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Thursday, November 22, 2018

Science and technology in the United States

From Wikipedia, the free encyclopedia

The United States of America came into being around the Age of Enlightenment (1685 to 1815), an era in Western philosophy in which writers and thinkers, rejecting the perceived superstitions of the past, instead chose to emphasize the intellectual, scientific and cultural life, centered upon the 18th century, in which reason was advocated as the primary source for legitimacy and authority. Enlightenment philosophers envisioned a "republic of science," where ideas would be exchanged freely and useful knowledge would improve the lot of all citizens.

The United States Constitution itself reflects the desire to encourage scientific creativity. It gives the United States Congress the power "to promote the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries." This clause formed the basis for the U.S. patent and copyright systems, whereby creators of original art and technology would get a government granted monopoly, which after a limited period would become free to all citizens, thereby enriching the public domain.

Early American science

Franklin, one of the first early American scientists.

In the early decades of its history, the United States was relatively isolated from Europe and also rather poor. At this stage America's scientific infrastructure was still quite primitive compared to the long-established societies, institutes, and universities in Europe.

Two of America's founding fathers were scientists of some repute. Benjamin Franklin conducted a series of experiments that deepened human understanding of electricity. Among other things, he proved what had been suspected but never before shown: that lightning is a form of electricity. Franklin also invented such conveniences as bifocal eyeglasses. Franklin also conceived the mid-room furnace, the "Franklin Stove." However, Franklin's design was flawed, in that his furnace vented the smoke from its base: because the furnace lacked a chimney to "draw" fresh air up through the central chamber, the fire would soon go out. It took David R. Rittenhouse, another hero of early Philadelphia, to improve Franklin's design by adding an L-shaped exhaust pipe that drew air through the furnace and vented its smoke up and along the ceiling, then into an intramural chimney and out of the house.

Thomas Jefferson (1743-1826), was among the most influential leaders in early America; during the American Revolutionary War (1775–83), Jefferson served in the Virginia legislature, the Continental Congress, was governor of Virginia, later serving as U.S. minister to France, U.S. secretary of state, vice president under John Adams (1735-1826), writer of the Declaration of Independence and the third U.S. president. During Jefferson’s two terms in office (1801-1809), the U.S. purchased the Louisiana Territory and Lewis and Clark explored the vast new acquisition. After leaving office, he retired to his Virginia plantation, Monticello, and helped spearhead the University of Virginia. Jefferson was also a student of agriculture who introduced various types of rice, olive trees, and grasses into the New World. He stressed the scientific aspect of the Lewis and Clark expedition (1804–06), which explored the Pacific Northwest, and detailed, systematic information on the region's plants and animals was one of that expedition's legacies.


Like Franklin and Jefferson, most American scientists of the late 18th century were involved in the struggle to win American independence and forge a new nation. These scientists included the astronomer David Rittenhouse, the medical scientist Benjamin Rush, and the natural historian Charles Willson Peale.

During the American Revolution, Rittenhouse helped design the defenses of Philadelphia and built telescopes and navigation instruments for the United States' military services. After the war, Rittenhouse designed road and canal systems for the state of Pennsylvania. He later returned to studying the stars and planets and gained a worldwide reputation in that field.

As United States Surgeon General, Benjamin Rush saved countless lives of soldiers during the American Revolutionary War by promoting hygiene and public health practices. By introducing new medical treatments, he made the Pennsylvania Hospital in Philadelphia an example of medical enlightenment, and after his military service, Rush established the first free clinic in the United States.

Charles Willson Peale is best remembered as an artist, but he also was a natural historian, inventor, educator, and politician. He created the first major museum in the United States, the Peale Museum in Philadelphia, which housed the young nation's only collection of North American natural history specimens. Peale excavated the bones of an ancient mastodon near West Point, New York; he spent three months assembling the skeleton, and then displayed it in his museum. The Peale Museum started an American tradition of making the knowledge of science interesting and available to the general public.

Science immigration

American political leaders' enthusiasm for knowledge also helped ensure a warm welcome for scientists from other countries. A notable early immigrant was the British chemist Joseph Priestley, who was driven from his homeland because of his dissenting politics. Priestley, who went to the United States in 1794, was the first of thousands of talented scientists who emigrated in search of a free, creative environment.

Alexander Graham Bell placing the first New York to Chicago telephone call in 1892

Other scientists had come to the United States to take part in the nation's rapid growth. Alexander Graham Bell, who arrived from Scotland by way of Canada in 1872, developed and patented the telephone and related inventions. Charles Steinmetz, who came from Germany in 1889, developed new alternating-current electrical systems at General Electric Company, and Vladimir Zworykin, an immigrant from Russia in 1919 arrived in the States bringing his knowledge of x-rays and cathode ray tubes and later won his first patent on a television system he invented. The Serbian Nikola Tesla went to the United States in 1884, and would later adapted the principle of rotating magnetic field in the development of an alternating current induction motor and polyphase system for the generation, transmission, distribution and use of electrical power.

Into the early 1900s Europe remained the center of science research, notably in England and Germany. From the 1920s onwards, the tensions heralding the onset of World War II spurred sporadic but steady scientific emigration, or “Brain Drain”, in Europe. Many of these emigrants were Jewish scientists, fearing the repercussions of anti-Semitism, especially in Germany and Italy, and sought sanctuary in the United States. One of the first to do so was Albert Einstein in 1933. At his urging, and often with his support, a good percentage of Germany's theoretical physics community, previously the best in the world, left for the US. Enrico Fermi, came from Italy in 1938 and led the work that produced the world's first self-sustaining nuclear chain reaction. Many other scientists of note moved to the US during this same emigration wave, including Niels Bohr, Victor Weisskopf, Otto Stern, and Eugene Wigner.

Several scientific and technological breakthroughs during the Atomic Age were the handiwork of such immigrants, who recognized the potential threats and uses of new technology. For instance, it was the German professor Einstein and his Hungarian colleague, Leó Szilárd, who took the initiative and convinced president Franklin D. Roosevelt to pursue the pivotal Manhattan Project. Many physicists instrumental to the project were also European immigrants, such as the Hungarian Edward Teller, “father of the hydrogen bomb,” and German Nobel laureate Hans Bethe. Their scientific contributions, combined with Allied resources and facilities helped establish the United States during World War II as an unrivaled scientific juggernaut. In fact, the Manhattan Project’s Operation Alsos and its components, while not designed to recruit European scientists, successfully collected and evaluated Axis military scientific research at the end of the war, especially that of the German nuclear energy project, only to conclude that it was years behind its American counterpart.

Theoretical physicist Albert Einstein, who emigrated to the United States to escape Nazi persecution, is an example of human capital flight as a result of political change.

