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Technology and Inquiry-Based Instructional Methods: A Design Case in Student-Centered Online Course Design
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Mary Jo Dondlinger – International Journal of Designs for Learning, 2021
Although online course design is no longer new, few design cases describe the development of entire courses based on principles of student-centered learning design. This design case chronicles the context, design challenges, and successes and failures of a graduate course on Technology & Inquiry-based Instructional Methods for an online…
Descriptors: Student Centered Learning, Online Courses, Instructional Design, Graduate Students
"What Will Keep the Fish Alive?" Exploring Intersections of Designing, Making, and Inquiry among Middle School Learners
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Scott Wallace; Tarrance Banks; Mishael Sedas; Krista Glazewski; Thomas Brush; Christian McKay – International Journal of Designs for Learning, 2017
We can see why educators are drawn to making; maker environments hold tremendous potential for engaging learners in both (a) building and representing their knowledge and (b) fostering opportunities for seeing the world in new ways. This potential reflects what our team of middle school teachers, university professors, and graduate students…
Descriptors: Active Learning, Inquiry, Middle School Students, Faculty Development
Design of a Pre-Service Teacher Training Unit to Promote Scientific Practices. "Is a Chickpea a Living Being?"
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Maria Martínez-Chico; Maria Rut Jiménez-Liso; Maria Evagorou – International Journal of Designs for Learning, 2020
In this paper, we present the design of a teacher training sequence, emphasizing supporting pre-service teachers to reflect on their knowledge, skills, and emotions experienced when engaging in scientific practices. We consider such reflections being crucial in initial teacher training because they can make pre-service teachers aware of the…
Descriptors: Instructional Design, Preservice Teachers, Preservice Teacher Education, Science Education
Iteratively Refining a Science Explanation Tool through Classroom Implementation and Stakeholder Partnerships
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Camillia Matuk; Kevin W. McElhaney; Jennifer King Chen; Jonathan Lim-Breitbart; Douglas Kirkpatrick; Marcia C. Linn – International Journal of Designs for Learning, 2016
Science inquiry challenges students to synthesize various ideas about complex phenomena into coherent explanations. It also challenges teachers, who must guide their diverse students' developing understanding during student-paced investigations. We describe the Idea Manager, a suite of web-based, curriculum-integrated tools that (a) guides…
Descriptors: Science Instruction, Inquiry, Active Learning, Web Based Instruction
Collaborative Design of Professional Graduate Programs in Education
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Sharon Friesen; Michele Jacobsen – International Journal of Designs for Learning, 2021
Faculties of Education in North America are experiencing an increase in demand for professional graduate programs that provide flexible and accessible research pathways for working professionals. Our School of Education offers high quality professional graduate programs that increase access and respond directly to complex needs and problems of…
Descriptors: Instructional Design, Graduate Study, Active Learning, Blended Learning
Critical Design Decisions for Successful Model-Based Inquiry in Science Classrooms
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Ronald W. Rinehart; Ravit Golan Duncan; Clark A. Chinn; Trudy A. Atkins – International Journal of Designs for Learning, 2016
Current science education reforms and the new standards (Next Generation Science Standards [NGSS], 2013) advocate that K-12 students gain proficiency in the knowledge-generating practices of scientists. These practices include argumentation, modeling, and coordinating evidence with theories and models. Practice-based instruction is very different…
Descriptors: Decision Making, Science Education, Educational Change, Standards
Enacting a Reform-Based Science Curriculum: Design Changes to Extend Inquiry
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Charles J. Eick; Michael Dias – International Journal of Designs for Learning, 2016
The first author re-entered the middle grades classroom to teach a new National Science Foundation (NSF) physical science curriculum that was designed to foster conceptual change through a scientific approach. The curriculum design met the need and call for reform in science education through its focus on inquiry, evidence-based reasoning, peer…
Descriptors: Educational Change, Science Instruction, Evidence Based Practice, Curriculum Design