{"id":635816,"date":"2017-10-31T03:00:00","date_gmt":"2017-10-31T00:00:00","guid":{"rendered":"http:\/\/www.fyysika.ee\/?guid=f0669f462d5fc4c6192e99749601db0f"},"modified":"2017-10-31T03:00:00","modified_gmt":"2017-10-31T00:00:00","slug":"learning-to-teach-inquiry-with-ict","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=635816","title":{"rendered":"Learning to teach inquiry with ICT"},"content":{"rendered":"<p>Research has shown that the objectives for laboratory teaching\u2014just as with other teaching<br \/>\nmethods\u2014are often not achieved and that many laboratory sessions are ineffective and yet expensive<br \/>\nin terms of pupil and teacher time, and facilities. There are several reasons for this, but one<br \/>\nreason is that instructions for many lab activities are too prescriptive and leave too little room<br \/>\nfor thinking and creativity of pupils. Even though this problem had been pointed out already in the<br \/>\nearly 1980s, it has persisted to this day. Additionally, ICT tools such as data logging, video<br \/>\nmeasurement, and modelling have been available to secondary schools for decades. These tools provide<br \/>\nunique opportunities for authentic investigations at the secondary school level. However, even<br \/>\nfriendly software might require considerable instruction and reinforce a prescriptive approach.<br \/>\nTherefore, we developed a course for pre-service and in-service teachers to learn to apply ICT tools<br \/>\nin a minds-on and in&#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Research has shown that the objectives for laboratory teaching\u2014just as with other teaching<br \/>\nmethods\u2014are often not achieved and that many laboratory sessions are ineffective and yet expensive<br \/>\nin terms of pupil and teacher time, and facilities. There ar&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-635816","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/635816","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=635816"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/635816\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=635816"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=635816"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=635816"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}