Inquiry-Based Learning and Digital Libraries in Undergraduate Science Education
Journal of Science Education and Technology Volume 15, Number 5, ISSN 1059-0145
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.
Apedoe, X.S. & Reeves, T.C. (2006). Inquiry-Based Learning and Digital Libraries in Undergraduate Science Education. Journal of Science Education and Technology, 15(5), 321-330.
Cited ByView References & Citations Map
Sujira Ammarukleart, Department of Library and Information Sciences College of Information University of North Texas, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1460–1463
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