Title: Student-led lessons as inquiry-based learning in a food and health subject curriculum
Abstract: The aim of this article is to reflect, analyse and describe didactical considerations of inquiry-based learning (IBL) as a method in teaching practical student-led lessons in the food and health subject curriculum at Oslo and Akershus University College of Applied Sciences, education and international studies in primary and secondary teacher education (HiOA). Student-led lessons are an example of teaching in which disciplinary and pedagogical knowledge are simultaneously applied in producing professional knowledge. These lessons provided students with experience in teaching, in searching for information from different sources, discussing didactical considerations, giving and receiving feedback as well as being leaders in the classroom. These lessons raised several topics for reflection, such as learning outcomes and learning goals, a teaching plan, a relevant introduction, and explanations of the learning activities. Practical demonstration and the students' justifications of their practical and didactical choices proved to be important reflections. Our findings indicated that the students appreciated IBL as an active form of teaching. IBL contributed to the students' activity in their own learning, having a high degree of interest, and using making use of problem-solving and communication. Creative, critical, and reflective thinking and knowledge construction processes were also noticed.
Publication Year: 2017
Publication Date: 2017-01-01
Language: en
Type: article
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