Geology and inquiry-based learning. The case of sliding rocks
This paper is a proposal to develop inquiry-based learning (IBL) as a methodological approach to learn science. I outline the characteristics of this methodology, which is based on an initial challenge that has not a unique answer. Here we have a complete experience to carry out IBL in a geological...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:318067 |
| Acceso en línea: | https://ddd.uab.cat/record/318067 https://dx.doi.org/urn:doi:10.1080/20004508.2023.2267266 |
| Access Level: | acceso abierto |
| Palabra clave: | Geology Inquiry based learning Sliding rocks |
| Sumario: | This paper is a proposal to develop inquiry-based learning (IBL) as a methodological approach to learn science. I outline the characteristics of this methodology, which is based on an initial challenge that has not a unique answer. Here we have a complete experience to carry out IBL in a geological case study. Starting with the question presented by the teacher (the mysterious sliding rocks phenomenon in Death Valley), a) students must individually produce hypotheses about the cause of the movement, b) interpret data, previously prepared by the teacher, c) discuss in small group and, finally, d) give an answer. This experience can be extended with modelling and scientific communication activities, as proposed by the author. The experience was performed with 17-year-old students. During the performance, data analysed were collected, showing that IBL allows the development of some scientific skills that discursive methods obstruct or difficult, such as the formulation of multiple hypotheses, the selection of required data and group discussion. |
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