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Sustaining Long-Term Student Inquiry with LMS Projects' Spaces
PROCEEDING

, Holon Institute of Technology, Israel ; , Department of Science Teaching , Weizmann Institute of Science, Rehovot, Israel, Israel

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

High school and college physics students involved in authentic, long term inquiry projects require supportive learning environments. Novice researchers go through a long "messy" process during which they collect a large document repository. These documents are randomly stored in team members' devices, thus defeating the purpose of future retrieval and knowledge convergence. The current study presents a method for addressing this problem by providing high school students participating in the Inquiry Physics program, with dedicated, private digital spaces in the Moodle LMS. The Inquiry Project (IP) sites also serve as windows through which the instructor can unobtrusively view and monitor the teams' theoretical and experimental progress, by systematic browsing and by using the system-generated reports and charts. We will describe a sample IP site, detail the types of uploaded materials, present and interpret activity charts and present questionnaire data, about students' concepts of the IP sites and their storage practices.

Citation

Langley, D. & Arieli, R. (2018). Sustaining Long-Term Student Inquiry with LMS Projects' Spaces. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1347-1354). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2019 from .

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