Subject Index
ISBN: 978-1-78441-850-2, eISBN: 978-1-78441-849-6
ISSN: 2055-3641
Publication date: 12 October 2015
This content is currently only available as a PDF
Citation
(2015), "Subject Index", Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 4), Emerald Group Publishing Limited, Leeds, pp. 341-346. https://doi.org/10.1108/S2055-364120150000004025
Publisher
:Emerald Group Publishing Limited
Copyright © 2015 Emerald Group Publishing Limited
INDEX
Action research
, 231
Active approach
, 258–259, 306
Active learning
, 7, 9, 14, 16, 53, 55, 156, 161, 165, 196, 198, 259, 286, 297
Active listening
, 136, 146, 228
Adult learning
, 198
Aesthetic knowledge
, 208
Applied reflective practice
, 202, 205–206
Assessment
, 9, 28, 35, 46–47, 81, 83, 94, 100, 103, 106, 107, 121, 130, 156, 162–164, 177, 178, 212, 213, 214, 249–251, 259, 260, 261, 262, 265, 269, 272, 275, 277, 278, 279–280, 286, 303, 311, 312, 315
Asynchronous group discussion forum
, 312–313
Authentic assessment
, 94
Authentic learning
, 14, 22–23, 247
Authentic problems
, 8, 104–105, 308
Authentic research
, 120–122, 124, 133
Autonomous
, 12, 23, 31, 32, 36, 157, 159
Autonomy
, 24, 28, 30, 31, 32, 36, 44, 165
Best practices
, 133, 214, 247, 289
Biodesign
, 83
Biological engineering
, 13, 75, 77–91
Botanic gardens
, 260, 261, 262, 264
Botanic gardens educative programs
, 260, 261
Champions
, 95, 214, 252, 253
Chemistry
, 13, 93–111
Clinical judgement
, 246, 247, 248
Closing the loop
, 122, 127–132, 310
Closing the loop on learning
, 309–310
Cognitive apprenticeship
, 15, 196
Cognitive level
, 172, 176, 180, 182
Collaboration
, 8, 11, 14, 23, 25, 26, 28, 29, 31–32, 33, 36, 99, 164, 172, 197, 198, 290–291, 293, 307, 312
Collaborative
, 8, 11, 25, 28, 30, 31, 32, 35, 94, 99, 115, 117, 131, 136, 195, 212, 223, 289, 292, 296, 309, 311
Communicating science
, 125–127, 225
Complex social problems
, 173, 175, 176, 185
Conceptual understanding
, 60, 62, 65, 121, 229, 236–237, 259, 286, 288, 289, 297
Confidence
, 26, 32, 33, 34, 50, 90, 109, 161–162, 164, 199, 214, 243, 246–247, 249, 253, 279, 287, 295
Confirmation inquiry
, 174, 176, 179–180, 185, 186
Constructive alignment
, 26, 303, 310–311
Constructively aligned learning environment
, 310–311
Constructivist approach
, 250, 258, 305, 306
Context
, 5, 7, 9, 15, 16, 33, 45, 49, 56, 106, 108, 130, 132, 137, 139, 181, 195, 196, 197, 198, 200, 204–206, 208, 209, 228, 231, 241–254, 262, 278, 302, 304, 305, 306, 307, 308, 310–311, 317
Contextual learning environments
, 200
Cooperation
, 175, 179, 260, 270, 278, 280
Course evaluations
, 32, 115–116, 122
Coverage issue
, 288–289
Creativity in mathematics
, 286, 293, 297
Critically reflect
, 201
Critical thinking
, 14, 23, 24, 33–34, 37, 48, 53, 116, 120, 123, 156, 197, 212, 244, 247–248, 254, 310–311, 317
Critical thinking skills
, 34, 37, 115, 130, 212, 213, 290, 302, 307
Cross-disciplinary
, 77
Curiosity
, 22, 24, 26, 37, 45, 220, 232, 233, 237, 259, 275
Curious inquiry
, 203
Curriculum
, 22, 24, 26–32, 37, 51, 53–54, 94–95, 105–107, 133, 179, 181, 184, 195, 196, 197–198, 200, 201–203, 207–208, 212–213, 221, 223, 245, 247, 248, 253, 288, 297, 302, 303, 304, 309, 310
Curriculum design
, 105–107, 303, 304
Curriculum development
, 197, 201–203
Curriculum reconceptualization
, 43, 54
Debriefing
, 36, 209, 249, 253
Deep learning
, 12, 118, 310
Degree level expectations
, 30
Difficulties
, 89, 106, 108, 173, 179, 181, 278
Disciplinary knowledge
, 77, 157, 307, 317
Discovery
