WorldWideScience
 
 
1

Does Artificial Tutoring Foster Inquiry Based Learning?  

Science.gov (United States)

This contribution looks at the Intelligent Tutoring Interface for Technology Enhanced Learning, which integrates multistage-learning and inquiry-based learning in an adaptive e-learning system. Based on a common pedagogical ontology, adaptive e-learning systems can be enabled to recommend learning objects and activities, which follow inquiry-based

Schmoelz, Alexander; Swertz, Christian; Forstner, Alexandra; Barberi, Alessandro

2014-01-01

2

Inquiry based learning in physical education  

DEFF Research Database (Denmark)

The present project is a case study founded on the decreasing motivation and engagement in physical education. The project suggests inquiry based learning (IBL) as an educational methodology. This may help to turn the trend as IBL has shown to engage and motivate students at different educational levels and within different subjects. In this pilot research project performed at a physical education teacher education program, qualitative methods were chosen to investigate students’ motivation and engagement within an IBL-unit in physical education and to accentuate challenges, advantages and disadvantages within the IBL-methodology in relation to students’ motivation. Instructed in guided inquiry, 32 students of physical education in a teacher training college worked with inquiry based learning in physical education over a four week period. During the IBL-unit, qualitative data such as the students’ reflections and discussions (audio recorded), performance of practical exercises (video recorded) and the students’ written considerations were collected. Together with a focus group interview with six of the students, held at the end of the unit, all data were transcribed, coded and analysed in relation to the IBL and the motivation theory. The analysis revealed that the students found the method very motivating and engaging, but they also accentuated the difficulties experienced in the beginning of the inquiry work due to the degrees of freedom in the work. Besides, the students emphasised the learning potential of the method. Future qualitative studies are to focus on the learning potential of the IBL method: What did they learn and how?

Østergaard, Lars Domino

2014-01-01

3

The Role of Inquiry-Based Learning in Entrepreneurship Education  

Science.gov (United States)

This paper introduces a course design that used history and inquiry-based learning to develop science students' understanding of invention, innovation and commercialization processes. First, it explains inquiry-based learning and then introduces a sample course design, explaining the rationale, structure and process. Following on from this…

Pittaway, Luke

2009-01-01

4

Experiencing Clay: Inquiry-Based Learning and Assessment for Learning  

Science.gov (United States)

This article presents an examination of the effects of using an inquiry-based learning pedagogy to teach ceramics to pre-service teachers (my students) at the Hong Kong Institute of Education. At the beginning of the study the students were asked to conduct experiments on the properties of clay. The results indicate that half of them were able to…

Mui, Ma So

2010-01-01

5

weSPOT: Inquiry based learning meets learning analytics  

Digital Repository Infrastructure Vision for European Research (DRIVER)

weSPOT, a project supported by the European Commission, addresses several challenges to building personal knowledge, specifically in the area of science. It focuses on inquiry-based learning, in which the learner takes the role of a self-motivated explorer, and provides support for building these skills. The main problem areas weSPOT tackles are the general lack of inquiry skills in students from ages 12 to 25, the dearth of technological support to bolster students’ curiosity, linking ...

Specht, Marcus; Bedek, Michael; Duval, Erik; Held, Peter; Okada, Alexandra; Stefanov, Krassen; Parodi, Elisabetta; Kikis-papadakis, K.; Strahovnik

2013-01-01

6

"Prompted" Inquiry-Based Learning in the Introductory Chemistry Laboratory  

Science.gov (United States)

The importance of introducing various projects or activities as a motivation towards inquiry-based learning, also satisfies the need for first year chemistry students to transfer scientific theory into practice. This approach, combined with the traditionally written laboratory methods, develops creative skills, and the spirit of exploration…

Green, William J.; Elliott, Curtis; Cummins, R. Hays

2004-01-01

7

Inquiry-based Learning in China: Lesson learned for School Science Practices  

Directory of Open Access Journals (Sweden)

Full Text Available Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation, videotape recording, photography, and interview were employed during time of visiting Guangxi Normal University, China. The results can be explained in terms of lesson learned for school science practice of inquiry-based learning and pedagogical strategies. It can be understandable, simply to incorporate for general science classroom, and also be implied to inquiry-based instructional practices.

Prasart Nuangchalerm

2014-06-01

8

ESSEA: Inquiry-Based, Online Learning Communities  

Science.gov (United States)

The Earth System Science Education Alliance (ESSEA) is a partnership between the Institute for Global Environmental Strategies (IGES) and the Center for Educational Technologies (CET) at Wheeling Jesuit University, through funding from NASA's Earth Science Enterprise. ESSEA is supporting universities, colleges, and science education organizations in offering Earth system science online graduate courses that have been developed within the CET at Wheeling Jesuit University. ESSEA has created a national professional development program aimed at improving the knowledge, skills, and resources of Earth system science educators, offering state-of-the-art, rigorous, online courses to promote understanding of Earth system science. The three available ESS courses use an innovative instructional design model and are delivered over the Internet - they feature student-centered, knowledge-building virtual communities, the optimal method for teaching and learning. Participants in these exciting professional development courses experience online, collaborative learning, while mastering new content that addresses National Education Science Standards; develop confidence in using technology; design new classroom activities; and identify new Earth system science resources. The courses have been successfully implemented for both in-service and pre-service teacher education.

Schwerin, T. G.

2002-12-01

9

Improving Teacher Education through Inquiry-Based Learning  

Directory of Open Access Journals (Sweden)

Full Text Available Preservice educators face daunting challenges throughout their professional development, but no challenge is greater than that of contextualizing their instruction within multicultural environments. Addressing the increasing diversity and ever-changing cultures within student populations is often skimmed over within teacher education curriculums; yet, its importance to the success of preservice teachers cannot be understated. Investigators developed two specific projects which led teacher candidates to innovate and promote inquiry-based learning within their elementary learners. These practical, real-world applications took teacher candidates through the process of effective instruction: assessment, modeling, scaffolding, and evaluation.

Evan Ortlieb

2011-07-01

10

NGSS and Inquiry-Based Learning with The GLOBE Program  

Science.gov (United States)

The GLOBE Program (www.globe.gov) engages K-12 students through scientific discovery to learn about the Earth as a system and provides a curricular example for the Next Generation Science Standards (NGSS). A key component of GLOBE is its inquiry-based, hands-on activities, which align with the eight practices found in Dimension 1 of the Standards. GLOBE teachers currently address the crosscutting concepts from Dimension 2 in the Standards by engaging students in data analysis and application through GLOBE Investigations, such as GPS, hydrology and atmosphere. Hands-on activities align to the disciplinary core ideas of Dimension 3 of the Standards through the implementation of protocols in air, water, soil, land cover, and seasons in over 25,000 schools in more than 110 countries worldwide. Integration of technology, engineering, and the application of science have played a central role in The GLOBE Program since its inception in 1995. The GLOBE Program provides a venue for students to report their own scientific investigations to scientists, teachers, and other students through student research reports, as well as a variety of student conference opportunities. This presentation will provide samples of how The GLOBE Program and GLOBE teachers encourage inquiry-based learning for student achievement of the NGSS through the review of student reports. These reports serve as artifacts illustrating the scientific practices, crosscutting concepts, and disciplinary core ideas students engage in while participating in GLOBE. This review will illustrate the extent to which GLOBE protocols and activities support NGSS, indicate gaps or mismatches in scope and sequence, provide recommendations for new materials development, and demonstrate a process that can be repeated by other science education programs to review their own current alignment to NGSS.

Wegner, K.; Bydlowski, D.; Seavey, M.; Andersen, T.; Mackaro, J.; Malmberg, J.; Randolph, J. G.; Tessendorf, S. A.

