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Statements

Subject Item
n2:RIV%2F00216208%3A11310%2F13%3A10173232%21RIV15-MSM-11310___
rdf:type
skos:Concept n16:Vysledek
rdfs:seeAlso
http://library.iated.org/view/ERDOSNETOTH2013FRO
dcterms:description
Effectively educating students for employment in STEM fields (Science Technology Engineering and Mathematics) is a concern for science educators worldwide. The perspective that science learning is most effective when it is based on student inquiry has had great influence on practitioners' reform efforts in both the USA and in Europe. Inquiry consists of exploring a domain by searching for data by designing experiments, evaluating outcome data and reasoning about what may have brought these data about so as to fit the results with prior theories or to build new understandings. This virtual presentation summarizes the instructional activities of two science educators who have been incorporating biotechnology inquiry activities into classroom science teaching and learning on two continents. The connection between these efforts is commitment to inquiry-based teaching and learning and the desire to effectively prepare students for employment in biotechnology-related fields. In the first part of the presentation we will illustrate how learners with diverse abilities and experiences can engage in inquiry at a variety of levels. Next, we will show how we used different levels of inquiry to teach concepts and processes of biotechnology by way of inquiry based science education (IBSE). The authors conclude this virtual presentation by describing their own instructional design decisions for blended-learning to teach processes of biotechnology with hands-on investigation combined with the use of existing software tools: animations, simulations, virtual laboratories and, on-line databases for bioinformatics. Effectively educating students for employment in STEM fields (Science Technology Engineering and Mathematics) is a concern for science educators worldwide. The perspective that science learning is most effective when it is based on student inquiry has had great influence on practitioners' reform efforts in both the USA and in Europe. Inquiry consists of exploring a domain by searching for data by designing experiments, evaluating outcome data and reasoning about what may have brought these data about so as to fit the results with prior theories or to build new understandings. This virtual presentation summarizes the instructional activities of two science educators who have been incorporating biotechnology inquiry activities into classroom science teaching and learning on two continents. The connection between these efforts is commitment to inquiry-based teaching and learning and the desire to effectively prepare students for employment in biotechnology-related fields. In the first part of the presentation we will illustrate how learners with diverse abilities and experiences can engage in inquiry at a variety of levels. Next, we will show how we used different levels of inquiry to teach concepts and processes of biotechnology by way of inquiry based science education (IBSE). The authors conclude this virtual presentation by describing their own instructional design decisions for blended-learning to teach processes of biotechnology with hands-on investigation combined with the use of existing software tools: animations, simulations, virtual laboratories and, on-line databases for bioinformatics.
dcterms:title
From Protocol to Inquiry: Blended Learning for Workforce Education in Biotechnology From Protocol to Inquiry: Blended Learning for Workforce Education in Biotechnology
skos:prefLabel
From Protocol to Inquiry: Blended Learning for Workforce Education in Biotechnology From Protocol to Inquiry: Blended Learning for Workforce Education in Biotechnology
skos:notation
RIV/00216208:11310/13:10173232!RIV15-MSM-11310___
n3:aktivita
n8:S n8:I
n3:aktivity
I, S
n3:dodaniDat
n5:2015
n3:domaciTvurceVysledku
n11:4310314
n3:druhVysledku
n17:D
n3:duvernostUdaju
n20:S
n3:entitaPredkladatele
n19:predkladatel
n3:idSjednocenehoVysledku
75799
n3:idVysledku
RIV/00216208:11310/13:10173232
n3:jazykVysledku
n15:eng
n3:klicovaSlova
blended learning.; IBSE biotechnology; inquiry-learning
n3:klicoveSlovo
n13:blended%20learning. n13:inquiry-learning n13:IBSE%20biotechnology
n3:kontrolniKodProRIV
[F37544A1BE73]
n3:mistoKonaniAkce
Seville, Spain
n3:mistoVydani
Neuveden
n3:nazevZdroje
ICERI2013 Proceedings
n3:obor
n4:AM
n3:pocetDomacichTvurcuVysledku
1
n3:pocetTvurcuVysledku
2
n3:rokUplatneniVysledku
n5:2013
n3:tvurceVysledku
Toth, Eva Janštová, Vanda
n3:typAkce
n14:WRD
n3:zahajeniAkce
2013-11-18+01:00
s:issn
2340-1095
s:numberOfPages
6
n6:hasPublisher
Neuveden
n21:isbn
978-84-616-3847-5
n12:organizacniJednotka
11310