Glossary
An educational model where learners are directly engaged in the learning process. This can occur through discussion, reflection, writing, tutorials, lab activities, or other methods which promote divergent thinking. Examples of activities that incorporate active learning are minute papers, think-pair-share, case studies, role playing, jigsaw discussion, and inquiry-based learning. This can be contrasted with lecture (or direct or passive learning), where the primary focus is content being transmitted from the teacher to the learner, with engagement typically limited to asking questions.
This type of learning makes direct connections to the student’s interests, passions, and/or personal learning journey. This may include addressing real-world problems, building meaningful relationships with community, or excursions or field trips. Authentic learning occurs through getting to you know your students, guiding them on self-directed inquiries, and making connections to community. A key component is relevance to real world topics. An example for science students: exploring local ecosystems, and developing hypotheses based on this experience. Students then design and carry out experiments and share or present their findings to colleagues or local scientists and community members. Contrast this with a ‘recipe-style’ lab and having students take a quiz afterward, which offers little learner autonomy or community-building.
A learning theory that postulates knowledge needs to be constructed based on previous knowledge, and students build upon this through new experience. Learning should be active, and through concrete experience and reflecting upon experience, the learner will construct knowledge. The role of the instructor is to facilitate dialogue and learner autonomy, and provide a framework and feedback. The stages of constructivism can be seen as follows. (1) Engagement, where a question or scenario is posed for (or even by) students. (2) Exploration, where learners discuss, interact or otherwise actively learn more about the question or scenario. (3) Explain, where learners begin to articulate abstract concepts into a tangible form that can be clearly expressed. (4) Elaborate, where learners expand upon their understanding, reflect on their process, and consider misconceptions or other perspectives. (5) Evaluate, where ongoing formative assessment is provided by the instructor and learners showcase their learning through authentic artifacts (e.g., portfolios, presentations, community events).
Data are values used to convey information. There are many kinds of data relevant to inquiry-based learning. In the life sciences, quantitative data include facts or numerical values. E.g., heart rate in humans or growth rate of ferns. In the social sciences, qualitative data focuses on characteristics or qualities. E.g., narratives, interviews, observations, or questionnaires. For students engaged in inquiry-based learning, the type of ‘data’ they collect is dependent on the discipline and their chosen inquiry. Sources can include experimental data, journals, reflections, creative artifacts, discussions, and lived experienced.
A process where students learn by doing through direct experience, and reflecting upon these experiences. Examples include field work or excursions, hands-on laboratory experiments, service learning, practicums, field schools, internships, and community-based research. David Kolb outlined the cycle of experiential learning as concrete experience (direct engagement), reflective observation (observing what occurred and drawing connections), abstract conceptualization (develop ideas and theories), and active experimentation (trying out new ideas in a practical and novel situation), which then cycles back to concrete experience.
A monitor for student progress and feedback that are typically low or no stakes. They are intended to address areas of weakness or learning gaps, and also highlight strengths and ways students are flourishing. Formative assessment is typically ongoing. Examples include students submitting short reflections, essay or project outlines, research proposals, and also in-class discussion, clicker questions, and peer assessment.
A form of student-centered, active learning where students follow their own inquiries. The question or scenario of their inquiry is germane to the learner, and the overall process (from asking the question, to exploring and gathering resources, to creating a product or artifact) is often co-created by learners. Curiosity and reflection are encouraged throughout the phases of inquiry-based learning.
This approach puts student at the center of the educational process. The role of the instructor is less of an expert and more of a guide that provides a frame and feedback for learning. Key aspects of learner-centered teaching include accountability, collaboration, self-reflection, personalization, and formative assessment/feedback. Students are active in the learning process and co-create the experience.
A method of teacher-centered instruction where information is transmitted to students, typically in the form of lecture, readings, or pre-recorded videos, which learners internalize. This promotes convergent thinking (i.e., there is only one right answer) and reflection is often not a part of passive learning. Classes taught through passive learning are easier to replicate and can cover a wide range of concepts or topics in a shorter period of time.
In education, reflection is a process where learners consider their learning journey and make sense of their experience in relation to self, others, and the world. Learners draw connections between their current and future experiences. Reflective activities include journaling, class discussions, one-minute papers, portfolios, self-assessment, reflective essays, and pondering Terry Borton’s ‘What? So What? Now What?’ model. Reflection is a key component of experiential learning, inquiry-based learning, and constructivism. Unlike reflexivity, reflection is usually done in hindsight (such as after the activity or project).
The act of self-reflection, where one examines their own biases, belief systems, and subjectivities and how these inform and guide their process. In relation to research, a reflexive researcher might ask the questions: Why and how am I doing this research? What are the ethics of this research? How do I influence my own research process? In regard to inquiry-based learning, reflexive students might ask the questions: How do my motives and feelings influence this inquiry? Where do I stand on this issue? Why do I think this way?
An evaluation of student learning that happens after an instructional period or at the end of the semester. They are usually high stakes, which means a significant portion of a student’s grade is determined by this summative assessment. Examples include final exams, essays, projects, or presentations.
An educational model that links inquiry-based science education, the examination of social issues connected to sustainability or other environmental or scientific issues, and active citizenship. SSIBL is sometimes broken into three steps: ‘Ask’ authentic questions, ‘Find Out’ by collecting evidence and different perspectives, and ‘Act’ by directly engaging with community or through political action. SSIBL facilitates community engagement and helps learners become agents of change.