Lerarenopleidingen Science en Wiskunde/Rekenen

Lerarenopleidingen Science en Wiskunde/Rekenen

Onderzoekend en ontwerpend leren

Van Graft en Kemmers (2007).

Bij onderzoekend leren onderzoeken leerlingen objecten en verschijnselen in hun omgeving onder begeleiding van hun docent. Bij ontwerpend leren ontwerpen leerlingen een product. In allerlei praktijksituaties is gebleken dat de beide benaderingen elkaar goed aanvullen, en ook dat leerlingen er op hun eigen niveau mee aan de slag kunnen.

Inquiry-based learning

De engelse term ‘inquiry-based learning’ (IBL, onderzoekend leren) heeft deze definitie in wikipedia:

“a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their own knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions”

Onderzoekend leren en Leren onderzoeken

Het is belangrijk om deze twee aspecten uit elkaar te houden:

  • Onderzoekend leren: het aanleren van een onderzoekende houding, in feite volgens de definitie van ‘inquiry-based learning’ (zie hierboven)
  • Leren onderzoek: het leren om onderzoek te doen volgens een vast (wetenschappelijk en/of helder beschreven) stramien

Een kleuter (jong kind) heeft van nature een onderzoekende houding. IBL probeert deze onderzoekende houding vast te houden en uit te bouwen in de leeftijd 4-18 jaar (basis- en voortgezet onderwijs). In feite zouden alle leerlingen deze vorm van onderzoekend leren regelmatig in het onderwijs moeten tegenkomen en gebruiken. Het leren onderzoeken kan een extra dimensie/structuur zijn om leerlingen vanaf ongeveer 15 jaar te introduceren op het werken volgens een ‘wetenschappelijke methode’. Dit laatste hoeft in principe niet voor alle kinderen aangeboden te worden.

Pagina’s op ELWIeR/Ecent over onderzoekend leren

Verwijzingen (engels)

