Abstract
The aim of this paper is on how to prepare undergraduate science students to be able to develop inquiry-based activities. A course was designed where the development of inquiry based activities following the Hegarty-Hazel inquiry continuum model was used to design inquiry based experiments. A virtual (simulated) lab was opted as the appropriate “vehicle” since it provides unlimited access to laboratory settings, even from home where students rethink and refine their design. The course follows the design, development, practice, reflection and discussion of experimental activities. Different kinds of results are discussed to find out how the undergraduate science students evaluate the “vehicle” they have and how they perceive the inquiry continuum model.
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Molohidis, A., Hatzikraniotis, E. (2018). Introducing Preservice Science Teachers in the Development of Inquiry-Based Activities. In: Sokołowska, D., Michelini, M. (eds) The Role of Laboratory Work in Improving Physics Teaching and Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-96184-2_11
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