When World War II ended, the US, the UK and the Soviet Union were all intent on capitalizing on Nazi research and competed for the spoils of war. While President Harry S. Truman refused to provide sanctuary to ideologically committed members of the Nazi party, the Office of Strategic Services introduced Operation Paperclip, conducted under the Joint Intelligence Objectives Agency. This program covertly offered otherwise ineligible intellectuals and technicians white-washed dossiers, biographies, and employment. Ex-Nazi scientists overseen by the JIOA had been employed by the US military since the defeat of the Nazi regime in Project Overcast, but Operation Paperclip ventured to systematically allocate German nuclear and aerospace research and scientists to military and civilian posts, beginning in August 1945. Until the program’s termination in 1990, Operation Paperclip was said to have recruited over 1,600 such employees in a variety of professions and disciplines.

Serbian-American inventor Nikola Tesla sitting in the Colorado Springs experimental station with his "Magnifying transmitter" generating millions of volts.

In the first phases of Operation Paperclip, these recruits mostly included aerospace engineers from the German V-2 combat rocket program, experts in aerospace medicine and synthetic fuels. Perhaps the most influential of these was Wernher Von Braun, who had worked on the Aggregate rockets (the first rocket program to reach outer space), and chief designer of the V-2 rocket program. Upon reaching US soil, Von Braun first worked on the U.S. Air Force ICBM program before his team was reassigned to NASA. Often credited as “The Father of Rocket Science,” his work on the Redstone rocket and the successful deployment of the Explorer 1 satellite as a response to Sputnik 1 marked the beginning of the American Space program, and therefore, of the Space Race. Von Braun’s subsequent development of the Saturn V booster for NASA in the mid-to late sixties resulted in the first manned moon landing, the Apollo 11 mission, in 1969.

Von Braun with the F-1 engines of the Saturn V first stage at the U.S. Space and Rocket Center

In the post-war era the US was left in a position of unchallenged scientific leadership, being one of the few industrial countries not ravaged by war. Additionally, science and technology were seen to have greatly added to the Allied war victory, and were seen as absolutely crucial in the Cold War era. This enthusiasm simultaneously rejuvenated American industry, and celebrated Yankee ingenuity, instilling a zealous nationwide investment in "Big Science" and state-of-the-art government funded facilities and programs. This state patronage presented appealing careers to the intelligentsia, and further consolidated the scientific preeminence of the United States. As a result, the US government became, for the first time, the largest single supporter of basic and applied scientific research. By the mid-1950s the research facilities in the US were second to none, and scientists were drawn to the US for this reason alone. The changing pattern can be seen in the winners of the Nobel Prize in physics and chemistry. During the first half-century of Nobel Prizes – from 1901 to 1950 – American winners were in a distinct minority in the science categories. Since 1950, Americans have won approximately half of the Nobel Prizes awarded in the sciences.

The American Brain Gain continued throughout the Cold War, as tensions steadily escalated in the Eastern Bloc, resulting in a steady trickle of defectors, refugees and emigrants. The partition of Germany, for one, precipitated over three and a half million East Germans – the Republikflüchtling - to cross into West Berlin by 1961. Most of them were young, well-qualified, educated professionals or skilled workers - the intelligentsia - exacerbating human capital flight in the GDR to the benefit of Western countries, including the United States.

American applied science

Men of Progress, representing 19 contemporary American inventors, 1857

During the 19th century, Britain, France, and Germany were at the forefront of new ideas in science and mathematics. But if the United States lagged behind in the formulation of theory, it excelled in using theory to solve problems: applied science. This tradition had been born of necessity. Because Americans lived so far from the well-springs of Western science and manufacturing, they often had to figure out their own ways of doing things. When Americans combined theoretical knowledge with "Yankee ingenuity", the result was a flow of important inventions. The great American inventors include Robert Fulton (the steamboat); Samuel Morse (the telegraph); Eli Whitney (the cotton gin); Cyrus McCormick (the reaper); and Thomas Alva Edison, the most fertile of them all, with more than a thousand inventions credited to his name.

First flight of the Wright Flyer I, December 17, 1903, Orville piloting, Wilbur running at wingtip.

Edison was not always the first to devise a scientific application, but he was frequently the one to bring an idea to a practical finish. For example, the British engineer Joseph Swan built an incandescent electric lamp in 1860, almost 20 years before Edison. But Edison's light bulbs lasted much longer than Swan's, and they could be turned on and off individually, while Swan's bulbs could be used only in a system where several lights were turned on or off at the same time. Edison followed up his improvement of the light bulb with the development of electrical generating systems. Within 30 years, his inventions had introduced electric lighting into millions of homes.

Howard Hughes with his Boeing 100 in the 1940s

Another landmark application of scientific ideas to practical uses was the innovation of the brothers Wilbur and Orville Wright. In the 1890s they became fascinated with accounts of German glider experiments and began their own investigation into the principles of flight. Combining scientific knowledge and mechanical skills, the Wright brothers built and flew several gliders. Then, on December 17, 1903, they successfully flew the first heavier-than-air, mechanically propelled airplane.

An American invention that was barely noticed in 1947 went on to usher in the Information Age. In that year John Bardeen, William Shockley, and Walter Brattain of Bell Laboratories drew upon highly sophisticated principles of quantum physics to invent the transistor, a small substitute for the bulky vacuum tube. This, and a device invented 10 years later, the integrated circuit, made it possible to package enormous amounts of electronics into tiny containers. As a result, book-sized computers of today can outperform room-sized computers of the 1960s, and there has been a revolution in the way people live – in how they work, study, conduct business, and engage in research.

Part of America's past and current preeminence in applied science has been due to its vast research and development budget, which at $401.6bn in 2009 was more than double that of China's $154.1bn and over 25% greater than the European Union's $297.9bn.

The Atomic Age and "Big Science"


One of the most spectacular – and controversial – accomplishments of US technology has been the harnessing of nuclear energy. The concepts that led to the splitting of the atom were developed by the scientists of many countries, but the conversion of these ideas into the reality of nuclear fission was accomplished in the United States in the early 1940s, both by many Americans but also aided tremendously by the influx of European intellectuals fleeing the growing conflagration sparked by Adolf Hitler and Benito Mussolini in Europe.

During these crucial years, a number of the most prominent European scientists, especially physicists, immigrated to the United States, where they would do much of their most important work; these included Hans Bethe, Albert Einstein, Enrico Fermi, Leó Szilárd, Edward Teller, Felix Bloch, Emilio Segrè, and Eugene Wigner, among many, many others. American academics worked hard to find positions at laboratories and universities for their European colleagues.

The Space Shuttle takes off on a manned mission to space.

After German physicists split a uranium nucleus in 1938, a number of scientists concluded that a nuclear chain reaction was feasible and possible. The Einstein–Szilárd letter to President Franklin D. Roosevelt warned that this breakthrough would permit the construction of "extremely powerful bombs." This warning inspired an executive order towards the investigation of using uranium as a weapon, which later was superseded during World War II by the Manhattan Project the full Allied effort to be the first to build an atomic bomb. The project bore fruit when the first such bomb was exploded in New Mexico on July 16, 1945.