, 14, 25, 77, 115, 116, 117, 174, 196, 198, 199, 200, 212–213, 214, 219, 223, 229, 231, 233–234, 237, 302, 305–306
Diverse learning strategies
, 212
Dynamic understanding
, 138, 142, 145, 146, 147
Educate
, 65, 186
Education outside classroom
, 152–154
Engagement
, 6, 42, 45, 51, 53, 55, 60, 62, 78, 82, 94, 104, 111, 213, 225, 244, 247, 250, 251, 286
Environment
, 4, 5, 7, 9, 11, 13, 15, 16, 23, 26, 30, 36, 37, 80, 82, 90, 91, 116, 121, 123, 130, 152, 153, 154, 157, 163, 184, 195, 196, 198, 200, 208, 212–213, 221, 232, 241, 242, 243, 244, 248–250, 252, 253–254, 286, 301–318
Environmental education
, 217, 227, 277
Evaluation
, 15, 29, 36–37, 50–51, 53, 95, 100–101, 107, 127–128, 130, 131, 138, 156, 158, 164, 179, 181, 184, 212, 223, 238, 242, 245, 257–280, 311
Evaluation capacity building
, 15, 257–280
Evaluation practices
, 15, 261, 269, 271, 277, 279, 280
Experiential learning
, 15, 173, 214
Experimental skills
, 44
Facilitation
, 97, 98, 99, 100, 102, 103–104, 106, 252–253
Facts-ideas-learning issues-action
, 309
Feedback
, 13, 23, 25, 28, 35–36, 45, 47, 52–53, 56, 81, 99, 100, 102, 104, 105, 107, 108, 111, 116, 125, 126, 127, 130, 176, 177, 182, 183, 186, 246, 249, 265, 267, 271, 276, 286, 309–310, 313, 315, 317
First year experience
, 21, 31
5e model
, 224, 259, 274
Flexible knowledge
, 135–147
Formal education
, 9, 157
Formative assessment
, 277, 279
Fun
, 26, 220, 246
Grading rubric
, 127, 129
Group work
, 99, 100, 103, 182, 254, 291, 292, 294
Guided approach
, 174
Guided inquiry
, 177–178, 182–183, 186, 220, 232, 305
Guided research
, 132–133
Harnish, Del
, 22, 23, 35, 37
Health
, 22, 80, 82, 171–187, 194, 195, 196, 197, 198, 207, 209, 212, 213, 214, 244, 247, 248, 250, 253, 322
Hypothesis-driven research
, 14, 113–134
IBL, see Inquiry-based learning
IBSE methodology, see Inquiry based science education
Immersive learning
, 198
Informal education
, 9, 47
Innovation in curricula
, xi–xii, 55
Inquiry
, 10, 16, 22, 23, 24–25, 26, 28, 29, 33, 34, 36, 42, 45, 46, 53–54, 71, 154, 155, 173, 174–175, 187, 197, 198–206, 208–212, 219, 221–222, 228, 232, 233, 234–235, 293, 302, 305
Inquiry as discovery
, 212–213
Inquiry-based approach
, 8, 15, 173, 174, 244
Inquiry-based learning
, xiii, xiv, 3–17, 21–38, 59–65, 113–134, 135–147, 171–187, 212, 283–298, 301–318
Inquiry based science education
, 14, 151–167, 258–259, 260, 261, 263–277, 278–279, 280
Inquiry-oriented learning
, 4, 12, 41–57
Inquiry situated learning
, 198–206
Inquiry skills
, 21, 23, 26, 28, 29, 30, 37, 38, 42, 53, 272
Integrated curriculum
, 22
Intellectual risks
, 87
Intentional learning
, 303
Intentional teaching
, 130
Interdisciplinary knowledge
, 172–173, 175
Interdisciplinary research
, 14, 94, 106, 172–173, 175, 176, 179, 180, 181, 182, 183, 185, 186, 187
Interpersonal level
, 191
Intrapersonal level
, 182, 191
Investigative
, 115, 165
Ivy-league
, 26
Just-in-time
, 308, 313
Knowledge transfer
, 139–141, 142
Laboratory program
, 12–13, 41, 43–44, 45–46, 47–48, 49, 50–51, 52, 54–56
Learn by doing
, 7, 132, 174
Learner-centred curriculum
, 302
Learners as a community
, 279
Learning
, xi, xii, 4–5, 7, 8, 9, 10, 11, 14, 15–17, 24, 26, 28, 31, 33–37, 42, 44–45, 48–49, 53–57, 77, 81, 84, 87, 90–91, 93–111, 113–134, 136, 139, 146–147, 152–157, 161–165, 171–187, 218–224, 226, 227, 229–232, 237, 241–254, 258–262, 264, 272, 276–279, 283–298, 301–318
Learning domains
, 172, 186, 187, 200, 201
Learning objectives
, 9, 118, 119, 122–123
Learning space
, 5, 99–100, 103–104, 253, 304
Learning streets
