Teacher-designed materials focused on problem-based learning for students’ inquiry skills and empowerment

This qualitative action research study focused on analysing the role of teacher-designed materials in the development of second graders’ inquiry skills. The context for this study was the Science class in second grade at a private school in Bogotá. Students’ artefacts, teacher’s field notes, and a focus group interview were the instruments for data gathering. Findings evinced that teacher-designed materials promoted self-construction of knowledge. The contextualised worksheets permitted the achievement of communicative goals and independent practice supported by feedback. Problem based learning strategies allowed the identification and description of specific needs and strategies, as comparison led to positive outcomes. Inquiry skills privileged through observation and prior knowledge for accurate prediction supported interpreting different sets of data and ways to convey results. Finally, students were empowered to overcome the problematic situations related to the school orchard project and home–grown vegetables by identifying them in their observations and predictions, being prepared to solve problems based on what they already knew, and being able to search for what they needed to know.

• Autores: Sánchez Beltrán, Adriana Marcela
• Tipo de recurso: Part of book
• Fecha de publicación: 2021
• Institución: Universidad Externado de Colombia
• Repositorio: Biblioteca Digital Universidad Externado de Colombia
• Idioma: eng
• OAI Identifier: oai:bdigital.uexternado.edu.co:001/5224
• Acceso en línea: https://bdigital.uexternado.edu.co/handle/001/5224; https://doi.org/10.57998/bdigital.handle.001.5224
• Palabra clave: Aprendizaje activo; Aprendizaje experimental; Inglés - Enseñanza; Materials development; Problem-based learning; Inquiry skills
• Rights: openAccess
• License: http://purl.org/coar/access_right/c_abf2