2012-12-01

11

A Web-Based Learning Support System for Inquiry-Based Learning  

Science.gov (United States)

The emergence of the Internet and Web technology makes it possible to implement the ideals of inquiry-based learning, in which students seek truth, information, or knowledge by questioning. Web-based learning support systems can provide a good framework for inquiry-based learning. This article presents a study on a Web-based learning support system called Online Treasure Hunt. The Web-based learning support system mainly consists of a teaching support subsystem, a learning support subsystem, and a treasure hunt game. The teaching support subsystem allows instructors to design their own inquiry-based learning environments. The learning support subsystem supports students' inquiry activities. The treasure hunt game enables students to investigate new knowledge, develop ideas, and review their findings. Online Treasure Hunt complies with a treasure hunt model. The treasure hunt model formalizes a general treasure hunt game to contain the learning strategies of inquiry-based learning. This Web-based learning support system empowered with the online-learning game and founded on the sound learning strategies furnishes students with the interactive and collaborative student-centered learning environment.

Kim, Dong Won; Yao, Jingtao

12

Working Environment with Social and Personal Open Tools for inquiry based learning: Pedagogic and Diagnostic Frameworks  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Abstract: The weSPOT project aims at propagating scientific inquiry as the approach for science learning and teaching in combination with today’s curricula and teaching practices The project focuses on inquiry-based learning with a theoretically sound and technology supported personal inquiry approach and it contains three main development aspects: (a) define a reference model for inquiry-based learning skills, (b) create a diagnostic instrument for measuring inquiry skills, and (c) impleme...

Protopsaltis, A.; Seitlinger, P.; Chaimala, Fotini; Firssova, Olga; Hetzner, Sonja; Kikis-papadakis, K.; Boytchev, Pavel

2013-01-01

13

Virtual Solar System Project: Learning through a Technology-Rich, Inquiry-Based, Participatory Learning Environment.  

Science.gov (United States)

Describes an introductory undergraduate astronomy course in which the large-lecture format was moved to one in which students were immersed in a technologically-rich, inquiry-based, participatory learning environment. Finds that virtual reality can be used effectively in regular undergraduate university courses as a tool through which students can…

Barab, Sasha A.; Hay, Kenneth E.; Squire, Kurt; Barnett, Michael; Schmidt, Rae; Karrigan, Kristen; Yamagata-Lynch, Lisa; Johnson, Christine

2000-01-01

14

Supporting Students’ Interest through Inquiry-Based Learning in the Context of Fuel Cells  

Directory of Open Access Journals (Sweden)

Full Text Available The main aim of this research is to understand how inquiry-based learning in the context of fuel cells support the interest of 14 to 15-year-old male and female junior high school students. In total, 18 student groups (N=159 were involved in the case study in which a learning material with inquiry-based laboratory work in the context of fuel cells, designed based on previous research, was used. According to the survey conducted as a part of this research, the majority of youth liked inquiry-based chemistry experiments. The tangible stages of the work, i.e. compiling the miniature fuel cell car and operating it in practice, interested the youth the most. Boys were significantly more interested than girls in the applications of fuel cells related to the studied subject. Girls were interested in hydrogen energy economy, and that the issue is topical at the moment. Girls were also significantly more interested in the stages of inquiry-based learning – reporting the results and answering the questions that required reasoning. It seems that the model of inquiry-based learning used here and the learning materials give good opportunities for increasing the interests in chemistry among girls and boys alike, and thus provide a solution for the biggest challenge in chemistry education – increasing the youth’s interest in chemistry.

Maija Aksela

2012-12-01

15

Supporting Students’ Interest through Inquiry-Based Learning in the Context of Fuel Cells  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The main aim of this research is to understand how inquiry-based learning in the context of fuel cells support the interest of 14 to 15-year-old male and female junior high school students. In total, 18 student groups (N=159) were involved in the case study in which a learning material with inquiry-based laboratory work in the context of fuel cells, designed based on previous research, was used. According to the survey conducted as a part of this research, the majority of youth liked inquiry-...

Maija Aksela; Matleena Boström

2012-01-01

16

Inquiry-Based Learning: Inflammation as a Model to Teach Molecular Techniques for Assessing Gene Expression  

Directory of Open Access Journals (Sweden)

Full Text Available This laboratory module simulates the process used by working scientists to ask and answer a question of biological interest. Instructors facilitate acquisition of knowledge using a comprehensive, inquiry-based approach in which students learn theory, hypothesis development, experimental design, and data interpretation and presentation. Using inflammation in macrophages as a model system, students perform a series of molecular biology techniques to address the biological question: “Does stimulus ‘X’ induce inflammation?” To ask this question, macrophage cells are treated with putative inflammatory mediators and then assayed for evidence of inflammatory response. Students become familiar with their assigned mediator and the relationship between their mediator and inflammation by conducting literature searches, then using this information to generate hypotheses which address the effect of their mediator on induction of inflammation. The cellular and molecular approaches used to test their hypotheses include transfection and luciferase reporter assay, immunoblot, fluorescence microscopy, enzyme-linked immunosorbent assay, and quantitative PCR. Quantitative and qualitative reasoning skills are developed through data analysis and demonstrated by successful completion of post-lab worksheets and the generation and oral presentation of a scientific poster. Learning objective assessment relies on four instruments: pre-lab quizzes, post-lab worksheets, poster presentation, and posttest. Within three cohorts (n = 85 more than 95% of our students successfully achieved the learning objectives.

Kathryn E. Gunn

2013-12-01

17

The Effects of Inquiry-Based Computer Simulation with Cooperative Learning on Scientific Thinking and Conceptual Understanding of Gas Laws  

Science.gov (United States)

The purpose of the study was to investigate the effects of inquiry-based computer simulation with heterogeneous-ability cooperative learning (HACL) and inquiry-based computer simulation with friendship cooperative learning (FCL) on (a) scientific reasoning (SR) and (b) conceptual understanding (CU) among Form Four students in Malaysian Smart…

Abdullah, Sopiah; Shariff, Adilah

2008-01-01

18

Inquiry-Based Learning Case Studies for Computing and Computing Forensic Students  

Science.gov (United States)

Purpose: The purpose of this paper is to describe and discuss the use of specifically-developed, inquiry-based learning materials for Computing and Forensic Computing students. Small applications have been developed which require investigation in order to de-bug code, analyse data issues and discover "illegal" behaviour. The applications are based…

Campbell, Jackie

2012-01-01

19

Elementary Teachers' Comprehension of Flooding through Inquiry-Based Professional Development and Use of Self-Regulation Strategies  

Science.gov (United States)

This study focuses on elementary teachers' comprehension of flooding before and after inquiry-based professional development (PD). There was an improvement in teachers' understanding toward a normative view from pre- to post-test (n = 17, mean gain = 4.3, SD = 3.27). Several misunderstandings and a general lack of knowledge about flooding emerged…

Lewis, Elizabeth B.; van der Hoeven Kraft, Katrien J.; Watts, Nievita Bueno; Baker, Dale R.; Wilson, Meredith J.; Lang, Michael

2011-01-01

20

Blended learning in dentistry: 3-D resources for inquiry-based learning  

Directory of Open Access Journals (Sweden)

Full Text Available Motivation is an important factor for inquiry-based learning, so creative design of learning resources and materials is critical to enhance students’ motivation and hence their cognition. Modern dentistry is moving towards “electronic patient records” for both clinical treatment and teaching. Study models have long been an essential part of dental records. Traditional plaster casts are, however, among the last type of clinical record in the dental field to be converted into digital media as virtual models. Advantages of virtual models include: simpler storage; reduced risk of damage, disappearance, or misplacement; simpler and effective measuring; and easy transferal to colleagues. In order to support student engagement with the rapidly changing world of digital dentistry, and in order to stimulate the students’ motivation and depth of inquiry, this project aims to introduce virtual models into a Bachelor and Dental Surgery (BDS curriculum. Under a “blended” e-learning philosophy, students are first introduced to the new software then 3-D models are incorporated into inquiry-based problems as stimulus materials. Face-to-face tutorials blend virtual model access via interactive whiteboards (IWBs. Students’ perceptions of virtual models including motivation and cognition as well as the virtual models’ functionality were rated after a workshop introducing virtual models and plaster models in parallel. Initial student feedback indicates that the 3-D models have been generally well accepted, which confirmed the functionality of the programme and the positive perception of virtual models for enhancing students’ learning motivation. Further investigation will be carried out to assess the impact of virtual models on students’ learning outcomes.