The development of the bomb and its use against Japan in August 1945 initiated the Atomic Age, a time of anxiety over weapons of mass destruction that has lasted through the Cold War and down to the anti-proliferation efforts of today. Even so, the Atomic Age has also been characterized by peaceful uses of nuclear power, as in the advances in nuclear power and nuclear medicine.


A visual example of a 24 satellite GPS constellation in motion with the earth rotating. Notice how the number of satellites in view from a given point on the earth's surface, in this example in Golden, Colorado, USA(39.7469° N, 105.2108° W), changes with time.

Along with the production of the atomic bomb, World War II also began an era known as "Big Science" with increased government patronage of scientific research. The advantage of a scientifically and technologically sophisticated country became all too apparent during wartime, and in the ideological Cold War to follow the importance of scientific strength in even peacetime applications became too much for the government to any more leave to philanthropy and private industry alone. This increased expenditure on scientific research and education propelled the United States to the forefront of the international scientific community—an amazing feat for a country which only a few decades before still had to send its most promising students to Europe for extensive scientific education.

The first US commercial nuclear power plant started operation in Illinois in 1956. At the time, the future for nuclear energy in the United States looked bright. But opponents criticized the safety of power plants and questioned whether safe disposal of nuclear waste could be assured. A 1979 accident at Three Mile Island in Pennsylvania turned many Americans against nuclear power. The cost of building a nuclear power plant escalated, and other, more economical sources of power began to look more appealing. During the 1970s and 1980s, plans for several nuclear plants were cancelled, and the future of nuclear power remains in a state of uncertainty in the United States.

Meanwhile, American scientists have been experimenting with other renewable energy, including solar power. Although solar power generation is still not economical in much of the United States, recent developments might make it more affordable.

Telecom and technology

Bill Gates and Steve Jobs at the fifth D: All Things Digital conference (D5) in 2007

For the past 80 years, the United States has been integral in fundamental advances in telecommunications and technology. For example, AT&T's Bell Laboratories spearheaded the American technological revolution with a series of inventions including the first practical light emitted diode (LED), the transistor, the C programming language, and the Unix computer operating system. SRI International and Xerox PARC in Silicon Valley helped give birth to the personal computer industry, while ARPA and NASA funded the development of the ARPANET and the Internet.


Herman Hollerith was just a twenty-year-old engineer when he realized the need for a better way for the U.S. government to conduct their Census and then proceeded to develop electromechanical tabulators for that purpose. The net effect of the many changes from the 1880 census: the larger population, the data items to be collected, the Census Bureau headcount, the scheduled publications, and the use of Hollerith's electromechanical tabulators, was to reduce the time required to process the census from eight years for the 1880 census to six years for the 1890 census. That kick started The Tabulating Machine Company. By the 1960s, the company name had been changed to International Business Machines, and IBM dominated business computing. IBM revolutionized the industry by bringing out the first comprehensive family of computers (the System/360). It caused many of their competitors to either merge or go bankrupt, leaving IBM in an even more dominant position. IBM is known for its many inventions like the floppy disk, introduced in 1971, supermarket checkout products, and introduced in 1973, the IBM 3614 Consumer Transaction Facility, an early form of today's Automatic Teller Machines.

The Space Age

The Hubble Space Telescope as seen from Discovery during its second servicing mission

Running almost in tandem with the Atomic Age has been the Space Age. American Robert Goddard was one of the first scientists to experiment with rocket propulsion systems. In his small laboratory in Worcester, Massachusetts, Goddard worked with liquid oxygen and gasoline to propel rockets into the atmosphere, and in 1926 successfully fired the world's first liquid-fuel rocket which reached a height of 12.5 meters. Over the next 10 years, Goddard's rockets achieved modest altitudes of nearly two kilometers, and interest in rocketry increased in the United States, Britain, Germany, and the Soviet Union.

Two Jet Propulsion Laboratory engineers stand with three vehicles, providing a size comparison of three generations of Mars rovers. Front and center is the flight spare for the first Mars rover, Sojourner, which landed on Mars in 1997 as part of the Mars Pathfinder Project. On the left is a Mars Exploration Rover (MER) test vehicle that is a working sibling to Spirit and Opportunity, which landed on Mars in 2004. On the right is a test rover for the Mars Science Laboratory, which landed Curiosity on Mars in 2012. Sojourner is 65 cm (2.13 ft) long. The Mars Exploration Rovers (MER) are 1.6 m (5.2 ft) long. Curiosity on the right is 3 m (9.8 ft) long.

As Allied forces advanced during World War II, both the American and Russian forces searched for top German scientists who could be claimed as spoils for their country. The American effort to bring home German rocket technology in Operation Paperclip, and the bringing of German rocket scientist Wernher von Braun (who would later sit at the head of a NASA center) stand out in particular.

Expendable rockets provided the means for launching artificial satellites, as well as manned spacecraft. In 1957 the Soviet Union launched the first satellite, Sputnik I, and the United States followed with Explorer I in 1958. The first manned space flights were made in early 1961, first by Soviet cosmonaut Yuri Gagarin and then by American astronaut Alan Shepard.

From those first tentative steps, to the 1969 Apollo program landing on the Moon and the partially reusable Space Shuttle, the American space program brought forth a breathtaking display of applied science. Communications satellites transmit computer data, telephone calls, and radio and television broadcasts. Weather satellites furnish the data necessary to provide early warnings of severe storms. Global positioning satellites were first developed in the US starting around 1972, and became fully operational by 1994. Interplanetary probes and space telescopes began a golden age of planetary science and advanced a wide variety of astronomical work.

Medicine and health care

Thomas Hunt Morgan won the Nobel Prize in Physiology or Medicine in 1933 for discoveries elucidating the role that the chromosome plays in heredity.
Gene therapy using an adenovirus vector. In some cases, the adenovirus will insert the new gene into a cell. If the treatment is successful, the new gene will make a functional protein to treat a disease.

As in physics and chemistry, Americans have dominated the Nobel Prize for physiology or medicine since World War II. The private sector has been the focal point for biomedical research in the United States, and has played a key role in this achievement.

As of 2000, for-profit industry funded 57%, non-profit private organizations such as the Howard Hughes Medical Institute funded 7%, and the tax-funded National Institutes of Health (NIH) funded 36% of medical research in the U.S. However, by 2003, the NIH funded only 28% of medical research funding; funding by private industry increased 102% from 1994 to 2003.

The NIH consists of 24 separate institutes in Bethesda, Maryland. The goal of NIH research is knowledge that helps prevent, detect, diagnose, and treat disease and disability. At any given time, grants from the NIH support the research of about 35,000 principal investigators. Five Nobel Prize-winners have made their prize-winning discoveries in NIH laboratories.

NIH research has helped make possible numerous medical achievements. For example, mortality from heart disease, the number-one killer in the United States, dropped 41 percent between 1971 and 1991. The death rate for strokes decreased by 59 percent during the same period. Between 1991 and 1995, the cancer death rate fell by nearly 3 percent, the first sustained decline since national record-keeping began in the 1930s. And today more than 70 percent of children who get cancer are cured.

