How to conduct inquiry activities in distance teaching and learning

Abstract

Currently, we are facing new challenges in education that were triggered by transferring teaching and learning into the online space. This significant change affects also physics teaching. In science education, there is a long-term effort towards implementation of inquiry approach to teaching and learning. It seems almost impossible to apply this approach within distance learning with regard to practical work, in particular. Nevertheless, there are ways how to modify also inquiry activities for online educational space and still maintain their important elements included in the inquiry cycle. For this purpose, digital technologies can provide a significant help. In experimental activities, we can replace data collection by providing pre-recorded experimental data and focus mainly on the processing, analysis and interpretation phase of the inquiry cycle. Moreover, when collecting data by sensors in advance, videorecording of the experiment can be made. This video can be synchronized with the data, allowing students to see the experimental set-up as well as the entire process replayed along with the data in real time. If we want students to implement also the data collection phase, we can use videomeasurement, specifically to collect data about the position of moving objects. Another option is to capture data on a remote experiment, which we can follow and control remotely. Often criticized simulations can be also used if real experiment is not available. Many available simulations are very easy to manipulate and therefore they can be used for home assignments. Within the IT Academy project, a number of inquiry activities were modified for online teaching as well as a series of webinars to help physics teachers were prepared. The paper presents examples of designed inquiry activities as well as results of teachers' feedback.