Susan Bridges

2012-06-01

 
 
 
 
21

Developing inquiry-based teaching and learning in Family Maths programme facilitators  

Directory of Open Access Journals (Sweden)

Full Text Available The inquiry-based Family Maths professional development programme, offered by the Nelson Mandela Metropolitan University, attempts not only to support the transformative education practices targeted by the South African National Department of Education, but also to extend them beyond the school walls to the community at large. This study investigates the extent to which this programme develops facilitators’ ability to implement inquiry-based learning. The research undertaken uses both qualitative and quantitative methods in an empirical study of 39 facilitators. The facilitators’ inquiry beliefs and ability to implement inquiry learning was measured by means of questionnaires, observation schedules and interviews. Data generated by the study reveal that both the facilitators’ understanding and practice of inquiry improved as they progressed through the novice, intermediate and veteran categories of the Family Maths professional development programme.

Pam Austin

2011-10-01

22

Laboratory projects using inquiry-based learning: an application to a practical inorganic course  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This paper reports how laboratory projects (LP) coupled to inquiry-based learning (IBL) were implemented in a practical inorganic chemistry course. Several coordination compounds have been successfully synthesised by students according to the proposed topics by the LP-IBL junction, and the chemistry of a number of metals has been studied. Qualitative data were collected from written reports, oral presentations, lab-notebook reviews and personal discussions with the students through an experim...

Carriazo, Jose? G.

2011-01-01

23

Design and Implementation of Inquiry-Based, Technology-Rich Learning Activities in a Large-Enrollment Blended Learning Course  

Directory of Open Access Journals (Sweden)

Full Text Available We propose that the key to creating an effective learning experience in a blended environment with over 100 students is to strategically embed learning activities into the curriculum. Inquiry-based, technology-rich learning activities give students many of the same benefits of community as experienced in a small, traditional class. Technology-based learning activities during in-class meetings assisted in the development of community within student teams. Out-of-class technology-based learning activities leveraged multimedia online resources and provided the means for inquiry-based student learning. Students reported positive experiences with the learning activities. Content knowledge was equivalent to courses without comparable learning activities; however, students developed better application skills, relating theoretical concepts to real-life events.

Donna J. Charlevoix

2009-11-01

24

weSPOT: A Personal and Social Approach to Inquiry-Based Learning  

Digital Repository Infrastructure Vision for European Research (DRIVER)

weSPOT is a new European initiative proposing a novel approach for personal and social inquiry-based learning in secondary and higher education. weSPOT aims at enabling students to create their mash-ups out of cloud based tools and services in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. This paper presents the research framework of the weSPOT...

Mikroyannidis, Alexander; Okada, Alexandra; Scott, Peter; Russman, Elen; Specht, Marcus; Stefanov, Krassen; Boytchev, Pavel; Protopsalitis, A.; Held, Peter; Hetzner, Sonja

2013-01-01

25

The design, enactment, and impact of an undergraduate, inquiry-based, astronomy laboratory learning environment  

Science.gov (United States)

This study investigated the design, enactment, and impact of an undergraduate, inquiry-based astronomy laboratory learning environment. The professor, Richard, adopted laboratory materials from the Center for Astronomy and Physics Education Research [CAPER] which were described by the group as inquiry-based. Students worked through these laboratory materials under the supervision of teaching assistants [TAs], and Richard led weekly TA meetings to monitor and instruct the TAs on his expectations. This study suggests that Richard was unsure of laboratory materials' learning goals and had received limited guidance on how to use and implement CAPER's materials. TAs also received limited guidance on how to interact with their students while they worked through the laboratory materials. TAs gave introductions during laboratory sessions that were similar to Richard's introductions given during weekly TA meetings. Data from this study suggests that most students were able to easily complete the laboratory materials without the assistance of their TA. When students did ask questions, questions were focused on obtaining the correct answer which TAs normally supplied though direct responses or questioning. This laboratory learning environment was found to have no impact on students' understanding of the nature of scientific inquiry, as measured by VOSI, which contradicts previous research findings associated with the materials. I suggest that professors should be cautious when adopting curriculum materials. Curriculum designers should provide information related to the design of their materials, the learning goals of those materials, sample student responses, and effective implementation strategies.

Stewart, Steven A.

26

Inquiry-Based Active Learning: The Enhancement of Attitude and Understanding of the Concept of Experimental Design in Biostatics Course  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study is to identify the effect of using active inquiry-based learning in conducting experiment in the subject of Biostatic. The experiment included 1 Instructional Re-designation, 2 planning of the active learning process, and 3 application of the inquiry-based active learning. The sample involved 96 trainee teacher enrolled in biology program in the university of Riau, Indonesia, as respondents, and they were divided into two groups 48 respondents for year 2011 and 48 respondents for year 2012. To collect data, questionnaire, focusing on attitude from peers’ perspectives, whereas the test was given to identify students’ level of understanding the content of biology were employed. As the students were given test after finishing each chapter they learnt. The finding shows that attitude of the students changed after using the inquiry-based learning. In addition, the finding shows that as a result of using inquiry-based learning, achievement of the majority of the students from two groups in 2011 and 2012 was at good level. This means that the inquiry-based learning can be used as one of the method to increase students’ achievement and change their style of learning especially in conducting experiment in science subject.

Suwondo Suwondo

2013-08-01

27

Implementing and Assessing Inquiry-Based Learning through the CAREER Award  

Science.gov (United States)

In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make many adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome, both for instructors and students, such that a stepwise approach to this transformation is likely to be more manageable. In this session, I will describe a series of tools to promote inquiry-based learning that I am helping to implement and assess in classroom courses and student research projects. I will demonstrate the importance of integrating with existing institutional initiatives as well as recognizing how student development plays a key role in student engagement. Some of the features I will highlight include: defining both student learning outcomes and student development outcomes, converting content training to be self-directed and asynchronous, utilizing conceptests to help students practice thinking like scientists, and employing both objective pre/post assessment and student self-reflective assessment. Lastly, I will reflect on how the well-defined goal of teaching and research integration in the CAREER award solicitation resonated with me even as an undergraduate and helped inspire my early career.

Brudzinski, M. R.

2011-12-01

28

Hidden in Plain Sight: Pre-Service Teachers’ Orientations Toward Inquiry-Based Learning in History  

Directory of Open Access Journals (Sweden)

Full Text Available In order to implement models of reform-based history education in the classroom there is a fundamental need to address preservice and practicing teachers’ understanding of learning and teaching history, mindful of the role inquiry must play in the process. The project described in this paper employed a comparative case design to explore how prospective social studies educators perceived inquiry-based instruction and the extent to which it aligned with relevant history education for middle and secondary students. Results suggest that the process undertaken by the independent inquiry group may have an implicit impact on shaping how preservice teachers understand inquiry. Yet these preservice teachers included more inquiry-based activities in lesson plan products analyzed as part of this project. After the implementation of both means of learning about historical inquiry, many remained conflicted about what the ideal model of inquiry represents for student learning and at what ability level students are capable of engaging in inquiry in social studies.

Anthony Michael Pellegrino

2013-11-01

29

The Triple Jump Exercise in Inquiry-Based Learning: A Case Study Showing Directions for Further Research.  

