0000000000609299
AUTHOR
Marisa Michelini
Inquiry Based Learning and Responsible Research and Innovation: Examples of Interdisciplinary Approaches at Different Schooling Levels
The Inquiry-Based approach to Science Education (IBSE) is presented in scienti#c literature (Hake, 1998; Sharma et al., 2010) and in research projects reports (e.g. ESTABLISH, 2010; SAILS, 2014) as a credible solution to the reported lack of ef#cacy of more ‘traditional’ educative approaches, especially when focused on Research and Innovation (RRI) (Sutcliffe, 2006; IRRESISTIBLE, 2013; Ark of Inquiry, 2013). IBSE is an inductive approach to science teaching that considers direct experience at the center of learning. IBSE activities and strategies actively involve students in the identi#cation of relevant evidence, in critical and logical reasoning on the evidence collected and in re+ection …
Teaching mechanical oscillations using an integrate curriculum
Abstract A set of teaching materials dealing with harmonic oscillations was developed as part of a research project investigating the influence of different pedagogical tools on physics learning. The materials incorporate simulation software and laboratory activities associated with Teacher and Student Units. The project involved research groups at seven Italian universities and the materials have been trialled in high schools nation‐wide. This paper describes the experimental protocol for the use of these materials in pilot classes and the evaluation of student learning and teacher training results. The intervention was found to improve physics education at school praxis level and to promo…
Crossing Disciplinary Knowledge Boundaries and Bridging the Gap Between Science Education Research, Educational Practices, Society and Citizens: Inquiry Based Learning and Responsible Research and Innovation
It is widely acknowledged today that an Inquiry-Based approach to Research and Innovation processes can improve the interest of students in studying scientific topics. Such approaches can enable students to have the opportunity to interact with cutting edge topics, research results and work with researchers and other societal actors to better align research processes and their outcomes with the values, needs and expectations of today's society. However, there is still no clear consensus between researchers about the impact that inquiry-based approaches have on the student scientific knowledge and conceptual understanding at different ages and cultural levels. This paper discusses these aspe…