Examining Pre-service Teachers’ Capability to Design Inquiry Learning Activity Sequences with Embedded Simulations

Abstract

In this study, we aimed at examining pre-service teachers’ capability to design inquiry learning activity sequences (i.e., inquiry learning spaces or ILSs) after receiving proper training. These ILSs were developed in the context of the Go-Lab ecosystem. The Go-Lab ecosystem includes virtual laboratories (simulations; https://www.golabz.eu/labs) and applications (software scaffolds; see https://www.golabz.eu/apps) that can be embedded in learning activity sequences (inquiry learning spaces), which are developed in a web-based learning environment with the Graasp authoring tool (https://graasp.eu/). Teacher training included presentation of the Go-Lab ecosystem, demonstration of the Graasp authoring tool, and inspection and elaboration on a pilot inquiry learning space. As part of the requirements of two undergraduate university courses, pre-service teachers were asked to develop their own ILS in a context aligned with the national curriculum. As part of the final exam for the courses, they were also asked to transform a lesson plan (an activity sequence in the form of a learning activity sheet) into an ILS. Their ILSs were assessed using a list of criteria developed for the purposes of this study. Our results highlight the strengths and weaknesses of the ILSs developed by pre-service teachers, which in turn have practical implications for training pre-service teachers who will be designing computer-supported inquiry learning activities.