Science.gov (United States)

The Triple Jump, a procedure for assessing students' problem-based learning, is applied to assessment of inquiry-based learning in a graduate course. Results suggest the need for more research into interrater reliability and other characteristics of the exercise. Some simple strategies for making the instrument cost effective are offered. (MSE)

Feletti, Grahame; Ryan, Greg

1994-01-01

30

Benefits for Women and Men of Inquiry-Based Learning in College Mathematics: A Multi-Institution Study  

Science.gov (United States)

Slow faculty uptake of research-based, student-centered teaching and learning approaches limits the advancement of U.S. undergraduate mathematics education. A study of inquiry-based learning (IBL) as implemented in over 100 course sections at 4 universities provides an example of such multicourse, multi-institution uptake. Despite variation in how…

Laursen, Sandra L.; Hassi, Marja-Liisa; Kogan, Marina; Weston, Timothy J.

2014-01-01

31

Laboratory projects using inquiry-based learning: an application to a practical inorganic course  

Directory of Open Access Journals (Sweden)

Full Text Available This paper reports how laboratory projects (LP coupled to inquiry-based learning (IBL were implemented in a practical inorganic chemistry course. Several coordination compounds have been successfully synthesised by students according to the proposed topics by the LP-IBL junction, and the chemistry of a number of metals has been studied. Qualitative data were collected from written reports, oral presentations, lab-notebook reviews and personal discussions with the students through an experimental course with undergraduate second-year students at the Universidad Nacional de Colombia during the last 5 years. Positive skills production was observed by combining LP and IBL. Conceptual, practical, interpretational, constructional (questions, explanations, hypotheses, communicational, environmental and application abilities were revealed by the students throughout the experimental course.

José G. Carriazo

2011-01-01

32

Laboratory projects using inquiry-based learning: an application to a practical inorganic course  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: English Abstract in english This paper reports how laboratory projects (LP) coupled to inquiry-based learning (IBL) were implemented in a practical inorganic chemistry course. Several coordination compounds have been successfully synthesised by students according to the proposed topics by the LP-IBL junction, and the chemistry [...] of a number of metals has been studied. Qualitative data were collected from written reports, oral presentations, lab-notebook reviews and personal discussions with the students through an experimental course with undergraduate second-year students at the Universidad Nacional de Colombia during the last 5 years. Positive skills production was observed by combining LP and IBL. Conceptual, practical, interpretational, constructional (questions, explanations, hypotheses), communicational, environmental and application abilities were revealed by the students throughout the experimental course.

José G., Carriazo.

1085-10-01

33

GeoScape: An Instructional Rock Garden for Inquiry-Based Cooperative Learning Exercises in Introductory Geology Courses.  

Science.gov (United States)

GeoScape is a landscape design consisting of colored gravel, strategically placed flagstone and boulders, and two vertical features that simulate the geology of fictitious regions. Employs "hands-on", inquiry-based, and cooperative learning techniques to help students develop problem solving and critical thinking skills. Explains the construction,…

Calderone, Gary J.; Thompson, J. Robert; Johnson, Wayne M.; Kadel, Steve D.; Nelson, Pamela J.; Hall-Wallace, Michelle; Butler, Robert F.

2003-01-01

34

The Integration of Creative Drama in an Inquiry-Based Elementary Program: The Effect on Student Attitude and Conceptual Learning  

Science.gov (United States)

Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n = 38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science…

Hendrix, Rebecca; Eick, Charles; Shannon, David

2012-01-01

35

Inquiry-Based Learning in an Intermediate-Level Undergraduate Neotectonics Course  

Science.gov (United States)

Integrating student-conducted research into the curriculum can provide students with many educational benefits. Documented benefits include, among others, increased communication skills, the ability to work as part of a research team, and enhanced self-confidence in individual problem-solving skills (e.g., Kardash, J. Ed. Psych., 2000; Seymour, et al., Science Education, 2004). As part of a larger departmental goal of integrating student- conducted research into all levels of the Pomona College Geology Department curriculum (e.g., Reinen, et al., CUR-Q, 2006), I have recently developed an intermediate-level Neotectonics course with a strong component of inquiry-based learning. This course was offered for the first time during the spring semester 2007, and will continue to be offered each year. In a series of guided inquiries throughout the course, students investigate recent seismicity and tectonic geomorphology in Southern California. With each subsequent assignment, student contributions to the research direction increases (e.g., data used, area studied, question addressed, methods used), culminating in team proposals and research projects investigating specific student-generated questions of regional tectonics. Students collect data for these investigations from several sources: (1) databases available online (e.g., IRIS, Harvard earthquake catalog), (2) desktop experiments (e.g., the "earthquake machine"), (3) topographic maps, and (4) field observations. The objective of this paper is to present initial results from this teaching experiment and examples of the projects which have been executed, including the preparation students received to be able to use the available data. Discussion and suggestions (particularly about effective means of conducting a rigorous long-term assessment) are strongly encouraged.

Reinen, L. A.

2007-12-01

36

The impact of collaborative groups versus individuals in undergraduate inquiry-based astronomy laboratory learning exercises  

Science.gov (United States)

One of the long-standing general undergraduate education requirements common to many colleges and universities is a science course with a laboratory experience component. One of the objectives frequently included in the description of most of these courses is that a student will understand the nature and processes of scientific inquiry. However, recent research has shown that learners in traditional undergraduate science laboratory environments are not developing a sufficiently meaningful understanding of scientific inquiry. Recently, astronomy laboratory activities have been developed that intentionally scaffold a student from guided activities to open inquiry ones and preliminary results show that these laboratories are successful for supporting students to understand the nature of scientific inquiry (Slater, S., Slater, T. F., & Shaner, 2008). This mixed-method quasi-experimental study was designed to determine how students in an undergraduate astronomy laboratory increase their understanding of inquiry working in relative isolation compared to working in small collaborative learning groups. The introductory astronomy laboratory students in the study generally increased their understanding of scientific inquiry over the course of the semester and this held true similarly for students working in groups and students working individually in the laboratories. This was determined by the examining the change in responses from the pretest to the posttest administration of the Views of Scientific Inquiry (VOSI) survey, the increase in scores on laboratory exercises, and observations from the instructor. Because the study was successful in determining that individuals in the astronomy laboratory do as well at understanding inquiry as those who complete their exercises in small groups, it would be appropriate to offer these inquiry-based exercises in an online format.

Sibbernsen, Kendra J.

37

Inquiry-Based Learning in Remote Sensing: A Space Balloon Educational Experiment  

Science.gov (United States)

Teaching remote sensing in higher education has been traditionally restricted in lecture and computer-aided laboratory activities. This paper presents and evaluates an engaging inquiry-based educational experiment. The experiment was incorporated in an introductory remote sensing undergraduate course to bridge the gap between theory and…

Mountrakis, Giorgos; Triantakonstantis, Dimitrios

2012-01-01

38

Enhanced Learning of Biotechnology Students by an Inquiry-Based Cellulase Laboratory  

Science.gov (United States)

This study explored the effectiveness of an inquiry-based cellulase laboratory unit in promoting inquiry in undergraduate students in biotechnology. The following tools were used to assess the students' achievements and attitude: conceptual understanding test, concept mapping, students' documents, CLES questionnaire, students' self reflection, and…

Ketpichainarong, Watcharee; Panijpan, Bhinyo; Ruenwongsa, Pintip

2010-01-01

39

The effect of guided inquiry-based instruction in secondary science for students with learning disabilities  

Science.gov (United States)

