Universities should adopt inquiry-based learning
By People Reporter, July 6, 2020Onyango Charles
Globalisation has heralded a new era of standard-based accountability. This new order is defined by calls for “scientific literacy”. However, these calls are about more than just filling jobs.
According to a report released by the Organisation for Economic Co-operation and Development, the basic understanding of scientific concepts, processes, and ways of thinking is critical for one to succeed in today’s economy.
Six years ago, the AU adopted Science, Technology and Innovation Strategy for Africa (STISA) to prioritise capacity building for science, technology, engineering, and mathematics (STEM) research for the economic growth.
In recent years, the UNESCO – through its many programmatic initiatives – has emphasized the importance of quality science education and technical know-how in shaping the future of persons in an increasingly dynamic world.
Technology is changing the society, testing the manner in which we live, and shaping critical thinking in ways that could barely be envisioned previously.
As their specialised capacities increase, these tools are getting progressively incorporated into our societies – in the types of objects and artifacts that we never recently thought of as innovation.
Increasingly, the society is becoming more “quantified”, as volumes and volumes of data are now being generated within a brief timeframe; extending our living experience and knowledge.
While technology alone does not create scientific understanding, it represents a key tool for promoting inquiry investigations.
A substantial body of research confirms the positive impact of inquiry-based instruction on students’ understanding of science, including substantially higher learning when compared to traditional instruction.
Therefore, blending technology into data collection, analysis and visualization as part of inquiry-based instruction can deepen students’ understanding, and increase their motivation and interest in science.
Lab investigations and technology tools could be connected with classroom experiences, including lectures, readings and discussions.
Lab experiences and technology maybe much more effective when fully integrated into the curriculum and the flow of classroom science lessons.
Whether teachers choose to use a structured, guided or open inquiry format, these activities should give students the opportunity to apply the scientific process to their learning.
In other words, these activities should allow them to question and investigate; make predictions; collect, analyze and interpret data; refine their questions; and engage in argumentation from evidence.
These, in the end, build problem-solving and higher-order thinking skills, as well as “soft skills” such as communication and collaboration.
Experience from other societies show that inquiry-based investigations inside and outside the classroom can be tailored to engage students in real-life scientific and engineering practices.
This allows students to also have the opportunity to use real-world tools to make data meaningful for them while they “do” science.
The goal is to harness the power of technology to engender researchers who are able to innovate novel scientific concepts that are not only answering hypotheses, but also captivating the investors.
As opposed to the past when success in STEM was exemplified by (i) a full portfolio of grant, (ii) a full portfolio of high-impact research publications, and (iii) a fully staffed research setting, globalization has introduced new metrics of measuring success.
Today’s successful scientist must be creative, flexible, and able to think on his/her feet They must be able to collaborate and develop industry partnerships. – charlesdarwin040@gmail.com