About this paper

Appears in:
Pages: 5285-5296
Publication year: 2013
ISBN: 978-84-616-3822-2
ISSN: 2340-1117

Conference name: 5th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2013
Location: Barcelona, Spain

WHAT ROLE CAN TEACHER EDUCATION PROGRAMS PLAY IN MAKING INQUIRY BASED LEARNING AN INSTRUCTIONAL NORM?

R. James1, B. Rabe1, D. Rosen2

1Western Connecticut State University (UNITED STATES)
2Kean University (UNITED STATES)
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.
@InProceedings{JAMES2013WHA,
author = {James, R. and Rabe, B. and Rosen, D.},
title = {WHAT ROLE CAN TEACHER EDUCATION PROGRAMS PLAY IN MAKING INQUIRY BASED LEARNING AN INSTRUCTIONAL NORM?},
series = {5th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN13 Proceedings},
isbn = {978-84-616-3822-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {1-3 July, 2013},
year = {2013},
pages = {5285-5296}}
TY - CONF
AU - R. James AU - B. Rabe AU - D. Rosen
TI - WHAT ROLE CAN TEACHER EDUCATION PROGRAMS PLAY IN MAKING INQUIRY BASED LEARNING AN INSTRUCTIONAL NORM?
SN - 978-84-616-3822-2/2340-1117
PY - 2013
Y1 - 1-3 July, 2013
CI - Barcelona, Spain
JO - 5th International Conference on Education and New Learning Technologies
JA - EDULEARN13 Proceedings
SP - 5285
EP - 5296
ER -
R. James, B. Rabe, D. Rosen (2013) WHAT ROLE CAN TEACHER EDUCATION PROGRAMS PLAY IN MAKING INQUIRY BASED LEARNING AN INSTRUCTIONAL NORM?, EDULEARN13 Proceedings, pp. 5285-5296.
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