Students with learning disabilities (SWLDs) need to attain academic rigor to graduate from high school and college, as well as achieve success in life. Constructivist theories suggest that guided inquiry may provide the impetus for their success, yet little research has been done to support this premise. This study was designed to fill that gap. This quasi-experimental study compared didactic and guided inquiry-based teaching of science concepts to secondary SWLDs in SDC science classes. The study examined 38 students in four classes at two diverse, urban high schools. Participants were taught two science concepts using both teaching methods and posttested after each using paper-and-pencil tests and performance tasks. Data were compared to determine increases in conceptual understanding by teaching method, order of teaching method, and exposure one or both teaching methods. A survey examined participants' perceived self-efficacy under each method. Also, qualitative comparison of the two test formats examined appropriate use with SWLDs. Results showed significantly higher scores after the guided inquiry method on concept of volume, suggesting that guided inquiry does improve conceptual understanding over didactic instruction in some cases. Didactic teaching followed by guided inquiry resulted in higher scores than the reverse order, indicating that SWLDs may require direct instruction in basic facts and procedures related to a topic prior to engaging in guided inquiry. Also application of both teaching methods resulted in significantly higher scores than a single method on the concept of density, suggesting that SWLDs may require more in depth instruction found using both methods. No differences in perceived self-efficacy were shown. Qualitative analysis both assessments and participants' behaviors during testing support the use of performance tasks over paper-and-pencil tests with SWLDs. Implications for education include the use of guided inquiry to increase SWLDs conceptual understanding and process skills, while improving motivation and participation through hands-on learning. In addition, teachers may use performance tasks to better assess students' thought process, problem solving skills, and conceptual understanding. However, constructivist teaching methods require extra training, pedagogical skills, subject matter knowledge, physical resources, and support from all stakeholders.

Eliot, Michael H.

40

Discovering Plate Boundaries Update: Builds Content Knowledge and Models Inquiry-based Learning  

Science.gov (United States)

Discovering Plate Boundaries (DPB) is a jigsaw-structured classroom exercise in which students explore the fundamental datasets from which plate boundary processes were discovered. The exercise has been widely used in the past ten years as a classroom activity for students in fifth grade through high school, and for Earth Science major and general education courses in college. Perhaps more importantly, the exercise has been used extensively for professional development of in-service and pre-service K-12 science teachers, where it simultaneously builds content knowledge in plate boundary processes (including natural hazards), models an effective data-rich, inquiry-based pedagogy, and provides a set of lesson plans and materials which teachers can port directly into their own classroom (see Pringle, et al, this session for a specific example). DPB is based on 4 “specialty” data maps, 1) earthquake locations, 2) modern volcanic activity, 3) seafloor age, and 4) topography and bathymetry, plus a fifth map of (undifferentiated) plate boundary locations. The jigsaw is structured so that students are first split into one of the four “specialties,” then re-arranged into groups with each of the four specialties to describe the boundaries of a particular plate. We have taken the original DPB materials, used the latest digital data sets to update all the basic maps, and expanded the opportunities for further student and teacher learning. The earthquake maps now cover the recent period including the deadly Banda Aceh event. The topography/bathymetry map now has global coverage and uses ice-free elevations, which can, for example, extend to further inquiry about mantle viscosity and loading processes (why are significant portions of the bedrock surface of Greenland and Antarctica below sea level?). The volcanic activity map now differentiates volcano type and primary volcanic lithology, allowing a more elaborate understanding of volcanism at different plate boundaries. The volcanic activity map also now includes seafloor hydrothermal vents to extend the volcanic data set into the oceans. The new maps also more completely represent the polar regions, improving, for example, the students understanding of the ridge system running across the Arctic Sea. We have expanded the teacher’s guide to assist both novice and experienced teachers “see what an Earth Scientist sees” in the data. We have found repeatedly that the real strengths of the DPB activity are that (1) the course materials readily adapt to as well as appropriately challenge all levels of student abilities, leading to very natural differentiated levels of instruction, and (2) students of all levels develop a real ownership in their “plate tectonic” expertise.

Sawyer, D. S.; Pringle, M. S.; Henning, A. T.

2009-12-01

 
 
 
 
41

Education and Professional Outreach for Scientists: Producing and Leveraging EPO Objects for Inquiry-Based Learning  

Science.gov (United States)

Most Education and Professional Outreach (EPO) by scientists reaches relatively small audiences. Most scientists also see their contributions to K-12 teaching rather limited due to their lack of experience in primary and secondary school education. These limitations remain a major barrier in bridging the gap between science and education, and in optimizing the effectiveness of EPO by scientists. As part of the Enduring Resources for Earth Science Education (ERESE) project, we have started to use web- templates in our EPO creation (http://earthref.org/ERESE). These templates are now being developed into web- based tools and services that will be served from the ERESE website and archived by the National Science Digital Library (NSDL). At EarthRef.org these EPO objects can be linked to teaching materials in the ERDA digital archive that can be displayed in a fashion allowing selection based on expert level and file type, in what we dubbed the "resource matrix" view. This is a powerful search mechanism for learners of all levels in which they can pre-screen materials to their own level, while allowing them to venture up to higher expert levels or to explore more simple cases at lower levels. This stimulates inquiry- based learning by permitting as much roaming freedom as possible in a "science-data- based" online environment. The current EarthRef.org and ERESE collections include websites for scientific projects, for classes taught and for expeditions, as well as a wide range of materials including press releases, video footage, science illustrations, interviews, data and diagrams, student reports and lesson plans. This collection is representative for EPO in any STEM discipline and provides much interesting materials that are useful for education. Our main goal is to provide scientists with tools so they can obtain an easy-to-use and highly leveraged outlet for their EPO efforts, where they can reach substantial numbers of learners and educators, and where their materials are archived as enduring resources for re-use by many.

Koppers, A. A.; Staudigel, H.

2007-12-01

42

An Inquiry-Based Mobile Learning Approach to Enhancing Social Science Learning Effectiveness  

Science.gov (United States)

This study presents a mobile exploration activity that guides elementary students to learn during a social science activity with digital support from mobile devices and wireless communications. The students are situated in both the real world and the virtual world to extend their learning experiences. The learning activities between the field and…

Shih, Ju-Ling; Chuang, Chien-Wen; Hwang, Gwo-Jen

2010-01-01

43

Investigating the Impact of a LEGO(TM)-Based, Engineering-Oriented Curriculum Compared to an Inquiry-Based Curriculum on Fifth Graders' Content Learning of Simple Machines  

Science.gov (United States)

This mixed method study examined the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. This study takes a social constructivist theoretical stance that science learning involves learning scientific concepts and their relations to each other. From…

Marulcu, Ismail

2010-01-01

44

Design of Social Learning Environment as Inquiry-Based on Cloud Technology for Enhancing the Critical Thinking Skill and Collaborative Learning  

Directory of Open Access Journals (Sweden)

Full Text Available In the age of social learning environment, the cloud online technology Besides, it was required to facilitate the students’ learning in the 21st century. The objective of this study was to design the social learning environment as inquirybased on cloud technology for enhancing the critical thinking skills and collaborative learning by using technique in evaluating as well as accrediting the tentative model developed by the experts in order to synthesize into conceptual framework of design. Then, the obtained data were explained, interpreted, and concluded. According to research findings, found that the model of social learning environment inquirybased on cloud technology, was appropriate and practical for being applied in real practice in ?the Highest? level. It was supported by learning management for enhancing the critical thinking skills, collaborative learning, and higher education learning context which were appropriate in ?the Highest? level. The appropriateness of details in tentative model in the step and instructional activity, was in ?the Highest? level. The major factors of the model of social learning environment inquiry-based on cloud technology, were online technology base, learning theories base context base, critical thinking base and inquirybased learning on cloud technology.

