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ERIC Number: EJ901699
Record Type: Journal
Publication Date: 2010-Oct
Pages: 13
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-1476-8062
Experiencing Clay: Inquiry-Based Learning and Assessment for Learning
Mui, Ma So
International Journal of Art & Design Education, v29 n3 p244-256 Oct 2010
This article presents an examination of the effects of using an inquiry-based learning pedagogy to teach ceramics to pre-service teachers (my students) at the Hong Kong Institute of Education. At the beginning of the study the students were asked to conduct experiments on the properties of clay. The results indicate that half of them were able to transfer the knowledge and inquiry skills they had acquired from the experiments to their subsequent artwork production, but that the other half could not. I realised that the students needed more guidance to bridge the gap between their initial inquiries and their subsequent artistic creations. This could be done by explaining clearly the objectives of the inquiry-based learning activities; employing strategies of assessment for learning: that is, setting explicit assessment criteria; involving the students in self-assessments; and focusing more on methods of knowledge transfer and ways of bringing about improvements.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong