Mapping student learning throughout the collaborative inquiry process: the progressive e-poster

Kathy Takayama, John Wilson

Abstract


This project aligns science teaching and learning to the scientific research method using an approach that enhances student engagement and aligns desired learning outcomes with professional practice. The aim was to shift the assessment-driven motivation of students toward intrinsic motivation through collaborative inquiry, and encourage them to reflect on their own learning as they integrate theory with practice. The approach centres on the creation of learning communities structured to facilitate students’ metacognitive awareness of both individual and collaborative learning processes. The integration of reflection, analysis and critique of process (as opposed to outcome) into a research-based e-poster project enhances student learning by reinforcing the iterative process of the scientific method. The strategic structure of the online and face-to-face components of the collaborative inquiry process acknowledges and builds upon the disciplinary, cultural, and social diversity of the class.

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