Apichaya Meepian

2013-06-01

45

An Inquiry-Based Linear Algebra Class  

Science.gov (United States)

Linear algebra is a standard undergraduate mathematics course. This paper presents an overview of the design and implementation of an inquiry-based teaching material for the linear algebra course which emphasizes discovery learning, analytical thinking and individual creativity. The inquiry-based teaching material is designed to fit the needs of a…

Wang, Haohao; Posey, Lisa

2011-01-01

46

Investigating instructional practices and student learning during the enactment of an inquiry-based chemistry unit  

Science.gov (United States)

The interplay between instructional practices and student learning during inquiry instruction was examined in four seventh grade urban science classrooms. The chemistry unit incorporates features of project-based science inquiry and aligns with content learning goals specified in national standards. Unit materials support teachers in employing instructional practices that are meant to promote learning as students engage in inquiry activities. This study characterized instructional practices that were evident as teachers used the materials and connected these practices to student learning of a challenging chemistry content learning goal. To examine teachers' practices, classroom lessons were documented on videotape and an observation scheme was employed. Observations focused on teachers' efforts in building and sustaining lesson coherence, contextualizing instruction, providing opportunities for student sense-making, supporting student sense-making, creating a classroom climate for learning, and enacting lessons with congruency to the unit materials. Data sources for examining student learning included selected items from pretests and posttests that focused on students' understandings of the learning goal. Structured interviews with a subset of students at three time points as they progressed through the unit provided another source of data for investigating students' developing understanding of the chemistry content. Exploratory data analysis was used to explore how learning was shaped through teachers' instructional practices. The exploratory analysis process involved examining the overall impact of classroom instruction on achievement scores, exploring differences in instructional practices among teachers that might account for differences in student achievement, and exploring connections between teaching and learning around a single lesson. Findings showed that learning was enhanced when teachers guided students in accomplishing inquiry tasks and in making sense of their inquiry experiences. Simply telling students science knowledge and providing explanatory rules for differentiating key science ideas appeared less effective for helping students learn. One implication from this study is that inquiry teachers may need to use explicitness during instruction, such as making science ideas clear and giving direct guidance about how to engage in tasks, to support the learning of students who have limited prior content knowledge and inquiry experience. This work demonstrates how aligned unit materials can benefit teachers, students, and researchers.

Harris, Christopher Joseph

47

St. Lucian Elementary School Teachers’ Applicability Beliefs and Beliefs about Science Teaching and Learning: Relevance to Their Level of Inquiry-Based Instructional Practices in Science  

Directory of Open Access Journals (Sweden)

Full Text Available This paper examines the hypothesis that St. Lucian primary school teachers’ science teaching and learning beliefs and their applicability beliefs are stronger predictors of their science teaching strategies than their teacher education experiences. Quantitative procedures were used where the level of each belief construct as well as their underlying constructs was measured in each teacher in the population and a determination made as to their favourability towards inquiry-based instruction (IBI. The levels of a sample of these teachers’ IBI practices were also determined using an observational rating scale. Multiple regression analyses were used to determine the extent to which teachers‘ beliefs serve as predictors of their IBI practices. The results showed that teachers’ applicability beliefs were barely moderately favourable to their practice of IBI, while their beliefs about science teaching and learning were favourable. Their inquiry-based practices were found to be at the unsatisfactory developing inquiry level. While their science teaching and learning beliefs were found to be significant and moderately positive predictors of their inquiry-based instructional practices, their applicability beliefs seemingly functioned as a moderating variable that limited the effect of teachers’ favourable science teaching and learning beliefs on their instructional practices. These findings are significant in that they show the detrimental effect school-based factors can have on teachers’ instructional practices in science.

David F. Samuel

2013-06-01

48

Grounding Inquiry-based Teaching and Learning Methods in Physics Experiences for Prospective Elementary Teachers  

Science.gov (United States)

In teaching inquiry classes in physics, I ask students to reflect on their learning in journals. One of the journal questions deals with student expectations of transfer of the inquiry techniques used in our class into their own classrooms when they become teachers themselves. I report on students' answers to this question over a five-year period, which gives insight into how much or how little the students think the techniques are worth to themselves as both students and prospective teachers.

Aubrecht Ii., Gordon J.

2010-01-18

49

Grounding Inquiry-based Teaching and Learning Methods in Physics Experiences for Prospective Elementary Teachers  

Science.gov (United States)

In teaching inquiry classes in physics, I ask students to reflect on their learning in journals. One of the journal questions deals with student expectations of transfer of the inquiry techniques used in our class into their own classrooms when they become teachers themselves. I report on students' answers to this question over a five-year period, which gives insight into how much or how little the students think the techniques are worth to themselves as both students and prospective teachers.

Aubrecht, Gordon J.

2005-09-01

50

A Design Model of Distributed Scaffolding for Inquiry-Based Learning  

Science.gov (United States)

This study presents a series of three experiments that focus on how distributed scaffolding influences learners' conceptual understanding and reasoning from combined levels of triangulation, at the interactive level (discourses within a focus group) and the collective level (class). Three inquiry lessons on plate tectonics (LPT) were designed, implemented and redesigned to explore how students responded to the scaffoldings provided. The results show that the goal-oriented version (LPT3) was significantly more effective at helping students develop an understanding of plate tectonics and evidence-based reasoning than the teacher-led (LPT1) and deconstructed (LPT2) versions (? 2 = 11.56, p < 0.003). In LPT3, we can identify three key features of the scaffolding: an advanced organizer, deconstruction of complex tasks, and reflection on the whole inquiry cycle at the end of class time. In addition, LPT3 took much less teaching time. In other words, it appears to be effective and efficient, most likely due to synergies between teacher facilitation and lesson scaffolds. The empirical results clarify the functions of the design model proposed for distributed scaffolding: navigating inquiry, structuring tasks, supporting communication, and fostering reflection. Future studies should more closely evaluate the scaffolding system as a whole and synergies between different types of scaffolds for advancing learning.

Hsu, Ying-Shao; Lai, Ting-Ling; Hsu, Wei-Hsiu

2014-09-01

51

Learning to Become a More Effective Research or Inquiry-based Project Mentor  

Science.gov (United States)

How effective of a mentor are you? Have you thought much about this question? Have you participated in training to become a better mentor? For many academics, the typical three answers are "pretty good, I think ... why wouldn't I be?!"; "I am right now while reading this;" "Uh, no." The University of Wisconsin-Madison has developed a program called Research Mentor Training to help train scientists in myriad STEM (science, technology, engineering and mathematics) disciplines, including astronomy, for their crucial role of mentoring the next generation. Most of the field testing to date has focused on graduate students, post-docs, academic staff, and faculty mentoring undergraduate students who are participating in summer research experiences. The materials have proven quite effective in other areas as well, with only modest modifications. For example, several faculty cohorts concentrating on mentoring graduate students and post-docs have completed the training. In addition, the materials are used to prepare graduate students and undergraduates to mentor high school students. The preferred venue for the mentor training program is a seminar meeting one hour per week for 8 to 9 weeks, plus readings and outside activities, including mentoring a student. However, the structure is flexible, and some meaningful learning can occur in a single 90-minute interactive workshop like the one presented at the 2009 ASP annual meeting, "Science Education and Outreach: Forging a Path to the Future." All of the materials, including case studies, facilitator notes and guidelines, plus reading lists, are available online for no charge (http://researchmentortraining.org). Users can select pre-built curricula, or they can customize a package using a "shopping cart" interface.

Hooper, E. J.; Pfund, C.; Mathieu, R.; Branchaw, J.

2010-08-01

52

The Effects of Inquiry-Based Integrated Information Literacy Instruction: Four-Year Trends  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study was to examine the effects of four-year integrated information literacy instruction via a framework of inquiry-based learning on elementary students’ memory and comprehension. Moderating factors of students’ academic achievement was another focus of this study. The subjects were 72 students who have participated in this study since they entered an elementary school in Chiayi district. This elementary school adopted the integrated information literacy instruction, designed by the researchers and elementary school teachers, and integrated it into various subject matters via a framework of inquiry-based learning, such as Super 3 and Big6 models. A series of inquiry-based integrated information literacy instruction has been implemented since the second semester of the subjects’ first grade. A total of seven inquiry learning projects has been implemented from grade one through grade four. Fourteen instruments were used as pretests and posttests to assess students’ factual recall and conceptual understanding of subject contents in different projects. The results showed that inquiry-based integrated information literacy instruction couldhelp students memorize facts and comprehend concepts of subject contents. Regardless ofacademic achievements, if students would like to devote their efforts to inquiry processes, their memory and comprehension of subject contents improvedeffectively. However, students of low-academic achievement might need more time to be familiar with the inquiry-based learning strategy.

