International Journal of Modern Education Research
Manuscript Information
 
 
Diffusion of Online Labs and Inquiry-Based Science Teaching Methods and Practices Across Europe
International Journal of Modern Education Research
Vol.5 , No. 4, Publication Date: Oct. 26, 2018, Page: 69-76
33 Views Since October 26, 2018, 17 Downloads Since Oct. 26, 2018
 
 
Authors
 
[1]    

Georgios Mavromanolakis, Research and Development Department, Ellinogermaniki Agogi, Pallini, Greece.

[2]    

Sofoklis Sotiriou, Research and Development Department, Ellinogermaniki Agogi, Pallini, Greece.

 
Abstract
 

This paper addresses the challenge of modernizing science teaching in secondary education schools by introducing and implementing the use of online labs and inquiry learning approaches and by proposing and offering an integrated framework of methods and tools that are freely available to science teachers and educators. An advanced educational repository (Global Online Science Labs for Inquiry Learning at School - Go-Lab) was developed to offer access to a unique collection of online labs and relevant resources for this purpose. In this paper we first describe and discuss the objectives and the methodology for diffusion of online labs and of inquiry-based science teaching methods and practices across the participating European countries. Then the quantitative results and qualitative outcomes of the methods adopted are also presented and discussed in detail. The data are coming from 1000 schools with the participation of several thousand teachers and students in 15 countries across Europe and beyond. These school communities have used the Go-Lab repository for three years. The collected data and their analysis indicate that a) teachers – having access to numerous resources – are progressively adopting existing resources and finally developing their own lessons based on the inquiry approach and b) that experimentation with online labs could be effectively integrated to the existing school curricula.


Keywords
 

Inquiry-Based Science Education, Large-Scale Implementation in Schools, Best Practices, Communities of Practice, Online Science Labs, Inquiry Learning


Reference
 
[01]    

M. Rocard, P. Csermely, D. Jorde, D. Lenzen, H. Walberg-Henrikson, V. Hemmo, “Science education now: A renewed pedagogy for the future of Europe”, Brussels: European Commission: Directorate-General for Research (2007), ISBN – 978-92-79-05659-8.

[02]    

E. Hazelkom et al., “Science education for responsible citizenship”, Brussels: European Commission: Directorate-General for Research and Innovation – Science with and for Society, (2015), ISBN – 978-92-79-43637-6.

[03]    

T. de Jong, S. Sotiriou, D. Gillet, “Innovations in STEM education: The Go-Lab federation of online labs”, J. Smart Learning Environments, vol. 1, no. 3, pp. 1-16 (2014)

[04]    

T. Hovardas, N. A. Xenofontos, Z. C. Zacharia, "Using Virtual Labs in an Inquiry Context: The Effect of a Hypothesis Formulation Tool and an Experiment Design Tool on Students' Learning." Optimizing STEM Education with Advanced ICTs and Simulations. IGI Global, 2017. 58-83. Web. 2 Aug. 2018. doi: 10.4018/978-1-5225-2528-8.ch003

[05]    

D. Dikke, E. Tsourlidaki, P. Zervas, et al., “Golabz: towards a federation of online labs for inquiry-based science education at school”, 6th International Conference on Education and New Learning Technologies (EDULEARN 2014), Jul 2014, Barcelona, Spain.

[06]    

D. Gillet, T. de Jong, S. Sotiriou, C. Salzmann, "Personalised learning spaces and federated online labs for STEM Education at School," 2013 IEEE Global Engineering Education Conference (EDUCON), Berlin, 2013, pp. 769-773.

[07]    

V. Potkonjaka et al., “Virtual laboratories for education in science, technology, and engineering: A review”, Computers & Education, vol. 95, pp. 309-327 (2016)

[08]    

J. R. Brinson, “Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research”, Computers & Education, vol. 87, pp. 218-237 (2015)

[09]    

A. Wagh, K. Cook‐Whitt, U. Wilensky, “Bridging inquiry‐based science and constructionism: Exploring the alignment between students tinkering with code of computational models and goals of inquiry”, Journal of Research in Science Teaching, vol. 54, no. 5, pp. 615-641 (2017)

[10]    

J. E. Corter, “Process and learning outcomes from remotely-operated, simulated, and hands-on student laboratories”, Computers & Education, vol. 57, no. 3, pp. 2054-2067 (2011)

[11]    

R. Heradio et al., “Virtual and remote labs in education: A bibliometric analysis”, Computers & Education, vol. 98, pp. 14-38 (2016)

[12]    

G. Mavromanolakis, A. Lazoudis, S. Sotiriou, “Diffusion of inquiry-based science teaching methods and practices across Europe. Experience and outcomes from the "Pathway", a project supported by the 7th Framework Programme of the European Commission”, 14th IEEE International Conference on Advanced Learning Technologies (ICALT 2014), 7-9 Jul 2014, Athens, Greece, ISBN: 978-1-4799-4038-7, p. 734

[13]    

G. Mavromanolakis, L. Cerri, “Schools Study Earthquakes: Guide of Good Practice”, Epinoia Publishing, Pallini, Greece, ISBN: 978-960-473-885-4 (2017)

[14]    

Y. Pavlou, G. Mavromanolakis et al., “Schools Study Earthquakes: Guides for Teachers”, Epinoia Publishing, Pallini, Greece, ISBN: 978-960-473-886-1 (2017)





 
  Join Us
 
  Join as Reviewer
 
  Join Editorial Board
 
 
  ISSN Online: 2375-3781
 
 
Regeister
 
 
Submission
 
 
Membership