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As a research fellow here at the\u00a0Tarrant Institute<\/a>, peer-reviewed research articles mediate my perception of reality. But as a science educator, I have been unsure as to how research really could affect my practice.<\/p>\n\u201cResearch\u201d may seem rather esoteric, but recently an article came across my desk that demonstrated just how practical research can be.\u00a0Quality research happens in the field of education — research that is peer-reviewed and upon which we can make decisions<\/a>. The most recent edition of Review of Educational Research<\/i><\/a> contained an article that caught my eye. The piece is titled \u201cImpacts and characteristics of computer-based science inquiry learning environments for precollege students.<\/a>\u201d Whoo!<\/p>\n Although the title may be a bit of a slog, the content is fantastic.<\/p>\n The researchers, who hailed from UC Berkeley and Oslo, looked at articles about inquiry-based learning environments. This approach lets them summarize what many folks have been finding in smaller scale studies about individual inquiry science apps.<\/p>\n Now, I don\u2019t want to go too far down the rabbit-hole with you before providing the punchline. Just know that these researchers set up limits around what research projects\u00a0they would consider before they proceeded.<\/p>\n Once they did, they found that software programs tended to contain four inquiry features:<\/p>\n These components correlate with what we often talk about: authentic learning situations, using technology to support many learners, and thinking about thinking.<\/p>\n The results from this article are best viewed here<\/a>. The authors evaluated the different learning environments on 16 different criteria.<\/p>\n That’s good news! It means that technology tightly tied to curriculum with a value of student-directedness has a positive influence on student outcomes. Although that conclusion may not seem revolutionary, it is a good message to keep in mind.<\/p>\n There were many options, and of course your context will help to direct your decision-making about any of these packages. Just to get you started, here are four open source learning environments that were highly regarded by these researchers: SCY<\/a>, Co-Lab<\/a>, nQuire<\/a>, and\u00a0WISE<\/a>.<\/p>\n SCY<\/a>\u00a0and\u00a0nQuire<\/a> remind me of the clearinghouse for citizen science projects<\/a> we looked at previously.\u00a0WISE<\/a>\u00a0is more of a learning management system.\u00a0Co-Lab<\/a>\u00a0is an\u00a0open digital space where learners can conduct experiments. All are products of previous research projects, and in their early stages. However, I think that not only are they promising tools, but they also already house a number of resources.<\/p>\n As a teacher, you know best what will fit into your classroom. But I hope you keep in mind that research can help to provide you with an informed list of options. The truth is, it isn\u2019t that far \u201cout there.\u201d<\/p>\n In fact, I would argue that teachers conduct ongoing research projects every day: try something, see what works, and modify accordingly. The works in research journals come from trying those ideas out with a wider audience. Additionally, they’re a way to spread those findings further.<\/p>\n Of course, the Tarrant Institute\u00a0network is a great way to spread ideas as well. Let me know about innovative practices in your science classroom; I\u2019d love to talk about them on the blog. Additionally, you can participate in our Google+ communit<\/a>y or\u00a0our Facebook group<\/a>. The more content we share, the more value we all are able to find in these communities.<\/p>\n Here\u2019s hoping everyone has a nice transition into the break. Happy holidays – and I do hope you find an opportunity to conduct a fun demonstration before the end of the year!
\n<\/p>\nWhat’s computer-based science inquiry?<\/h2>\n
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In general, the use of these interactive science environments tended to increase learning outcomes.<\/h3>\n
There were many\u00a0software packages and apps that showed high-level outcomes.<\/h3>\n
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<\/a><\/p>\nHow to use computer-based science inquiry?<\/h2>\n
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