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Why structure inquiry-based science education following the cooperative learning discourse?
Gillies, Robyn M. Inquiry-based science education (CRC Press, Taylor and Francis, 2020, 115 pages)
Review by Ferenc Arató
This book is the sixth volume of the Global Science Education series, edited by Ali Eftekhari. Robyn M. Gillies’s Inquiry-based science education is a critical contribution to the intended "encyclopedia of science education" focused on cooperative learning strategies.
Over the past two decades, those who have followed Robyn M. Gillies' work have eagerly anticipated the publication of such a summary volume! The author consistently and accurately integrates scientific results while linking theory with practice in her examination of inquiry-based learning. Guided by the principles of Lewin and Deutsch, who established the discourse surrounding cooperative learning, Gillies adheres to the Learning Together model developed by David and Roger Johnson. In her works, she connects intricate theoretical constructs with clear practical representations for the reader. For twenty years, Gillies's studies have emphasized the importance of interaction within the framework of space-time relations created by the practice of cooperative learning. She highlights dialogue as a key concept, exploring its significance in the context of scientific literacy and enhancing understanding for both researchers and practitioners. The author specifically investigates the relationship between scientific discussions, language representations, learnable communication, and cooperative behavior patterns, continually comparing scientific results with both theoretical insights and practical applications in cooperative learning.
This book approaches learning interactions through inquiry-based learning, scientific literacy, and knowledge dissemination. The author's creative strategy, which is rich and complex, reveals numerous connections throughout this volume. The logical arc of the book consists of crucial scientific insights that align the theoretical approaches of inquiry-based learning with actual implementation practices.
- The inquiry-based approach does not simply teach about science but emphasizes learning through doing science. Engaging in scientific processes requires identifying the elements of scientific investigations and knowledge, positioning these components at the heart of the learning journey.
- Scientific literacy is recognized as a social construction. The elements that enhance scientific literacy are best developed through interactive, dialogic learning—often within cooperatively structured small groups or through peer discussions.
- Exploring scientific knowledge through multiple representations enables the integration of essential phases, such as reciprocal or reconstructive learning, which are critical for fostering deep and long-term understanding.
- The components of scientific competence and literacy can be effectively woven into the learning process through interactions, dialogues, and learning instructions, focusing on discussions about what learners have comprehended.
- Cooperative learning serves as a framework to embed all the above recognitions into the teaching and learning experience.
- Evaluation within the inquiry-based learning framework centers on students' learning outcomes. This evaluation can occur within a criteria-oriented system where both learners and teachers assess their knowledge constructions against various complex taxonomies (e.g., Bloom, SOLO). It also addresses personal, social, emotional, and communication competencies.
The volume connects these insights, breaking them down into six chapters.
1st chapter: Inquiry-based science
In this chapter, the author introduces the inquiry-based approach while presenting the logical arc that forecasts the book's narrative path. She outlines the essential competency elements of scientific investigation and the attitudes teachers should adopt to embrace the dynamism of this approach. Additional general features and conditions required for the process are discussed, with an emphasis on language representation that reinforces interaction, dialogical learning, and teaching methods such as asking questions. The chapter introduces Bybee’s 5Es model (Engagement, Exploration, Explanation, Elaboration, and Evaluation), which readers can explore in detail through a case study. The author concludes this chapter by indicating that in cooperatively structured learning processes, the competencies to be acquired are accessible to each student, leading to deep, ingrained knowledge in the sciences.
2nd chapter: Visual, embodied, and language representations in teaching inquiry-based science – A case study
In the second chapter, the author discusses the 5Es model's role in inquiry-based learning and teaching through the lens of multiple representations. She highlights the significance of visual, embodied, and language representations in facilitating learning interactions. The author demonstrates how structured interactions can help students master the elements of scientific literacy, emphasizing that assessing students' observable behaviors, language, and performances is essential for understanding the cognitive benefits of the learning process.
This book approaches learning interactions through inquiry-based learning, scientific literacy, and knowledge dissemination. The author's creative strategy, which is rich and complex, reveals numerous connections throughout this volume. The logical arc of the book consists of crucial scientific insights that align the theoretical approaches of inquiry-based learning with actual implementation practices.
- The inquiry-based approach does not simply teach about science but emphasizes learning through doing science. Engaging in scientific processes requires identifying the elements of scientific investigations and knowledge, positioning these components at the heart of the learning journey.
- Scientific literacy is recognized as a social construction. The elements that enhance scientific literacy are best developed through interactive, dialogic learning—often within cooperatively structured small groups or through peer discussions.
