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|Title:||From Evidence to Explanations: Engaging undergraduate Geology Students in Inquiry|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Apedoe, X. (2006). From Evidence to Explanations: Engaging undergraduate Geology Students in Inquiry. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 2-8). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||This paper reports the synthesis of six case studies of students' engagement in inquiry- based learning activities in an undergraduate geology course. Details of how students engaged in the scientific inquiry practices of formulating explanations from evidence, and communicating and justifying proposed explanations are presented. Data for this study included classroom observations and archival data (i.e., student work samples) collected during a semester-long investigation. The results suggest that students were able to appropriate these inquiry practices with varying degrees of success, however, it was not without its challenges. A detailed discussion of the ways in which students were successful, and where they had challenges engaging in these inquiry practices is presented, with the goal of helping guide practitioners and researchers in creating learning environments that can take full advantage of the pedagogical strategy of inquiry- based learning.|
|Appears in Collections:||ICLS 2006|
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