The purpose of this research study was to investigate the role of an inquiry-based approach to learning in a pre-service teacher education program. All students enrolled in an educational technology course during the winter 2013 and 2014 semesters completed an inquiry-based learning project related to their future teaching practice. Through blog postings, an online survey, and a face-to-face focus group the study participants indicated that this approach to learning is useful when teachers provide a big picture orientation, use clear guidelines, scaffold the process, ensure that students make careful and informed topic selection, facilitate weekly technology instruction related to the project, and incorporate digital storytelling to convey the results.
Vaughan, N. and Prediger, S. (2014), "Investigating the Role of an Inquiry-Based Approach to Learning", Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 2), Emerald Group Publishing Limited, Bingley, pp. 27-52. https://doi.org/10.1108/S2055-364120140000002014
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