NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ886175
Record Type: Journal
Publication Date: 2008
Pages: 7
Abstractor: ERIC
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1094-3277
Teaching Science Methods Online: Myths about Inquiry-Based Online Learning
Miller, Kenneth W.
Science Educator, v17 n2 p80-86 Fall 2008
With universities, teacher education institutions, and high schools gearing up heavily in online course delivery in every discipline, science educators specifically are asking themselves "How do we provide this access to our students and still maintain our pedagogical integrity in science instruction?" This question seems to be at the heart of a national discussion. The standards in science promote an inquiry-based approach at both the national and state levels, therefore, an arguable difficulty exists in adapting a reticent online inquiry approach that is more consistent with the excitement of an inquiry based face-to-face classroom approach. Today's students require coursework when they want it, where it is convenient for them, and how it fits their needs. Many students need online delivery because of distance from the university or their already demanding schedules. Delivering coursework using scientific inquiry techniques can be problematic. This article discusses six myths about inquiry-based online science delivery. Examples of how to design and promote inquiry that is embedded in the delivery of an online course are provided. (Contains 1 figure.)
National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://nsela.org/index.php?option=com_content&view=category&id=51&Itemid=85
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A