It takes two to tango: In dynamic inquiry,the self-directed student acts in association with the facilitating teacher |
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| Institution: | 1. The State Key Laboratory of Precision Measurement Technology and Instrument, Tsinghua University, Beijing 100084, China;2. Department of Electronic and Optical Engineering, Army Engineering University of PLA, Shijiazhuang 050051, China;3. College of Science, Beijing Forestry University, Beijing 100083, China;1. Department of Mechanical and Industrial Engineering, Ryerson University, 350 Victoria Str., Toronto M5B 2K3, Canada;2. Department of Mechanical and Industrial Engineering, Università degli Studi di Brescia, Via Branze, 38, 25123 Brescia, Italy |
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| Abstract: | The current research presents a qualitative view of a teacher–student association within the context of dynamic inquiry, as encouraged by a new biology curriculum, “Biomind”. This curriculum enables open inquiry learning through teacher guidance. We characterized the various aspects of the student's functioning as a self-directed student during the open inquiry learning process. The student's functioning corresponds closely to the teacher's efforts to facilitate the student's scientific literacy, initiative, responsibility, and motivation. Dynamic inquiry does not separate teaching from learning, but creates a learning community of teachers and students that is crucial to the success of the inquiry process. |
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