, 253
Lecturers
, 48, 51, 177, 178, 179, 180–181, 183, 184, 190, 252
Life-long learning
, 243
Leicester strategy
, 97
Liquid learning
, 304, 305, 306, 307, 308, 310, 311, 317, 318
Lived curriculum
, 212
Mask-making activity
, 209
Master
, 12, 173, 174–175, 176, 184, 185, 269, 306
Mathematical conceptions
, 136, 146
Mathematical ideas
, 136, 138–139, 147
Mathematical reasoning
, 138
Mathematical representations
, 138
Mathematics
, 14–15, 119, 135–147, 283–298
Mathematics translations
, 14, 139–141
McMaster University
, 12, 21, 22, 37–38, 94, 243
Meaningful learning
, 4, 5, 7, 8, 78, 87, 136
Medical school
, 34, 38, 94
Medicine
, 175, 213
Mentored inquiry
, 78, 91
Metacognition
, 26, 280
MIT
, 13, 75–91
Model-scaffold-fade
, 308–309
Moodle learning management system
, 313
Moore Method
, 284
Narrative inquiry
, 15, 195, 196, 197, 200
Natural sciences teaching in green spaces
, 161
Non-formal education
, 153
Nursing
, 193–214, 243, 244, 245, 247, 250, 251, 311–312, 315, 317
Object perspective
, 139, 141, 144, 145, 146, 147
Online learning environment
, 317
Online synchronous PBL tutorial
, 312
Open-ended research
, 132–133
Open inquiry
, 14, 173, 175, 178–179, 183–184, 186, 187, 207, 305
Oral exams
, 294, 295–296, 297
Outdoor learning
, 151–167
Participations
, 121, 232, 253, 262, 291–293
Physical science
, 51, 98, 109–111
Physics education
, 12, 64
Portfolios
, 160, 198, 207, 261, 276, 277, 278, 289, 296, 297
Postgraduate
, 37, 38, 106, 111, 242, 244, 245, 247
Post-postsurvey
, 84, 87, 89, 90
Presentations
, 46, 76, 78, 81, 83, 100, 103, 198, 209, 225, 237, 285, 289, 291–293, 296
Pre-service mathematics teachers
, 14, 138
Primary literature
, 80, 116, 118, 119, 123, 125, 259
Problem-based learning
, xiii, 4–5, 7, 9, 10, 13, 16, 23, 35, 93, 95, 97, 99, 101, 103, 105, 107, 109, 114, 173, 242, 301–318
Process
, 4–5, 7–12, 14, 16, 23–24, 28–30, 32, 34, 37, 42, 48, 53–55, 64, 77–78, 95–100, 103–106, 108–109, 114–116, 119–121, 123, 125–127, 130–134, 139–141, 144–146, 152–156, 161–162, 164–166, 171–172, 174, 177–178, 182–183, 186–187, 194, 196, 200, 207, 212, 218, 220–222, 226, 228, 231, 234, 236, 242–253, 258–263, 269, 272–273, 276, 278–279, 281, 283, 293, 295, 301–302, 304–306, 308, 311–312, 315, 317
Process-oriented approach
, 132
Process perspective
, 140, 144–145
Professional development
, 14, 49, 53, 56, 164, 165, 242, 252–253, 260, 262
Prospective mathematics teachers
, 141
Qualitative methods
, 263–264
Quantitative methods
, 263–264, 310
Questioning
, 5, 13, 25, 32, 36, 221, 247, 295, 309
Real-life problem
, 182
Reasoning skills
, 136, 307
Reflective practice
, 200, 201, 205
Reflective practitioner
, 310
Relationality
, 200, 209
Relational learning
, 310
Research on IBL in mathematics
, 113–134
Research proposal
, 120, 123, 126, 128, 178
Safety
, 87, 122, 124, 234
Scaffolding
, 14, 97, 196, 228, 306, 308, 313
Scenarios
, 10–11, 105, 152, 229, 234, 238, 241–242, 245, 247–251, 253–254
Scholar-practitioner
, 207, 214
Science education
, 13–15, 42, 54, 61–62, 152, 154, 155, 156, 161, 164–165, 219, 280
Scientific inquiry
, 10, 44–45, 155, 218, 220, 222, 228, 229, 231, 233, 235, 238, 259
Scientific knowledge
, 53, 110, 155, 160, 177, 218–220, 228, 238, 272, 276–277, 280
Self-assessment
, 25, 115
Self-directed learners
, 31
Self-directed learning
, 10, 15, 26, 28, 202–203, 207, 244, 302, 307, 310–311, 313
Self-evaluation
, 261, 271–272, 276, 278
Self-management
, 24–25, 28, 31
Self-management skills
, 24–25, 31
Semi-structured interviews
