Hyland, Diarmaid and van Kampen, Paul and Nolan, Brien (2023) Student perceptions of a guided inquiry approach to a service-taught ordinary differential equations course. International Journal of Mathematical Education in Science and Technology, 54 (2). pp. 250-276. ISSN 0020-739X

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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.

Item Type:	Article
Additional Information:	Cite as: Diarmaid Hyland, Paul van Kampen & Brien Nolan (2023) Student perceptions of a guided inquiry approach to a service-taught ordinary differential equations course, International Journal of Mathematical Education in Science and Technology, 54:2, 250-276, DOI: 10.1080/0020739X.2021.1953627
Keywords:	Ordinary differential equations; guided inquiry; student perceptions; service teaching;
Academic Unit:	Faculty of Social Sciences > Education
Item ID:	17951
Identification Number:	https://doi.org/10.1080/0020739X.2021.1953627
Depositing User:	Mr Diarmaid Hyland
Date Deposited:	14 Dec 2023 10:56
Journal or Publication Title:	International Journal of Mathematical Education in Science and Technology
Publisher:	Taylor & Francis Online
Refereed:	Yes
URI:	Publisher
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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