- Exploring scientific knowledge through multiple representations enables the integration of essential phases, such as reciprocal or reconstructive learning, which are critical for fostering deep and long-term understanding.
- The components of scientific competence and literacy can be effectively woven into the learning process through interactions, dialogues, and learning instructions, focusing on discussions about what learners have comprehended.
- Cooperative learning serves as a framework to embed all the above recognitions into the teaching and learning experience.
- Evaluation within the inquiry-based learning framework centers on students' learning outcomes. This evaluation can occur within a criteria-oriented system where both learners and teachers assess their knowledge constructions against various complex taxonomies (e.g., Bloom, SOLO). It also addresses personal, social, emotional, and communication competencies.
The volume connects these insights, breaking them down into six chapters.
1st chapter: Inquiry-based science
In this chapter, the author introduces the inquiry-based approach while presenting the logical arc that forecasts the book's narrative path. She outlines the essential competency elements of scientific investigation and the attitudes teachers should adopt to embrace the dynamism of this approach. Additional general features and conditions required for the process are discussed, with an emphasis on language representation that reinforces interaction, dialogical learning, and teaching methods such as asking questions. The chapter introduces Bybee’s 5Es model (Engagement, Exploration, Explanation, Elaboration, and Evaluation), which readers can explore in detail through a case study. The author concludes this chapter by indicating that in cooperatively structured learning processes, the competencies to be acquired are accessible to each student, leading to deep, ingrained knowledge in the sciences.
2nd chapter: Visual, embodied, and language representations in teaching inquiry-based science – A case study
In the second chapter, the author discusses the 5Es model's role in inquiry-based learning and teaching through the lens of multiple representations. She highlights the significance of visual, embodied, and language representations in facilitating learning interactions. The author demonstrates how structured interactions can help students master the elements of scientific literacy, emphasizing that assessing students' observable behaviors, language, and performances is essential for understanding the cognitive benefits of the learning process.
This book approaches learning interactions through inquiry-based learning, scientific literacy, and knowledge dissemination. The author's creative strategy, which is rich and complex, reveals numerous connections throughout this volume. The logical arc of the book consists of crucial scientific insights that align the theoretical approaches of inquiry-based learning with actual implementation practices.
- The inquiry-based approach does not simply teach about science but emphasizes learning through doing science. Engaging in scientific processes requires identifying the elements of scientific investigations and knowledge, positioning these components at the heart of the learning journey.
- Scientific literacy is recognized as a social construction. The elements that enhance scientific literacy are best developed through interactive, dialogic learning—often within cooperatively structured small groups or through peer discussions.
- Exploring scientific knowledge through multiple representations enables the integration of essential phases, such as reciprocal or reconstructive learning, which are critical for fostering deep and long-term understanding.
- The components of scientific competence and literacy can be effectively woven into the learning process through interactions, dialogues, and learning instructions, focusing on discussions about what learners have comprehended.
- Cooperative learning serves as a framework to embed all the above recognitions into the teaching and learning experience.
- Evaluation within the inquiry-based learning framework centers on students' learning outcomes. This evaluation can occur within a criteria-oriented system where both learners and teachers assess their knowledge constructions against various complex taxonomies (e.g., Bloom, SOLO). It also addresses personal, social, emotional, and communication competencies.
The volume connects these insights, breaking them down into six chapters.
1st chapter: Inquiry-based science
In this chapter, the author introduces the inquiry-based approach while presenting the logical arc that forecasts the book's narrative path. She outlines the essential competency elements of scientific investigation and the attitudes teachers should adopt to embrace the dynamism of this approach. Additional general features and conditions required for the process are discussed, with an emphasis on language representation that reinforces interaction, dialogical learning, and teaching methods such as asking questions. The chapter introduces Bybee’s 5Es model (Engagement, Exploration, Explanation, Elaboration, and Evaluation), which readers can explore in detail through a case study. The author concludes this chapter by indicating that in cooperatively structured learning processes, the competencies to be acquired are accessible to each student, leading to deep, ingrained knowledge in the sciences.
2nd chapter: Visual, embodied, and language representations in teaching inquiry-based science – A case study
In the second chapter, the author discusses the 5Es model's role in inquiry-based learning and teaching through the lens of multiple representations. She highlights the significance of visual, embodied, and language representations in facilitating learning interactions. The author demonstrates how structured interactions can help students master the elements of scientific literacy, emphasizing that assessing students' observable behaviors, language, and performances is essential for understanding the cognitive benefits of the learning process.