Lin Ching Chen

2014-09-01

53

Sweet Science for ALL! Supporting Inquiry-Based Learning through M&Ms Investigation for English Language Learners  

Science.gov (United States)

This article describes a series of inquiry-based lessons that provide English language learners (ELLs) with opportunities to experience science and engineering practices with conceptual understanding as well as to develop their language proficiency in elementary classrooms. The four-lesson sequence models how various types of instructional…

Song, Youngjin; Higgins, Teresa; Harding-DeKam, Jenni

2014-01-01

54

Investigating the impact of a LEGO(TM)-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines  

Science.gov (United States)

This mixed method study examined the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. This study takes a social constructivist theoretical stance that science learning involves learning scientific concepts and their relations to each other. From this perspective, students are active participants, and they construct their conceptual understanding through the guidance of their teacher. With the goal of better understanding the use of engineering education materials in classrooms the National Academy of Engineering and National Research Council in the book "Engineering in K-12 Education" conducted an in-depth review of the potential benefits of including engineering in K--12 schools as (a) improved learning and achievement in science and mathematics, (b) increased awareness of engineering and the work of engineers, (c) understanding of and the ability to engage in engineering design, (d) interest in pursuing engineering as a career, and (e) increased technological literacy (Katehi, Pearson, & Feder, 2009). However, they also noted a lack of reliable data and rigorous research to support these assertions. Data sources included identical written tests and interviews, classroom observations and videos, teacher interviews, and classroom artifacts. To investigate the impact of the design-based simple machines curriculum compared to the scientific inquiry-based simple machines curriculum on student learning outcomes, I compared the control and the experimental groups' scores on the tests and interviews by using ANCOVA. To analyze and characterize the classroom observation videotapes, I used Jordan and Henderson's (1995) method and divide them into episodes. My analyses revealed that the design-based Design a People Mover: Simple Machines unit was, if not better, as successful as the inquiry-based FOSS Levers and Pulleys unit in terms of students' content learning. I also found that students in the engineering group outperformed students in the control group in regards to their ability to answer open-ended questions when interviewed. Implications for students' science content learning and teachers' professional development are discussed.

Marulcu, Ismail

55

Investigating engagement, thinking, and learning among culturally diverse, urban sixth graders experiencing an inquiry-based science curriculum, contextualized in the local environment  

Science.gov (United States)

This mixed-methods study combined pragmatism, sociocultural perspectives, and systems thinking concepts to investigate students' engagement, thinking, and learning in science in an urban, K-8 arts, science, and technology magnet school. A grant-funded school-university partnership supported the implementation of an inquiry-based science curriculum, contextualized in the local environment through field experiences. The researcher worked as co-teacher of 3 sixth-grade science classes and was deeply involved in the daily routines of the school. The purposes of the study were to build a deeper understanding of the complex interactions that take place in an urban science classroom, including challenges related to implementing culturally-relevant instruction; and to offer insight into the role educational systems play in supporting teaching and learning. The central hypothesis was that connecting learning to meaningful experiences in the local environment can provide culturally accessible points of engagement from which to build science learning. Descriptive measures provided an assessment of students' engagement in science activities, as well as their levels of thinking and learning throughout the school year. Combined with analyses of students' work files and focus group responses, these findings provided strong evidence of engagement attributable to the inquiry-based curriculum. In some instances, degree of engagement was found to be affected by student "reluctance" and "resistance," terms defined but needing further examination. A confounding result showed marked increases in thinking levels coupled with stasis or decrease in learning. Congruent with past studies, data indicated the presence of tension between the diverse cultures of students and the mainstream cultures of school and science. Findings were synthesized with existing literature to generate the study's principal product, a grounded theory model representing the complex, interacting factors involved in teaching and learning. The model shows that to support learning and to overcome cultural tensions, there must be alignment among three main forces or "causal factors": students, teaching, and school climate. Conclusions emphasize system-level changes to support science learning, including individualized support for students in the form of differentiated instruction; focus on excellence in teaching, particularly through career-spanning professional support for teachers; and attention to identifying key leverage points for implementing effective change.

Kelley, Sybil Schantz

56

The Effect of Interactive Whiteboard Supported Inquiry-Based Learning on Achievement and Motivation in Physics and Views of Prospective Teachers Toward the Instruction  

Directory of Open Access Journals (Sweden)

Full Text Available In this study, the effects of interactive whiteboard supported inquiry- based learning approach on the academic achievement and motivation in modern physics teaching have been investigated and the views of prospective teachers toward the teaching supported by interactive whiteboard have been defined. In this study, patterned in the form of quasi-empirical model and supported with pre- and post-test control groups, data were collected by academic achievement tests, motivation scales and semi-structured interview forms. While traditional method was used to deliver lectures to the control group, interactive white board was used to deliver experimental group lectures enriched with activities such as simulations, videos and animations. Thus, it has been taken advantages of technology support in the processes of orienting and asking questions, identification of problems, hypothesis generation, testing and planning. In addition to these, the processes of measuring, drawing a graphs, controlling the variables and data interpretation have also been supported by simulations in lectures. As a result of applications, it has been achieved that the teaching materials used in experimental group significantly increased the students’ motivations and academic achievements. Moreover, it also has been obtained that prospective teachers had positive opinions; such as funny (amusing lecture environment, increasing the participation, concretization of the abstract concepts, facilitating the learning and providing permanence on applications in this study.

U?ur Sar?, Gamze

2013-12-01

57

An inquiry-based laboratory on friction  

CERN Document Server

Sliding friction is usually introduced in high school, but rarely through activities in laboratory. A qualitative introduction to friction is presented by proposing exploration of different kind of materials in order to suggest which aspects can be relevant and which interaction is involved. Different quantitative experiments are proposed for studying Leonardo's laws for friction. The learning path was tested with two high school classes during an instruction trip at department. Students were engaged in the inquiry-based introductory activity and seemed to realize with care the measurements. However, the analysis of their reports shows some learning difficulties.

Montalbano, Vera

2013-01-01

58

Conceptualising inquiry based education in mathematics  

DEFF Research Database (Denmark)

The terms inquiry-based learning (IBL) and inquiry-based education (IBE) have appeared with increasing frequency in educational policy and curriculum documents related to mathematics and science education over the past decade, indicating a major educational trend. We go back to the origin of inquiry as a pedagogical concept in the work of Dewey (e.g. 1916, 1938) to analyse and discuss its migration to science and mathematics education. For conceptualizing inquiry-based mathematics education (IBME) it is important to analyse how this concept resonates with already well-established theoretical frameworks in mathematics education. Six such frameworks are analysed from the perspective of inquiry: the problem-solving tradition, the Theory of Didactical Situations, the Realistic Mathematics Education programme, the mathematical modelling perspective, the Anthropological Theory of Didactics, and the dialogical and critical approach to mathematics education. In an appendix these frameworks are illustrated with paradigmatic examples of teaching activities with inquiry elements. The paper is rounded off with a list of ten concerns for the development and implementation of IBME.

