Student Learning Through Participation in Inquiry Activities: Two Case Studies in Teacher and Computer Engineering Education

摘要: The two case studies reported in this article contribute to a better understanding of how inquiry tasks and activities are employed as resourceful means for learning higher professional education. An observation-based approach was used explore characteristics challenges students’ participation collaborative first-year introductory courses teacher computer engineering findings highlight that the varied with regard focus structure were shaped by types tasks, i.e. analysis project-based work, process guided supported way domain-specific knowledge resources practices introduced. exploratory strategy rather confined use characterised education inquiry, while programming, trial-and-error extensive external students’. For students, main challenge construct meaning conceptual integrate different forms lens analysing practice. students experienced unpacking underlying principles black-boxed widely available resources. suggests future research curriculum designs should depart from more refined means, connecting specific domains, type most suited each domains may arise students.