With the help of the NIH, molecular genetics and genomics research have revolutionized biomedical science. In the 1980s and 1990s, researchers performed the first trial of gene therapy in humans and are now able to locate, identify, and describe the function of many genes in the human genome.

Research conducted by universities, hospitals, and corporations also contributes to improvement in diagnosis and treatment of disease. NIH funded the basic research on Acquired Immune Deficiency Syndrome (AIDS), for example, but many of the drugs used to treat the disease have emerged from the laboratories of the American pharmaceutical industry; those drugs are being tested in research centers across the country.

Active learning

From Wikipedia, the free encyclopedia

Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods.

Bonwell (1991) "states that in active learning, students participate in the process and students participate when they are doing something besides passively listening." (Weltman, p. 7) Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement. (Bonwell & Eison 1991). In the Association for the Study of Higher Education (ASHE) report the authors discuss a variety of methodologies for promoting "active learning". They cite literature that indicates that to learn, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. It relates to the three learning domains referred to as knowledge, skills and attitudes (KSA), and that this taxonomy of learning behaviours can be thought of as "the goals of the learning process". In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Active learning engages students in two aspects – doing things and thinking about the things they are doing.

Nature of active learning

Learning Retention Pyramid, based on Bloom's taxonomy. Active learning is above, passive learning below

There are a wide range of alternatives for the term "active learning" like learning through play, technology-based learning, activity-based learning, group work, project method, etc. the underlying factor behind these are some significant qualities and characteristics of active learning. Active learning is the opposite of passive learning; it is learner-centered, not teacher-centered, and requires more than just listening; the active participation of each and every student is a necessary aspect in active learning. Students must be doing things and simultaneously think about the work done and the purpose behind it so that they can enhance their higher order thinking capabilities. Many research studies have proven that active learning as a strategy has promoted achievement levels and some others say that content mastery is possible through active learning strategies. However, some students as well as teachers find it difficult to adapt to the new learning technique. Active learning should transform students from passive listeners to active participants and helps students understand the subject through inquiry, gathering and analyzing data to solving higher order cognitive problems. There is intensive use of scientific and quantitative literacy across the curriculum and technology-based learning is also in high demand in concern with active learning. Barnes (1989) suggested principles of active learning:
  • Purposive: the relevance of the task to the students' concerns.
  • Reflective: students' reflection on the meaning of what is learned.
  • Negotiated: negotiation of goals and methods of learning between students and teachers.
  • Critical: students appreciate different ways and means of learning the content.
  • Complex: students compare learning tasks with complexities existing in real life and making reflective analysis.
  • Situation-driven: the need of the situation is considered in order to establish learning tasks.
  • Engaged: real life tasks are reflected in the activities conducted for learning.
Active learning requires appropriate learning environments through the implementation of correct strategy. Characteristics of learning environment are:
  • Aligned with constructivist strategies and evolved from traditional philosophies.
  • Promoting research based learning through investigation and contains authentic scholarly content.
  • Encouraging leadership skills of the students through self-development activities.
  • Creating atmosphere suitable for collaborative learning for building knowledgeable learning communities.
  • Cultivating a dynamic environment through interdisciplinary learning and generating high-profile activities for a better learning experience.
  • Integration of prior with new knowledge to incur a rich structure of knowledge among the students.
  • Task-based performance enhancement by giving the students a realistic practical sense of the subject matter learnt in the classroom.

Constructivist framework

Active learning coordinates with the principles of constructivism which are, cognitive, meta-cognitive, evolving and affective in nature. Studies have shown that immediate results in construction of knowledge is not possible through active learning, the child goes through process of knowledge construction, knowledge recording and knowledge absorption. This process of knowledge construction is dependent on previous knowledge of the learner where the learner is self-aware of the process of cognition and can control and regulate it by themselves. There are several aspects of learning and some of them are:
  • Learning through meaningful reception by David Ausubel, he emphasizes the previous knowledge the learner possesses and considers it a key factor in learning.
  • Learning through discovery by Jerome Bruner, where students learn through discovery of ideas with the help of situations provided by the teacher.
  • Conceptual change: misconceptions takes place as students discover knowledge without any guidance; teachers provide knowledge keeping in mind the common misconceptions about the content and keep an evaluatory check on the knowledge constructed by the students.
  • Social Constructivism by Bandura and Vygotsky, collaborative group work within the framework of cognitive strategies like questioning, clarifying, predicting and summarizing.

Science of Learning in Active Learning

Active learning has been definitively shown to be superior to lectures in promoting both comprehension and memory. The reason it is so effective is that it draws on underlying characteristics of how the mind and brain operate during learning. These characteristics have been documented by thousands of empirical studies (e.g., Smith & Kosslyn, 2011) and have been organized into a set of principles. Each of these principles can be drawn on by various active learning exercises. They also offer a framework for designing activities that will promote learning; when used systematically, Stephen Kosslyn (2017) notes these principles enable students to “learn effectively—sometimes without even trying to learn.” 

The principles of learning

One way to organize the empirical literature on learning and memory specifies 16 distinct principles, which fall under two umbrella “maxims.” The first maxim, “Think it Through,” includes principles related to paying close attention and thinking deeply about new information. The second, “Make and Use Associations,” focuses on techniques for organizing, storing, and retrieving information.
The principles can be summarized as follows:

Maxim I: Think it Through
  • Evoking deep processing: extending thinking beyond “face value” of information (Craig et al., 2006; Craik & Lockhart, 1972)
  • Using desirable difficulty: ensuring that the activity is neither too easy nor too hard (Bjork, 1988, 1999; VanLehn et al., 2007)
  • Eliciting the generation effect: requiring recall of relevant information (Butler & Roediger, 2007; Roediger & Karpicke, 2006)
  • Engaging in deliberate practice: promoting practice focused on learning from errors (Brown, Roediger, & McDaniel, 2014; Ericsson, Krampe, & Tesch-Romer, 1993)
  • Using interleaving: intermixing different problem types
  • Inducing dual coding: presenting information both verbally and visually (Kosslyn, 1994; Mayer, 2001; Moreno & Valdez, 2005)
  • Evoking emotion: generating feelings to enhance recall (Erk et al., 2003; Levine & Pizarro, 2004; McGaugh, 2003, 2004)

