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    Curiosity-Driven, Inquiry-Based Science Projects Bridge Face-to-Face and Online Learning Formats During COVID-19: A Teachers

    REES, CAROL (2023) Curiosity-Driven, Inquiry-Based Science Projects Bridge Face-to-Face and Online Learning Formats During COVID-19: A Teachers. Canadian Journal of Action Research, 23 (3). pp. 27-5. ISSN 1861-9916

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    The mass closure of schools as a result of the Covid-19 pandemic paralyzed many children’s education. Teachers across the globe did their best to engage students and help support their learning through online educational formats. However, teachers and parents indicated that students' struggled with these approaches. This study aims to build on successes some science teachers had using curiosity as a starting point in inquiry-based science projects that bridged face-to-face and online learning formats. This year-long qualitative, participatory action research study brings together fourteen teachers (seven elementary and seven secondary) and four university faculty using an online community of inquiry framework. This work is in its early stages. Through two cycles of planning, implementation and reflection, the community of inquiry will ultimately develop a model for best practices and resources that respond to the educational challenges faced during the pandemic and help prepare teachers for future crises. These materials will be shared with other teachers as open education resources, that are freely accessible, digital, re-mixable and revisable. This work will also contribute to theory regarding best practices for curiosity-driven, inquiry-based science education in blended learning spaces.

    Item Type: Article
    Additional Information: Cite as: Rees, C., Harrison, M., Sjokvist, G., Whitehouse, M., deVries, E. and Miller, C., CURIOSITY-DRIVEN, INQUIRY-BASED SCIENCE PROJECTS BRIDGE FACE-TO-FACE AND ONLINE LEARNING FORMATS DURING COVID-19.
    Keywords: Blended learning; Community of Inquiry; COVID-19 pandemic; Curiosity-driven projects; Inquiry-based science pedagogy;
    Academic Unit: Faculty of Social Sciences > Froebel Department of Primary and Early Childhood Education
    Item ID: 17761
    Depositing User: Carol Rees
    Date Deposited: 02 Nov 2023 09:32
    Journal or Publication Title: Canadian Journal of Action Research
    Publisher: Research gate
    Refereed: Yes
      Use Licence: This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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