, 261, 267
SET strategy
, 97, 105
Simulation
, 82, 248–254
Small group teaching
, 23, 95, 111
Static understanding
, 142, 144, 147
Structured ambiguity
, 213
Structured inquiry
, 14, 172, 174, 176, 180–181, 183, 186–187, 305
Student assessment
, 46–47
Student-centered learning
, 53, 115, 133, 287
Student-centred activities
, 287
Student-centred approaches
, 93, 252, 304
Student conceptions
, 226
Student learning
, 9, 33, 38, 42, 55–57, 81, 96, 115, 133, 156–157, 164, 276, 304, 306
Student peer review
, 100, 108
Students
, 4–17, 22–38, 42–56, 60–61, 63–65, 76–91, 93–111, 114–127, 130–141, 144–147, 152–159, 161–167, 172–187, 194–198, 200–209, 212–214, 218–229, 231–238, 241–254, 258–259, 261–262, 264, 268–281, 284–298, 302, 304–315, 317
Student–staff partnerships
, 106
Student textbooks
, 7, 16, 162, 218, 258, 284, 286, 293, 294, 296, 297
Student thinking
, 14, 137, 139
Summative assessment
, 100, 198, 213, 262
Synthetic biology
, 76, 78, 80, 84, 88
Teacher-scholar
, 114
Team mentors
, 83, 88–89
Team work
, 110, 176, 247, 302
Time
, 23–24, 37, 91, 102, 117–118, 124, 130, 132, 162, 178, 181, 183, 194, 196, 199, 224, 232, 235, 264–265, 268–269, 271, 276–280, 290–296
Tracking ideas
, 136, 146
Training for trainers’ courses
, 159
Transferable skills
, 24, 94–95, 106, 109, 317
Undergraduate
, 6, 12, 21–23, 33, 35, 37, 42, 49, 51, 65, 77, 94–96, 105–107, 111, 115–118, 121, 132–133, 194–195, 197, 213, 241, 244–245, 247, 250, 252–253, 306, 311
Virtual family
, 242, 250–252
Virtual learning environment
, 97–100
Visible learning
, 309
Vision and change
, 117–118
Wiki
, 99–100, 297, 313, 315, 317
Wikis
, 99–100
- Inquiry-Based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators
- Innovations in Higher Education Teaching and Learning
- Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators
- Copyright Page
- List of Contributors
- Series Editor’s Introduction
- Foreword
- Part I: Concepts and Principles
- Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for STEM Programs
- Inquiry-Based Learning in an Undergraduate Honours Program: Lessons from the Bachelor of Health Sciences Honours Program at McMaster University
- Two Decades of Inquiry-Oriented Learning in First Year Undergraduate Physics Laboratories: An Australian Experience
- Arnold Arons: Pioneer of Inquiry-Based Learning in Physics
- Part II: Practices and Strategies
- MIT’s Introduction to Biological Engineering: A Longitudinal Study of a Freshman Inquiry-Based Class
- Problem Based Learning Approaches to Teaching Chemistry
- An Intentional and Facilitative Student-Centered Approach to Enhance Inquiry-Based Learning through Authentic, Hypothesis-Driven Research
- IBL and Mathematics: The Necessity of Flexible Knowledge
- Advantages of Science Education Outdoors through IBSE Methodology
- Inquiry-Based Learning in Action: Reflections on an Interdisciplinary Master’s Program in the Health and Life Sciences
- A Narrative-Based Bachelor of Science in Nursing Program: Experiences and Insights
- Modeling Scientific Inquiry to Guide Students in the Practices of Science: The ED3U Teaching Model of Conceptual Change in Action
- Utilising Context in Learning
- Evaluating European Inquiry-Based Education Projects through the Lens of Evaluation Capacity Building
- Inquiry-Based Learning in Mathematics
- Enhancing Inquiry-Based Learning Environments with the Power of Problem-Based Learning to Teach 21st Century Learning and Skills
- About the Authors
- Author Index
- Subject Index