Maxim II: Make and Use Associations 
  • Promoting chunking: collecting information into organized units (Brown, Roediger, & McDaniel, 2014; Mayer & Moreno, 2003)
  • Building on prior associations: connecting new information to previously stored information (Bransford, Brown, & Cocking, 2000; Glenberg & Robertson, 1999; Mayer, 2001)
  • Presenting foundational material first: providing basic information as a structural “spine” onto which new information can be attached (Bransford, Brown, & Cocking, 2000; Wandersee, Mintzes, & Novak, 1994)
  • Exploiting appropriate examples: offering examples of the same idea in multiple contexts (Hakel & Halpern, 2005)
  • Relying on principles, not rote: explicitly characterizing the dimensions, factors or mechanisms that underlie a phenomenon (Kozma & Russell, 1997; Bransford, Brown, & Cocking, 2000)
  • Creating associative chaining: sequencing chunks of information into stories (Bower & Clark, 1969; Graeser, Olde, & Klettke, 2002)
  • Using spaced practice: spreading learning out over time (Brown, Roediger, & McDaniel, 2014; Cepeda et al., 2006, 2008; Cull, 2000)
  • Establishing different contexts: associating material with a variety of settings (Hakel & Halpern, 2005; Van Merrienboer et al., 2006)
  • Avoiding interference: incorporating distinctive retrieval cues to avoid confusion (Adams, 1967; Anderson & Neely, 1996)

Active learning typically draws on combinations of these principles. For example, a well-run debate will draw on virtually all, with the exceptions of dual coding, interleaving, and spaced practice. In contrast, passively listening to a lecture rarely draws on any.

Active learning exercises

Bonwell and Eison (1991) suggested learners work collaboratively, discuss materials while role-playing, debate, engage in case study, take part in cooperative learning, or produce short written exercises, etc. The argument is "when should active learning exercises be used during instruction?". Numerous studies have shown that introducing active learning activities (such as simulations, games, contrasting cases, labs,..) before, rather than after lectures or readings, results in deeper learning, understanding, and transfer. The degree of instructor guidance students need while being "active" may vary according to the task and its place in a teaching unit. In an active learning environment learners are immersed in experiences within which they engage in meaning-making inquiry, action, imagination, invention, interaction, hypothesizing and personal reflection (Cranton 2012).

Examples of "active learning" activities include:
  • A class discussion may be held in person or in an online environment. Discussions can be conducted with any class size, although it is typically more effective in smaller group settings. This environment allows for instructor guidance of the learning experience. Discussion requires the learners to think critically on the subject matter and use logic to evaluate their and others' positions. As learners are expected to discuss material constructively and intelligently, a discussion is a good follow-up activity given the unit has been sufficiently covered already. Some of the benefits of using discussion as a method of learning are that it helps students explore a diversity of perspectives, it increases intellectual agility, it shows respect for students’ voices and experiences, it develops habits of collaborative learning, it helps students develop skills of synthesis and integration (Brookfield 2005). In addition, by having the teacher actively engage with the students, it allows for them to come to class better prepared and aware of what is taking place in the classroom.
  • A think-pair-share activity is when learners take a minute to ponder the previous lesson, later to discuss it with one or more of their peers, finally to share it with the class as part of a formal discussion. It is during this formal discussion that the instructor should clarify misconceptions. However students need a background in the subject matter to converse in a meaningful way. Therefore, a "think-pair-share" exercise is useful in situations where learners can identify and relate what they already know to others. So preparation is key. Prepare learners with sound instruction before expecting them to discuss it on their own. If properly implemented, it saves instructor time, keeps students prepared, helps students to get more involved in class discussion and participation and provide cumulative assessment of student progress. The "think-pair-share" method is useful for teachers to hear from all students even those who are quiet in class. This teaching method functions as a great way for all the students in the class to get involved and learn to work together and feel comfortable sharing ideas. It can also help teachers or instructors to observe students and see if they understand the material being discussed. This is not a good strategy to use in large classes because of time and logistical constraints (Bonwell and Eison, 1991). Think-pair-share is helpful for the instructor as it enables organizing content and tracking students on where they are relative to the topic being discussed in class, saves time so that he/she can move to other topics, helps to make the class more interactive, provides opportunities for students to interact with each other (Radhakrishna, Ewing, and Chikthimmah, 2012).
  • A learning cell is an effective way for a pair of students to study and learn together. The learning cell was developed by Marcel Goldschmid of the Swiss Federal Institute of Technology in Lausanne (Goldschmid, 1971). A learning cell is a process of learning where two students alternate asking and answering questions on commonly read materials. To prepare for the assignment, the students read the assignment and write down questions that they have about the reading. At the next class meeting, the teacher randomly puts students in pairs. The process begins by designating one student from each group to begin by asking one of their questions to the other. Once the two students discuss the question, the other student ask a question and they alternate accordingly. During this time, the teacher goes from group to group giving feedback and answering questions. This system is also called a student dyad.
  • A short written exercise that is often used is the "one-minute paper." This is a good way to review materials and provide feedback. However a "one-minute paper" does not take one minute and for students to concisely summarize it is suggested that they have at least 10 minutes to work on this exercise.
  • A collaborative learning group is a successful way to learn different material for different classes. It is where you assign students in groups of 3-6 people and they are given an assignment or task to work on together. This assignment could be either to answer a question to present to the entire class or a project. Make sure that the students in the group choose a leader and a note-taker to keep them on track with the process. This is a good example of active learning because it causes the students to review the work that is being required at an earlier time to participate. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.) To create participation and draw on the wisdom of all the learners the classroom arrangement needs to be flexible seating to allow for the creation of small groups. (Bens, 2005)
  • A student debate is an active way for students to learn because they allow students the chance to take a position and gather information to support their view and explain it to others. These debates not only give the student a chance to participate in a fun activity but it also lets them gain some experience with giving a verbal presentation. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.)
  • A reaction to a video is also an example of active learning because most students love to watch movies. The video helps the student to understand what they are learning at the time in an alternative presentation mode. Make sure that the video relates to the topic that they are studying at the moment. Try to include a few questions before you start the video so they pay more attention and notice where to focus at during the video. After the video is complete divide the students either into groups or pairs so that they may discuss what they learned and write a review or reaction to the movie. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.)
  • A small group discussion is also an example of active learning because it allows students to express themselves in the classroom. It is more likely for students to participate in small group discussions than in a normal classroom lecture because they are in a more comfortable setting amongst their peers, and from a sheer numbers perspective, by dividing the students up more students get opportunities to speak out. There are so many different ways a teacher can implement small group discussion in to the class, such as making a game out of it, a competition, or an assignment. Statistics show that small group discussions is more beneficial to students than large group discussions when it comes to participation, expressing thoughts, understanding issues, applying issues, and overall status of knowledge.
  • Just-in-time teaching promotes active learning by using pre-class questions to create common ground among students and teachers before the class period begins. These warmup exercises are generally open ended questions designed to encourage students to prepare for class and to elicit student's thoughts on learning goals.
  • A class game is also considered an energetic way to learn because it not only helps the students to review the course material before a big exam but it helps them to enjoy learning about a topic. Different games such as Jeopardy! and crossword puzzles always seem to get the students' minds going. (McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center for Teaching, Learning & Technology.)
  • Learning by teaching is also an example of active learning because students actively research a topic and prepare the information so that they can teach it to the class. This helps students learn their own topic even better and sometimes students learn and communicate better with their peers than their teachers.
  • Gallery Walk is also an example of active learning where students in groups move around the classroom or workshop actively engaging in discussions and contributing to other groups and finally constructing knowledge on a topic and sharing it.

