OSP's two pedagogical approaches: guided inquiry and constructionism¶

Theory · All theories
Evidence · 2 claims (1 for, 1 against) · 1 study (1 design), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article states that the two main pedagogical approaches used in OSP are guided inquiry and constructionism. Guided inquiry covers investigating modeled phenomena (EJS) and video analysis (Tracker); constructionism covers learning by making new models (EJS) and video modeling (Tracker). This framework, presented in Figure 1 from the author's 2012 AAPT conference presentation, organises how the tools are used for learning.

Design Implications¶

Context¶

Requirements¶

• access to EJS models and the Tracker tool, and instruction in their use

Constraints¶

Target Learners¶

• upper secondary and junior college physics students

Target Learning Objectives¶

• scientific inquiry skills and learning physics by building and analyzing models

Claims¶

• After a guided-inquiry lesson with the collision-carts simulation, students' self-reported knowledge of the physics increased and most rated the lesson enjoyable and valuable [+M]
• Some students found the guided-inquiry worksheet activities insufficiently thought-provoking and the data exchange troublesome [-W]

Related Theories¶

• Constructionism imagineering learning model via metaverse with four main elements: inputs, learning process, output, and feedback
• Co-constructionism requires an active individual, an active environment, and culture

Examples¶

• OSP guided inquiry lesson pattern: pairs investigate with what-if scenarios, peer instruction, and class presentation

Key Sources¶

• Wee Loo Kang. (2013). Open Source Physics. i in Practice 1(1), 58-63. http://ictconnection.opal.moe.edu.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=82