Teaching Inquiry in the Outdoors: Do Different Genres Change Teachers' Views?

• In Event: Examining the Instruction and Learning Relationship: The Role of Teacher Knowledge, Curriculum, and Context

Abstract

Our study focused on science teachers' professional development in which they were engaged in three genres of inquiry in the outdoors: in ecology, sociology and archeology. Our aim was to challenge traditional views of inquiry-based learning. We assumed that experiencing different forms of inquiry and and of reasoning will expand and deepen the teachers' views of inquiry. We assumed as well that the outdoor learning environment will provide opportunities for authentic interdisciplinary learning experiences. We found that the teachers have developed more sophisticated ideas about what inquiry-learning is and that they acknowledged the unique contribution of the outdoor environment to more meaningful learning. Our conclusion is that teachers should be provided such experiences to acquire more realistic view of inquiry-learning.

Authors

• Tali Tal, Technion Israel Institute of Technology

• Rachel Levin Peled, Technion Israel Institute of Technology

• Mordechai Aviam, Kinneret College

• Nirit Lavie Alon, Technion Israel Institute of Technology