Use of technology

To have active learning experience, use of technology tools and multimedia helps enhance the atmosphere of the classroom. Each student actively engages in the learning process. Using movies and games the teacher can make the experience more effective. The theoretical foundation of this learning process are :
  • Flow: Flow is a concept to enhance the focus level of the student as each and every individual becomes aware and completely involved in the learning atmosphere. In accordance with one's own capability and potential, through self-awareness, students perform the task at hand. The first methodology to measure flow was Csikszentmihalyi's Experience Sampling (ESM).
  • Learning Styles: Acquiring knowledge through one's own technique is called learning style. Learning occurs in accordance with one's own potential as every child is different and has potential in different areas. It caters to all kinds of learners: visual, kinaesthetic, cognitive and affective.
  • Locus of Control: Ones with high internal locus of control believe that every situation or event is attributable to their resources and behavior. Ones with high external locus of control believe that nothing is under their control.
  • Intrinsic Motivation: Intrinsic motivation is a factor that deals with self-perception about the task at hand. Interest, attitude, and results depend on the self-perception of the given activity.

Research evidence

Numerous studies have shown evidence to support active learning, given adequate prior instruction.

A meta-analysis of 225 studies comparing traditional lecture to active learning in university math, science, and engineering courses found that active learning reduces failure rates from 32% to 21%, and increases student performance on course assessments and concept inventories by 0.47 standard deviations. Because the findings were so robust with regard to study methodology, extent of controls, and subject matter, the National Academy of Science publication suggests that it might be unethical to continue to use traditional lecture approach as a control group in such studies. The largest positive effects were seen in class sizes under 50 students and among students under-represented in STEM fields.

Richard Hake (1998) reviewed data from over 6000 physics students in 62 introductory physics courses and found that students in classes that utilized active learning and interactive engagement techniques improved 25 percent points, achieving an average gain of 48% on a standard test of physics conceptual knowledge, the Force Concept Inventory, compared to a gain of 23% for students in traditional, lecture-based courses.

Similarly, Hoellwarth & Moelter (2011) showed that when instructors switched their physics classes from traditional instruction to active learning, student learning improved 38 percent points, from around 12% to over 50%, as measured by the Force Concept Inventory, which has become the standard measure of student learning in physics courses.

In "Does Active Learning Work? A Review of the Research", Prince (2004) found that "there is broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning" in engineering education.

Michael (2006), in reviewing the applicability of active learning to physiology education, found a "growing body of research within specific scientific teaching communities that supports and validates the new approaches to teaching that have been adopted."

In a 2012 report titled "Engage to Excel", the United States President's Council of Advisors on Science and Technology (PCAST) described how improved teaching methods, including engaging students in active learning, will increase student retention and improve performance in STEM courses. One study described in the report found that students in traditional lecture courses were twice as likely to leave engineering and three times as likely to drop out of college entirely compared with students taught using active learning techniques. In another cited study, students in a physics class that used active learning methods learned twice as much as those taught in a traditional class, as measured by test results.

Active learning has been implemented in large lectures and it has been shown that both domestic and International students perceive a wide array of benefits. In a recent study, broad improvements were shown in student engagement and understanding of unit material among international students.

Inquiry-based learning

From Wikipedia, the free encyclopedia

Inquiry-based learning (also enquiry-based learning in British English) is a form of active learning that starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator. Inquirers will identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking skills.

History

Inquiry-based learning is primarily a pedagogical method, developed during the discovery learning movement of the 1960s as a response to traditional forms of instruction—where people were required to memorize information from instructional materials, such as direct instruction and rote learning. The philosophy of inquiry based learning finds its antecedents in constructivist learning theories, such as the work of Piaget, Dewey, Vygotsky, and Freire among others, and can be considered a constructivist philosophy. Generating information and making meaning of it based on personal or societal experience is referred to as constructivism. Dewey's experiential learning pedagogy (that is, learning through experiences) comprises the learner actively participating in personal or authentic experiences to make meaning from it. Inquiry can be conducted through experiential learning because inquiry values the same concepts, which include engaging with the content/material in questioning, as well as investigating and collaborating to make meaning. Vygotsky approached constructivism as learning from an experience that is influenced by society and the facilitator. The meaning constructed from an experience can be concluded as an individual or within a group.

In the 1960s Joseph Schwab called for inquiry to be divided into three distinct levels. This was later formalized by Marshall Herron in 1971, who developed the Herron Scale to evaluate the amount of inquiry within a particular lab exercise. Since then, there have been a number of revisions proposed and inquiry can take various forms. There is a spectrum of inquiry-based teaching methods available.

Characteristics

Specific learning processes that people engage in during inquiry-learning include:
  • Creating questions of their own
  • Obtaining supporting evidence to answer the question(s)
  • Explaining the evidence collected
  • Connecting the explanation to the knowledge obtained from the investigative process
  • Creating an argument and justification for the explanation
Inquiry learning involves developing questions, making observations, doing research to find out what information is already recorded, developing methods for experiments, developing instruments for data collection, collecting, analyzing, and interpreting data, outlining possible explanations and creating predictions for future study.

Levels

There are many different explanations for inquiry teaching and learning and the various levels of inquiry that can exist within those contexts. The article titled The Many Levels of Inquiry by Heather Banchi and Randy Bell (2008) clearly outlines four levels of inquiry.

Level 1: Confirmation Inquiry

The teacher has taught a particular science theme or topic. The teacher then develops questions and a procedure that guides students through an activity where the results are already known. This method is great to reinforce concepts taught and to introduce students into learning to follow procedures, collect and record data correctly and to confirm and deepen understandings.

Level 2: Structured Inquiry

The teacher provides the initial question and an outline of the procedure. Students are to formulate explanations of their findings through evaluating and analyzing the data that they collect.

Level 3: Guided Inquiry

The teacher provides only the research question for the students. The students are responsible for designing and following their own procedures to test that question and then communicate their results and findings.

Level 4: Open/True Inquiry

Students formulate their own research question(s), design and follow through with a developed procedure, and communicate their findings and results. This type of inquiry is often seen in science fair contexts where students drive their own investigative questions.

Banchi and Bell (2008) explain that teachers should begin their inquiry instruction at the lower levels and work their way to open inquiry in order to effectively develop students' inquiry skills. Open inquiry activities are only successful if students are motivated by intrinsic interests and if they are equipped with the skills to conduct their own research study.

Open/true inquiry learning

An important aspect of inquiry-based learning (and science) is the use of open learning, as evidence suggests that only utilizing lower level inquiry is not enough to develop critical and scientific thinking to the full potential. Open learning has no prescribed target or result that people have to achieve. There is an emphasis on the individual manipulating information and creating meaning from a set of given materials or circumstances. In many conventional and structured learning environments, people are told what the outcome is expected to be, and then they are simply expected to 'confirm' or show evidence that this is the case.

