NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1208589
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1089-9995
Progressing from Direct Instruction to Structured and Open Inquiry-Based Teaching in a Bachelor of Soil Sciences Program: Experience at the National University in Oman
Al-Ismaily, Said S.; Kacimov, Anvar R.; Al-Maktoumi, Ali K.; Al-Busaidi, Hamad A.
Journal of Geoscience Education, v67 n1 p3-19 2019
Revising standard structured academic programs by incorporating research throughout the curriculum is a modern trend at universities worldwide. There are numerous publications on inquiry-based learning (IBL) in individual courses, but few provide evidence both of success at the program level and of synergy in the teaching--research nexus. Our strategy in inquiry-based teaching (IBT) relies on three intertwined premises: (a) advancing the soil BSc program from direct instruction through structured learning toward IBL, (b) including outreach activities executed by undergraduates, and (c) facilitating students' initiatives to compete for and fulfill grants from national research agencies. Our evaluation is based on students' self-reported evaluations in program courses, data obtained from the questionnaires administered at two workshops organized by students, and the progress of elite students who won a research grant. Students reported improved confidence and perception of an increase in teamwork skills.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oman