ERIC Number: EJ1018205
Record Type: Journal
Publication Date: 2013-Jul
Abstractor: As Provided
Reference Count: 28
Augmenting Guided-Inquiry Learning with a Blended Classroom Approach
Baum, Edward J.
Journal of College Science Teaching, v42 n6 p27-33 Jul 2013
Teaching strategies such as guided inquiry have long been reported to produce superior learning outcomes in postsecondary science education. Yet many teachers cite obstacles that prevent them from implementing the method. Students also often report negative attitudes toward guided inquiry, leading to a lack of student engagement and other troubling problems. This paper describes the implementation of a blended guided-inquiry course in chemistry for nonscience honors students that is intended to address some of the problems. Blended instruction proved to be less confusing and more economical of time than guided-inquiry instruction alone. No deterioration in student performance was noted, and student engagement proved to be exceptionally good. The approach described here is broadly applicable to the teaching of any science discipline.
Descriptors: Inquiry, Blended Learning, Educational Technology, Technology Uses in Education, Teaching Methods, Chemistry, Nonmajors, College Science, Science Instruction, Learner Engagement, Science Achievement, Instructional Effectiveness, Comparative Analysis, Student Surveys
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: firstname.lastname@example.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A