner's questions than by a teacher's lessons. Students learn by inquiry when they are in the role of investigator – observing, questioning, posing explanations, testing ideas, analyzing information, drawing logical conclusions, or building models This contructivist approach is also known in the literature as problem based learning, project based learning, case study approach, and other labels. Despite evidence of effectiveness of IBL strategies, this methodology seems to be uncommon rather than the instructional norm in classroom practice. Before we can share implementation tools for IBL with our pre-service teachers, we must first flesh out their attitudes and openness toward trying these innovative strategies In this study we examined if students come to Teacher Education programs with attitudes that are actually barriers toward their acceptance of IBL strategies. This study is significant because teacher preparation programs need to be aware of these obstacles that reduce the effectiveness of research based best practices they intend to promote and nurture.
Keywords: Inquiry, problem-based learning, teacher preparation, teacher education.