  • Aditomo, A. and Klieme, E. (2020). Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems International Journal of Science Education. 10.1080/09500693.2020.1716093
  • Bevins, S. and Price, G. (2016). Reconceptualising inquiry in science education International Journal of Science Education, 38(1). 10.1080/09500693.2015.1124300
  • Brandon, P. R., Young, D. B., Pottenger, F. M. and Taum, A. K. (2009). The inquiry science implementation scale: Development and applications (Vol. 7, pp. 1135–1147).
  • Bruder, R. and Prescott, A. (2013). Research evidence on the benefits of IBL ZDM – International Journal on Mathematics Education, 45(6), 811–822. 10.1007/s11858-013-0542-2
  • Cairns, D. (2019). Investigating the relationship between instructional practices and science achievement in an inquiry-based learning environment International Journal of Science Education, 41(15), 2113–2135. 10.1080/09500693.2019.1660927
  • Cairns, D. and Areepattamannil, S. (2019). Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries Research in Science Education, 49(1). 10.1007/s11165-017-9639-x
  • Capps, D. K. and Crawford, B. A. (2013). Inquiry-Based Professional Development: What does it take to support teachers in learning about inquiry and nature of science? International Journal of Science Education, 35(12), 1947–1978. 10.1080/09500693.2012.760209
  • Capps, D. K., Crawford, B. A. and Constas, M. A. (2012). A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings (Vol. 23, pp. 291–318).
  • David, K. and Milena, N. (2004). The equivalence of learning paths in early science instruction: effects of direct instruction and discovery learning (PDF) (Vol. 15, pp. 661–667).
  • Dobber, M., Zwart, R., Tanis, M. and van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education (PDF) Educational Research Review, 22, 194–214. 10.1016/j.edurev.2017.09.002
  • Duran, M. and Dkme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills Eurasia Journal of Mathematics, Science and Technology Education, 12(12). 10.12973/eurasia.2016.02311a
  • Fitzgerald, M., Danaia, L. and McKinnon, D. H. (2019). Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early Adopters Research in Science Education, 49(2). 10.1007/s11165-017-9623-5
  • Gormally, C., Brickman, P., Hallar, B. and Armstrong, N. (2009). Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence International Journal for the Scholarship of Teaching and Learning, 3(2). 10.20429/ijsotl.2009.030216
  • Herranen, J., Kousa, P., Aksela, M. and Fooladi, E. (2019). Inquiry as a context-based practice–a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching International Journal of Science Education, 41(14). 10.1080/09500693.2019.1655679
  • Hmelo-Silver, C. E., Duncan, R. G. and Chinn, C. A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (PDF) Educational Psychologist, 42(2), 99–107. 10.1080/00461520701263368
  • Jerrim, J., Oliver, M. and Sims, S. (2019). The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England (PDF) Learning and Instruction, 61, 35–44. 10.1016/j.learninstruc.2018.12.004
  • Kirschner, P. A., Sweller, J. and Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching (Vol. 41, pp. 75–86).
  • Kuster, G., Johnson, E., Keene, K. and Andrews-Larson, C. (2018). Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles (PDF) Primus, 28(1), 13–30. 10.1080/10511970.2017.1338807
  • Kuster, G., Johnson, E., Rupnow, R. and Wilhelm, A. G. (2019). The Inquiry-Oriented Instructional Measure (PDF) International Journal of Research in Undergraduate Mathematics Education, 5(2), 183–204. 10.1007/s40753-019-00089-2
  • Lazonder, A. W. and Harmsen, R. (2016). Meta-Analysis of Inquiry-Based Learning (PDF) Review of Educational Research, 86(3), 681–718. 10.3102/0034654315627366
  • Lotter, C., Smiley, W., Thompson, S. and Dickenson, T. (2016). The impact of a professional development model on middle school science teachers’ efficacy and implementation of inquiry International Journal of Science Education, 38(18). 10.1080/09500693.2016.1259535
  • Lotter, C. R., Thompson, S., Dickenson, T. S., Smiley, W. F., Blue, G. and Rea, M. (2018). The Impact of a Practice-Teaching Professional Development Model on Teachers’ Inquiry Instruction and Inquiry Efficacy Beliefs International Journal of Science and Mathematics Education, 16(2), 255–273. 10.1007/s10763-016-9779-x
  • Marshall, J. C., Smart, J. B. and Alston, D. M. (2017). Inquiry-Based Instruction: A Possible Solution to Improving Student Learning of Both Science Concepts and Scientific Practices International Journal of Science and Mathematics Education, 15(5), 777–796. 10.1007/s10763-016-9718-x
  • Minner, D. D., Levy, A. J. and Century, J. (2010). Inquiry-based science instruction-what is it and does it matter? Results from a research synthesis years 1984 to 2002 Journal of Research in Science Teaching, 47(4), 474–496. 10.1002/tea.20347
  • Newman, P. M. and DeCaro, M. S. (2019). Learning by exploring: How much guidance is optimal? Learning and Instruction, 62, 49–63. 10.1016/j.learninstruc.2019.05.005
  • Pedaste, M., Meots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C. and Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle (Vol. 14, pp. 47–61).
  • Roll, I., Butler, D., Yee, N., Welsh, A., Perez, S., Briseno, A., Perkins, K. and Bonn, D. (2018). Understanding the impact of guiding inquiry: the relationship between directive support, student attributes, and transfer of knowledge, attitudes, and behaviours in inquiry learning Instructional Science, 46(1). 10.1007/s11251-017-9437-x
  • Schalk, L., Schumacher, R., Barth, A. and Stern, E. (2018). When problem-solving followed by instruction is superior to the traditional tell-and-practice sequence Journal of Educational Psychology, 110(4). 10.1037/edu0000234
  • Turner, R. C., Keiffer, E. A. and Salamo, G. J. (2018). Observing Inquiry-Based Learning Environments Using the Scholastic Inquiry Observation Instrument International Journal of Science and Mathematics Education, 16(8). 10.1007/s10763-017-9843-1

Verwijzingen (Nederlands)

  • Van Graft, M. and Kemmers, P. (2007). Onderzoekend & Ontwerpend Leren bij Natuur & Techniek. Basisdocument over de didactiek voor onderzoekend en ontwerpend leren in het primair onderwijs (PDF). Den Haag: Stichting Platform Bèta Techniek.

ELWIeR en Ecent als één STEM