Open learning has many benefits. It means students do not simply perform experiments in a routine like fashion, but actually think about the results they collect and what they mean. With traditional non-open lessons there is a tendency for students to say that the experiment 'went wrong' when they collect results contrary to what they are told to expect. In open learning there are no wrong results, and students have to evaluate the strengths and weaknesses of the results they collect themselves and decide their value.

Open learning has been developed by a number of science educators including the American John Dewey and the German Martin Wagenschein.[citation needed] Wagenschein's ideas particularly complement both open learning and inquiry-based learning in teaching work. He emphasized that students should not be taught bald facts, but should understand and explain what they are learning. His most famous example of this was when he asked physics students to tell him what the speed of a falling object was. Nearly all students would produce an equation, but no students could explain what this equation meant. Wagenschien used this example to show the importance of understanding over knowledge.

Inquisitive learning

Sociologist of education Phillip Brown defined inquisitive learning as learning that is intrinsically motivated (e.g. by curiosity and interest in knowledge for its own sake), as opposed to acquisitive learning that is extrinsically motivated (e.g. by acquiring high scores on examinations to earn credentials). However, occasionally the term inquisitive learning is simply used as a synonym for inquiry-based learning.

Inquiry-based science education

History of science education

Inquiry learning has been used as a teaching and learning tool for thousands of years, however, the use of inquiry within public education has a much briefer history. Ancient Greek and Roman educational philosophies focused much more on the art of agricultural and domestic skills for the middle class and oratory for the wealthy upper class. It was not until the Enlightenment, or the Age of Reason, during the late 17th and 18th century that the subject of Science was considered a respectable academic body of knowledge. Up until the 1900s the study of science within education had a primary focus on memorizing and organizing facts.

John Dewey, a well-known philosopher of education at the beginning of the 20th century, was the first to criticize the fact that science education was not taught in a way to develop young scientific thinkers. Dewey proposed that science should be taught as a process and way of thinking – not as a subject with facts to be memorized. While Dewey was the first to draw attention to this issue, much of the reform within science education followed the lifelong work and efforts of Joseph Schwab. Joseph Schwab was an educator who proposed that science did not need to be a process for identifying stable truths about the world that we live in, but rather science could be a flexible and multi-directional inquiry driven process of thinking and learning. Schwab believed that science in the classroom should more closely reflect the work of practicing scientists. Schwab developed three levels of open inquiry that align with the breakdown of inquiry processes that we see today.
  1. Students are provided with questions, methods and materials and are challenged to discover relationships between variables
  2. Students are provided with a question, however, the method for research is up to the students to develop
  3. Phenomena are proposed but students must develop their own questions and method for research to discover relationships among variables
Today, we know that students at all levels of education can successfully experience and develop deeper level thinking skills through scientific inquiry. The graduated levels of scientific inquiry outlined by Schwab demonstrate that students need to develop thinking skills and strategies prior to being exposed to higher levels of inquiry. Effectively, these skills need to be scaffolded by the teacher or instructor until students are able to develop questions, methods, and conclusions on their own. A catalyst for reform within North American science education was the 1957 launch of Sputnik, the Soviet Union satellite. This historical scientific breakthrough caused a great deal of concern around the science and technology education the American students were receiving. In 1958 the U.S. congress developed and passed the National Defense Education Act in order to provide math and science teachers with adequate teaching materials.

America's National Science Education Standards (NSES) (1996) outlines six important aspects pivotal to inquiry learning in science education.
  1. Students should be able to recognize that science is more than memorizing and knowing facts.
  2. Students should have the opportunity to develop new knowledge that builds on their prior knowledge and scientific ideas.
  3. Students will develop new knowledge by restructuring their previous understandings of scientific concepts and adding new information learned.
  4. Learning is influenced by students' social environment whereby they have an opportunity to learn from each other.
  5. Students will take control of their learning.
  6. The extent to which students are able to learn with deep understanding will influence how transferable their new knowledge is to real life contexts.

In other disciplines/programs

Science naturally lends itself to investigation and collection of data, but it is applicable in other subject areas where people are developing critical thinking and investigation skills. In history, for example, Robert Bain in his article in How Students Learn, describes how to "problematize" history. Bain's idea is to first organize a learning curriculum around central concepts. Next, people studying the curriculum are given a question and primary sources such as eye witness historical accounts, and the task for inquiry is to create an interpretation of history that will answer the central question. It is held that through the inquiry people will develop skills and factual knowledge that supports their answers to a question. They will form an hypothesis, collect and consider information and revisit their hypothesis as they evaluate their data.

Ontario's kindergarten program

After Charles Pascal's report in 2009, the Canadian province of Ontario's Ministry of Education decided to implement a full day kindergarten program that focuses on inquiry and play-based learning, called The Early Learning Kindergarten Program. As of September 2014, all primary schools in Ontario started the program. The curriculum document outlines the philosophy, definitions, process and core learning concepts for the program. Bronfenbrenner's ecological model, Vygotsky's zone of proximal development, Piaget's child development theory and Dewey's experiential learning are the heart of the program's design. As research shows, children learn best through play, whether it is independently or in a group. Three forms of play are noted in the curriculum document, pretend or "pretense" play, socio-dramatic play and constructive play. Through play and authentic experiences, children interact with their environment (people and/or objects) and question things; thus leading to inquiry learning. A chart on page 15 clearly outlines the process of inquiry for young children, including initial engagement, exploration, investigation, and communication. The new program supports holistic approach to learning. For further details, please see the curriculum document.

Since the program is extremely new, there is limited research on its success and areas of improvement. One government research report was released with the initial groups of children in the new kindergarten program. The Final Report: Evaluation of the Implementation of the Ontario Full-Day Early-Learning Kindergarten Program from Vanderlee, Youmans, Peters, and Eastabrook (2012) conclude with primary research that high-need children improved more compared to children who did not attend Ontario's new kindergarten program. As with inquiry-based learning in all divisions and subject areas, longitudinal research is needed to examine the full extent of this teaching/learning method.

Misconceptions about inquiry

There are several common misconceptions regarding inquiry-based science, the first being that inquiry science is simply instruction that teaches students to follow the scientific method. Many teachers had the opportunity to work within the constraints of the scientific method as students themselves and figure inquiry learning must be the same. Inquiry science is not just about solving problems in six simple steps but much more broadly focused on the intellectual problem-solving skills developed throughout a scientific process. Additionally, not every hands-on lesson can be considered inquiry.

Some educators believe that there is only one true method of inquiry, which would be described as the level four: Open Inquiry. While open inquiry may be the most authentic form of inquiry, there are many skills and a level of conceptual understanding that the students must have developed before they can be successful at this high level of inquiry. While inquiry-based science is considered to be a teaching strategy that fosters higher order thinking in students, it should be one of several methods used. A multifaceted approach to science keeps students engaged and learning.

