Show simple item record

dc.contributor.authorParappilly, M.
dc.contributor.authorSiddiqui, Salim
dc.contributor.authorZadnik, Marjan
dc.contributor.authorShapter, J.
dc.contributor.authorSchmidt, L.
dc.date.accessioned2017-01-30T10:31:22Z
dc.date.available2017-01-30T10:31:22Z
dc.date.created2013-11-12T20:00:43Z
dc.date.issued2013
dc.identifier.citationParappilly, Maria B. and Siddiqui, Salim and Zadnik, Marjan G. and Shapter, Joe and Schmidt, Lisa. 2013. An inquiry-based approach to laboratory experiences: Investigating students' ways of active learning. International Journal of Innovation in Science and Mathematics Education. 21 (5): pp. 42-53.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/3448
dc.description.abstract

It is a common perception amongst students (and faculty) that traditional recipe-based laboratory experiences are generally boring, non-interactive and non-engaging. As a result, such laboratory sessions are unlikely to promote higher order thinking and learning. As a part of the national SaMnet (Science and Mathematics network of Australian University Educators – see http://samnetaustralia.blogspot.com.au/) project, we have developed an “inquiry-based” approach to learning in laboratories, and introduced laboratory experiences which are designed to equip first year physics students with the concepts and skills required to plan and carry out an experiment to investigate a particular problem. Our aim was to motivate and stimulate students’ interest, so that they explore experimental activities and design their own experiments. We implemented inquiry based laboratory activities for non-physics majors in semester 2, 2012 at two Australian universities. The students were given five traditional and one Inquiry-based Laboratory and this paper reports the student perceptions of the new experience. Students felt they had to do a lot of thinking and analysing for inquiry-based reports and believed that they learnt more in the inquiry-based laboratory than the recipe-based laboratory. We also found that student marks either improved (for laboratory reports) or remained the same (for related examination questions), and conclude that inquiry-based laboratories at worst do not negatively impact on student performance and may actually benefit student learning.

dc.publisherThe University of Sydney
dc.relation.urihttp://ojs-prod.library.usyd.edu.au/index.php/CAL/article/view/7304
dc.subjectradioactivity
dc.subjectlaboratories
dc.subjectinquiry learning
dc.titleAn inquiry-based approach to laboratory experiences: Investigating students' ways of active learning
dc.typeJournal Article
dcterms.source.volume21
dcterms.source.number5
dcterms.source.startPage42
dcterms.source.endPage53
dcterms.source.issn2200-4270
dcterms.source.titleInternational Journal of Innovation in Science and Mathematics Education
curtin.department
curtin.accessStatusOpen access


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record