Student Perceptions of a Guided Inquiry Approach to a Service-Taught Ordinary Differential Equations Course

Autor/inn/en	Hyland, Diarmaid; van Kampen, Paul; Nolan, Brien
Titel	Student Perceptions of a Guided Inquiry Approach to a Service-Taught Ordinary Differential Equations Course
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 2, S.250-276 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hyland, Diarmaid) ORCID (van Kampen, Paul) ORCID (Nolan, Brien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1953627
Schlagwörter	Student Attitudes; Mathematics Instruction; Teaching Methods; Inquiry; Active Learning; Intervention; Outcomes of Education; Concept Formation; Mathematical Concepts; Goal Orientation; Undergraduate Students; Physics; Mathematics Teachers; Advanced Courses; Teacher Education Programs; Majors (Students); Calculus + Suchen Sie Ihr Suchwort? Schülerverhalten; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Lernleistung; Schulerfolg; Concept learning; Begriffsbildung; Zielorientierung; Zielvorstellung; Physik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Fortgeschrittenenunterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung
Abstract	This paper reports on data obtained during semi-structured interviews with students who had recently experienced a guided inquiry approach to learning ordinary differential equations (ODEs) in a service-taught module. Previous research identified the strengths and weaknesses of similar cohorts of students. The results from that research informed the design of an intervention (15 guided inquiry tutorials) which sought to improve the outcomes for students taking a subsequent version of the module. This paper reports on the data gathered during interviews with these students that describe their perceptions of the guided inquiry approach used. The students noticed the change in emphasis toward conceptual understanding that the intervention was trying to instill. They cited the change in questioning style most frequently as being where they saw this change, but also noted the prevalence of group work and change in interaction pattern as keys to its success. Thus, by probing students' opinions in this way, we find validation for a guided inquiry approach to teaching ordinary differential equations in third level that emphasizes active learning and lateral interactions among students. The students' personal goal orientation and the goal structure of the learning environment are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01