Not every student is going to learn the same amount from an inquiry lesson; students must be invested in the topic of study to authentically reach the set learning goals. Teachers must be prepared to ask students questions to probe their thinking processes in order to assess accurately. Inquiry-science requires a lot of time, effort, and expertise, however, the benefits outweigh the cost when true authentic learning can take place.

Neuroscience complexity

The literature states that inquiry requires multiple cognitive processes and variables, such as causality and co-occurrence that enrich with age and experience. Kuhn, et al. (2000) used explicit training workshops to teach children in grades six to eight in the United States how to inquire through a quantitative study. By completing an inquiry-based task at the end of the study, the participants demonstrated enhanced mental models by applying different inquiry strategies. In a similar study, Kuhan and Pease (2008) completed a longitudinal quantitative study following a set of American children from grades four to six to investigate the effectiveness of scaffolding strategies for inquiry. Results demonstrated that children benefitted from the scaffolding because they outperformed the grade seven control group on an inquiry task. Understanding the neuroscience of inquiry learning the scaffolding process related to it should be reinforced for Ontario's primary teachers as part of their training.

Notes for educators

Inquiry-based learning is fundamental for the development of higher order thinking skills. According to Bloom's Taxonomy, the ability to analyze, synthesize, and evaluate information or new understandings indicates a high level of thinking. Teachers should be encouraging divergent thinking and allowing students the freedom to ask their own questions and to learn the effective strategies for discovering the answers. The higher order thinking skills that students have the opportunity to develop during inquiry activities will assist in the critical thinking skills that they will be able to transfer to other subjects.

As shown in the section above on the neuroscience of inquiry learning, it is significant to scaffold students to teach them how to inquire and inquire through the four levels. It cannot be assumed that they know how to inquire without foundational skills. Scaffolding the students at a younger age will result in enriched inquiring learning later.

Inquiry-based learning can be done in multiple formats, including:
  • Field-work
  • Case studies
  • Investigations
  • Individual and group projects
  • Research projects
Remember to keep in mind...
  • Teacher is Facilitator in IBL environment
  • Place needs of students and their ideas at the center
  • Don't wait for the perfect question, pose multiple open-ended questions.
  • Work towards common goal of understanding
  • Remain faithful to the students' line of inquiry
  • Teach directly on a need-to-know basis
  • Encourage students to demonstrate learning using a range of media

Necessity for teacher training

There is a necessity for professional collaboration when executing a new inquiry program (Chu, 2009; Twigg, 2010). The teacher training and process of using inquiry learning should be a joint mission to ensure the maximal amount of resources are used and that the teachers are producing the best learning scenarios. The scholarly literature supports this notion. Twigg's (2010) education professionals who participated in her experiment emphasized year round professional development sessions, such as workshops, weekly meetings and observations, to ensure inquiry is being implemented in the class correctly. Another example is Chu's (2009) study, where the participants appreciated the professional collaboration of educators, information technicians and librarians to provide more resources and expertise for preparing the structure and resources for the inquiry project. To establish a professional collaboration and researched training methods, administration support is required for funding.

Criticism

Kirschner, Sweller, and Clark (2006) review of literature found that although constructivists often cite each other's work, empirical evidence is not often cited. Nonetheless the constructivist movement gained great momentum in the 1990s, because many educators began to write about this philosophy of learning.

Hmelo-Silver, Duncan, & Chinn cite several studies supporting the success of the constructivist problem-based and inquiry learning methods. For example, they describe a project called GenScope, an inquiry-based science software application. Students using the GenScope software showed significant gains over the control groups, with the largest gains shown in students from basic courses.

In contrast, Hmelo-Silver et al. also cite a large study by Geier on the effectiveness of inquiry-based science for middle school students, as demonstrated by their performance on high-stakes standardized tests. The improvement was 14% for the first cohort of students and 13% for the second cohort. This study also found that inquiry-based teaching methods greatly reduced the achievement gap for African-American students.

In a 2006 article, the Thomas B. Fordham Institute's president, Chester E. Finn Jr., was quoted as saying "But like so many things in education, it gets carried to excess... [the approach is] fine to some degree.". The organization ran a study in 2005 concluding that the emphasis states put on inquiry-based learning is too great.

Richard E. Mayer from the University of California, Santa Barbara, wrote in 2004 that there was sufficient research evidence to make any reasonable person skeptical about the benefits of discovery learning—practiced under the guise of cognitive constructivism or social constructivism—as a preferred instructional method. He reviewed research on discovery of problem-solving rules culminating in the 1960s, discovery of conservation strategies culminating in the 1970s, and discovery of LOGO programming strategies culminating in the 1980s. In each case, guided discovery was more effective than pure discovery in helping students learn and transfer.

It should be cautioned that inquiry-based learning takes a lot of planning before implementation. It is not something that can be put into place in the classroom quickly. Measurements must be put in place for how students knowledge and performance will be measured and how standards will be incorporated. The teacher's responsibility during inquiry exercises is to support and facilitate student learning (Bell et al., 769–770). A common mistake teachers make is lacking the vision to see where students' weaknesses lie. According to Bain, teachers cannot assume that students will hold the same assumptions and thinking processes as a professional within that discipline (p. 201).

While some see inquiry-based teaching as increasingly mainstream, it can be perceived as in conflict with standardized testing common in standards-based assessment systems which emphasise the measurement of student knowledge, and meeting of pre-defined criteria, for example the shift towards "fact" in changes to the National Assessment of Educational Progress as a result of the American No Child Left Behind program.

Programs such as the International Baccalaureate (IB) Primary Years Program can be criticized for their claims to be an inquiry based learning program. While there are different types of inquiry (as stated above) the rigid structure of this style of inquiry based learning program almost completely rules out any real inquiry based learning in the lower grades. Each "unit of inquiry" is given to the students, structured to guide them and does not allow students to choose the path or topic of their inquiry. Each unit is carefully planned to connect to the topics the students are required to be learning in school and does not leave room for open inquiry in topics that the students pick. Some may feel that until the inquiry learning process is open inquiry then it is not true inquiry based learning at all. Instead of opportunities to learn through open and student-led inquiry, the IB program is viewed by some to simply be an extra set of learning requirements for the students to complete.

Additional scholarly research literature

Chu (2009) used a mixed method design to examine the outcome of an inquiry project completed by students in Hong Kong with the assistance of multiple educators. Chu's (2009) results show that the children were more motivated and academically successful compared to the control group.

Cindy Hmelo-Silver reviewed a number of reports on a variety studies into problem based learning.

Edelson, Gordin and Pea describe five significant challenges to implementing inquiry-based learning and present strategies for addressing them through the design of technology and curriculum. They present a design history covering four generations of software and curriculum to show how these challenges arise in classrooms and how the design strategies respond to them.

Introduction to entropy

From Wikipedia, the free encyclopedia https://en.wikipedia.org/wiki/Introduct...