This article makes a case for providing multiple types of hands-on resources to support learner inquiry. More specifically, a computer simulation of an electric circuit complemented work with a real circuit to support learners’ conceptual development. When learners had the opportunity to use both simulated and real circuits, less structured guidance seemed to benefit the inquiry process.
This article describes how two inquiry games promoted student science skills in a museum setting while minimizing demands on teachers, fostering collaboration, and incorporating chaperones. Students who played these games engaged in more scientific inquiry behaviors than did students in control groups.
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Kerri Wingert
resourceresearchMuseum and Science Center Exhibits
In this paper, the learning resources and museum visit that formed part of an undergraduate teaching sequence on the special theory of relativity are described and discussed. Findings highlight the importance of integrating pre- and post-visit activities, although the methods used to evaluate the impact of the experience do not offer conclusive results.