Where are the learning spaces on the scientific inquiry landscape?

Abstract

Today’s science graduates are more likely to become scientists without postgraduate research training, yet they seldom possess the skills to work as scientists. There is therefore a need for undergraduate students to not only learn scientific concepts, but also be able to inquire using scientifically sound methods. This ALTC funded project has investigated how Australian university educators are teaching scientific inquiry and what roles educational technologies play. A range of approaches for teaching scientific inquiry have been identified. Similarly, technology has played diverse roles in these teaching activities. In the Australian context, we have technologies affording the following learning experiences: guided learning spaces; virtual learning spaces that facilitate communication; and giving students exposure to the technologies used by professional scientists. There are, however, various reasons why educators do and do not choose to embrace educational technologies in their teaching of scientific inquiry. This paper reviews educators’ choices and thus questions the perceived advantages and disadvantages using technologies to teach scientific inquiry.