Abstract:

Inquiry-based learning is one main didactical method for learners actively engaging in scientific problems and questions like researchers (Linn, Eylon, & Davis, 2004). Even though, this method is very promising regarding self-regulated learning, reflection, and learning success, it is also demanding, both for teachers and students. Thus, teachers must be adequately educated to guide learners in this demanding learning process. In this context, the question arises, how teachers could be trained to support inquiry-based learning in elementary schools.

To face this question, we developed a research-based in-service teacher training. The main content of the training comprises inquiry-based learning and its operationalization in the shape of a research cycle for conducting experiments.

Didactically, the training is based on three issues which empirically show evidence for the improvement of knowledge acquisition and application: blended learning, problem-based learning, and multimedia design elements.

Regarding blended learning, the training combines digital with face-to-face phases taking the strengths of each environment into account: The digital learning environment provides important content in the shape of texts, information, videos, and further material learners can work through self-regulated at their own pace, repeating information as often as they want to, and themselves choosing the learning time and place. Learning in presence is highly interactive between the instructor and the learners as well as between learners deepening knowledge acquisition as well as knowledge application.

The second didactical principle, problem-based learning uses authentic problems learners must solve. In this problem-solving process, learners immediately apply their knowledge so that knowledge transfer is fostered. In the present training, problem-based learning is realized using authentic video sequences of a lesson illustrating concrete teaching methods and examples how an experiment could be conducted with students in the classroom. Furthermore, teachers are obliged to conceptualize an own lesson plan of an experiment collaboratively applying their knowledge to a concrete problem.

The digital learning environment which was exclusively developed for this training is based on twelve media-didactical design principles which show positive results on learning motivation and knowledge acquisition (Mayer, 2007). Five of these principles reduce the extraneous processing that exceeds learners’ cognitive capacity, three principles focus on the problem of essential overload which occurs when content provided by multimedia is too complicated for the learner and four principles are investigated to foster generative processes that are necessary to motivate learners for learning.

In the presentation, we show the relationship between the theoretical concepts and the respective realization in the in-service training.

References:
[1] Linn, M. C., Eylon, B. S., & Davis, E. A. (2004). The knowledge integration perspective on learning. In M. C. Linn, E. A. Davis & P. Bell (Eds.), Internet Environments for Science Education (pp 29-46). Lawrence Erlbaum Associates.
[2] Mayer, R. E. (2007). Research-based principles for designing multimedia instruction. Reviews of Human Factors and Ergonomics, 3(1), 127-147.
[3] Thurlings, M., & den Brok, P. (2017). Learning outcomes of teacher professional development activities: a meta-study. Educational Review, 69(5), 554-576.

Keywords:

Blended learning, in-service teacher training, inquiry-based learning, elementary schools.