Inquiry-based Learning and Digital Libraries in Undergraduate Science Education Xornam Apedoe Learning & Instruction University of San Francisco November 21, 2009

Abstract The purpose of this paper is twofold: to describe robust rationales for integrating inquiry- based learning into undergraduate science education, and to propose that digital libraries are potentially powerful technological tools that can support inquiry-based learning goals in undergraduate science courses. Overviews of constructivism and situated cognition are provided with regard to how these two theoretical perspectives have influenced current science education reform movements, especially those that involve inquiry-based learning. The role that digital libraries can play in inquiry-based learning environments is discussed. Finally, the importance of alignment among critical pedagogical dimensions of an inquiry-based pedagogical framework is stressed in the paper, and an example of how this can be done is presented using earth science education as a context.

Introduction School science has traditionally used the “science as a noun” approach “Science as a noun” approach can result in students developing: false beliefs about the nature of science (or maintaining) strong misconceptions about science related concepts Inquiry-based Learning is a viable alternative to the ‘science as a noun’ approach

Inquiry-based Learning Inquiry describes: A process that scientist use to investigate phenomena in the natural world AND An instructional methodology that acculturates students into a scientific community while developing understanding of scientific concepts

Essential Features of an Inquiry-based Learning Environment Students should Be engaged in scientifically oriented questions Give priority to evidence Formulate explanations from evidence Evaluate their explanations in light of alternatives Communicate and justify their proposed explanations (NRC, 2000)

The Role of Digital Libraries in Inquiry- based Learning Environments Instructors may struggle when attempting to assemble the resources needed to engage students in authentic inquiry activities WWW is an obvious source of information but requires users to be savvy consumers and evaluators of information Seemingly infinite number of resources available on the WWW may cause information overload for students A system, or tool, such as a digital library can help address these concerns for both instructors and students

Digital Libraries Organized repositories of digital artifacts and resources Designed specifically to: Reduce information overload by providing a focused place to search for information Address concerns about quality of resources by providing a repository of peer-reviewed digital resources Provides access to resources that Enable students to investigate authentic scientific questions using real data Support activities that help students develop view of science as inquiry (Edelson and Gordin, 1996)

Designing an Undergraduate Course that Uses IBL and Digital Libraries Effective course design requires that multiple dimensions be aligned including: Course objectives Course content Pedagogy Task characteristics Instructors’ roles Students’ roles Technological affordances Assessment strategies (Reeves, 1994)

Course Objectives Course Content Task Characteristics Instructors’ Roles Students’ Roles Technological Affordances Assessment Pedagogy

Course Objectives: Students should develop knowledge of scientific ideas, the scientific process, and the skills necessary to participate in scientific activities Course Content: Accessible in real-world formats such as data from remote sensing satellites Task Characteristics: Describes nature of inquiry activities; Students investigate authentic scientific problem Instructors’ Roles: Provide scaffolding; Resist urge to jump in and complete tasks for students Students’ Roles: Active participants; Typically involving collaboration Technological Affordances: Provide access to tools and data typically used by working scientists Assessment: Observations of student engagement and analysis of documents such as reports Pedagogy: Inquiry-based Learning

Example Digital Library