MOVIEMAKING AS INQUIRY-BASED LEARNING IN SCIENCE CLASS IN SCHOOLS

According to international survey on students in 2010, inquiry-based learning in science class has been recommended for efficient learning. Inquiry-based learning can engage students to reflect and communicate the knowledge in an individual way. Through inquiry-based learning, a student develops own strategies for problem solving. In our research project we experimented how a creative type of problem-solving by secondary school students could support inquiry-based learning. Our basic focus had been on how creative problem-solving with visual elaboration can foster science learning. A framework consisting of grammar of storytelling, screen writing in the context of science, simple storyboarding methods and process of moviemaking had been set as an inquiry-based investigation project. First we analyzed active learning methods and successful scenarios from media didactics. With this, we designed a challenging scenario where students built teams of a virtual science TV broadcast, that had the mission to investigate on a given research work and communicate the results through movies. The framework also provided expert knowledge in natural science from a current research scientist. In addition, this framework includes expert knowledge from media didactics. The resulting movies produced are comprehensive and are individually designed reflections on the research topic. During the project, we evaluated the process by video-ethnographic methods.