Guided inquiry learning across educational contexts

• Autores: Elliot P. Douglas, M. David Miller, Mirka Koro-Ljungberg, Timothy Wells, Timothy Raymond, Cindy Waters, William L. Hughes
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 34, no. 1, 2018, págs. 171-186
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Student-centered learning is known to lead to greater student knowledge gains and conceptual understanding. In practice,implementation of these approaches can vary from the ideal implementation as defined by the original developer, leadingto differences in student outcomes compared to what might be expected. Fidelity of implementation, i.e., the extent towhich key practices of a pedagogical approach are used, must be considered in understanding how student-centeredpedagogies impact students. In this mixed method study, we examined how Process Oriented Guided Inquiry Learning(POGIL) was implemented across diverse institutional contexts and how those implementations affected students’conceptual understanding. The domains of curricula framework allowed us to understand how the curriculum as practicedby instructors and experienced by students differed from the ideal curriculum as originally designed. Our results show thatimplementation is impacted by the particular circumstances of a classroom, and that differences in implementation canaffect the benefits to students. We conclude that fidelity of implementation needs to be taken into account when consideringthe effectiveness of any pedagogy