BlomhØj, Morten; Artigue, Michéle

2013-01-01

59

Transformative Professional Development: Inquiry-Based College Science Teaching Institutes  

Science.gov (United States)

Two Summer Institutes funded by the National Science Foundation were held for current and future college science faculty. The overall goal was to promote learning and practice of inquiry-based college science teaching. We developed a collaborative and active learning format for participants that involved all phases of the 5E learning cycle of…

Zhao, Ningfeng; Witzig, Stephen B.; Weaver, Jan C.; Adams, John E.; Schmidt, Frank

2012-01-01

60

Using Handheld Computers and Probeware in Inquiry-Based Science Education  

Directory of Open Access Journals (Sweden)

Full Text Available Handheld computer technologies and probeware have the potential to support inquiry-based science projects in K-12 education. Teacher training is important for effective integration of inquiry-based learning to provide students with rich and authentic learning experiences. This article describes the implementation and results of a project designed to train teachers to use an inquiry-based approach to science education with the help of emerging handheld technologies. The project included training of elementary and middle school teachers on methods of inquiry-based science, integrating handhelds and probes, and development of inquiry-based science lessons. It was intended that the teacher participants model development and implementation of inquiry-based science lessons using handheld computer technologies.

Selma Vonderwell

2005-09-01

 
 
 
 
61

Design of Social Learning Environment as Inquiry-Based on Cloud Technology for Enhancing the Critical Thinking Skill and Collaborative Learning  

Digital Repository Infrastructure Vision for European Research (DRIVER)

In the age of social learning environment, the cloud online technology Besides, it was required to facilitate the students’ learning in the 21st century. The objective of this study was to design the social learning environment as inquirybased on cloud technology for enhancing the critical thinking skills and collaborative learning by using technique in evaluating as well as accrediting the tentative model developed by the experts in order to synthesize into conceptual framework of design. ...

Apichaya Meepian; Panita Wannapiroon

2013-01-01

62

Coaching to Build Support for Inquiry-Based Teaching  

Science.gov (United States)

Coaching, as a means to support inquiry-based teaching, starts by changing the culture from within (school, teacher, and student) rather than from external mandates. Recognizing that teacher empowerment is the first step toward increasing student achievement, coaches support teachers as they relinquish non-productive, traditional practices. Through sustained collegial interactions within a strong support system provided by coaches, teachers are more willing to leave their comfort zone on a path of continuous improvement toward inquiry-based teaching and learning. This article describes how one school district in Massachusetts implemented this approach with success.

Holt, Patrice; Nastasi, Patricia; Bransfield, Paula

2007-01-01

63

Successful Implementation of Inquiry-Based Physiology Laboratories in Undergraduate Major and Nonmajor Courses  

Science.gov (United States)

Recent evidence has demonstrated that inquiry-based physiology laboratories improve students' critical- and analytical-thinking skills. We implemented inquiry-based learning into three physiology courses: Comparative Vertebrate Physiology (majors), Human Physiology (majors), and Human Anatomy and Physiology (nonmajors). The aims of our curricular…

Casotti, G.; Rieser-Danner, L.; Knabb, M. T.

2008-01-01

64

Teacher's Toolkit: Facilitating an inquiry-based science classroom  

Science.gov (United States)

Despite recommendations from the National Science Education Standards and best practices for teaching science through inquiry-based methods, many teachers continue with traditional teaching methods citing management issues as the central obstacle. The strategies provided here will help to alleviate barriers related to the use of time in the classroom, learning-environment constraints, student focus and motivation, and safety.

Jackson, Debbie K.; Boboc, Marius

2008-01-01

65

Cold Hard Facts: What Inquirying Minds Will Know: Inquiry-based Ice Investigations  

Science.gov (United States)

In this activity students will work with ice to learn math concepts: perimeter, diameter, circumference, adding decimals, and linear measurement. This math lesson will evolve into an inquiry-based study to determine if the dimensions of the ice will make a difference in the way the ice floats in the water. The inquiry lesson may lead to further inquiry-based investigations for extended learning in the classroom or home.

King, Tina

66

Developing Reading Comprehension through Collaborative Learning  

Science.gov (United States)

The present study explores the development and promotion of reading comprehension in primary school students, in the context of the implementation of an educational programme called "Learning Together" (LT). The programme, which centred on collaborative learning activities, was designed to promote oral and written communication in…

Rojas-Drummond, Sylvia; Mazón, Nancy; Littleton, Karen; Vélez, Maricela

2014-01-01

67

GeoMapApp Learning Activities: Grab-and-go inquiry-based geoscience activities that bring cutting-edge technology to the classroom  

Science.gov (United States)

NSF-funded GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) provide self-contained learning opportunities that are centred around the principles of guided inquiry. The activities allow students to interact with and analyse research-quality geoscience data to explore and enhance student understanding of underlying geoscience content and concepts. Each activity offers ready-to-use step-by-step student instructions and answer sheets that can be downloaded from the web page. Also provided are annotated teacher versions of the worksheets that include teaching tips, additional content and suggestions for further work. Downloadable pre- and post- quizzes tied to each activity help educators gauge the learning progression of their students. Short multimedia tutorials and details on content alignment with state and national teaching standards round out the package of material that comprises each "grab-and-go" activity. GeoMapApp Learning Activities expose students to content and concepts typically found at the community college, high school and introductory undergraduate levels. The activities are based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool that allows students to access a wide range of geoscience data sets in a virtual lab-like environment. Activities that have so far been created under this project include student exploration of seafloor spreading rates, a study of mass wasting as revealed through geomorphological evidence, and an analysis of plate motion and hotspot traces. The step-by-step instructions and guided inquiry approach lead students through each activity, thus reducing the need for teacher intervention whilst also boosting the time that students can spend on productive exploration and learning. The activities can be used, for example, in a classroom lab with the educator present and as self-paced assignments in an out-of-class setting. GeoMapApp Learning Activities are hosted on the SERC-Carleton web site.

Goodwillie, A. M.; Kluge, S.

2011-12-01

68

DLESE Teaching Boxes and Beyond: A promising prototype for structuring web services to support concept- and inquiry-based STEM learning and interdisciplinary partnerships.  

Science.gov (United States)

An exciting pilot program took place this summer, pioneering the development of Digital Library for Earth System Education (DLESE) Teaching Boxes with the Univ. of CA. Berkeley Museum of Paleontology, SF State Univ., USGS and 7 middle/high school teachers from the San Francisco area. This session will share the DLESE Teaching Box concept, explain the pilot program, and explore the tremendous opportunities for expanding this notion to embrace interdisciplinary approaches to learning about the Earth in the undergraduate science and pre-service teaching arenas. A Teaching Box is a metaphor for an online assembly of interrelated learning concepts, digital resources, and cohesive narration that bridges the gap between discrete resources and understanding. Within a Teaching Box, an instructor or student can pick a topic and see the concepts that build an understanding of that topic, explore online resources that support learning of those concepts, and benefit from the narration (the glue) that weaves concepts, activities, and background information together into a complete teaching/learning story. In this session, we will demonstrate the emerging Teaching Box prototypes and explore how this platform may promote STEM learning by utilizing DLESE tools and services in ways that begin to blur traditional disciplinary boundaries, overcome limitations of discipline-specific vocabularies, and foster collaboration. We will show ways in which new DLESE Web Services could support learning in this highly contextualized environment. We will see glimpses of how learners and educators will be able to modify or create their own Teaching Boxes specific to a unit of study or course, and perhaps share them with the Earth Science Education community. We will see ways to stay abreast of current Earth events, emerging research, and real-time data and incorporate such dynamic information into one learning environment. Services will be described and demonstrated in the context of Teaching Boxes: - DLESE Web Services provide a programmatic interface that allows the Teaching Box (or any web page) to have the same DLESE search, bookmarking features, and data management that are found at the DLESE web site. - DLESE Smart Links are hyperlinks that can be created by anyone and implemented as easily as defining a specific query. Clicking a Smart Link displays a list of resources that corresponds to the specific query. We'll talk about how this service can help to bridge the gap between vocabularies and disciplines and the interesting possibilities it presents for contextualizing searches and building custom topical menus. - The Really Simple Syndication (RSS) service delivers online information immediately, and allows end-users to subscribe to receive regular news, events, and data on a given Teaching Box topic. This opens the door to event-based learning. - Strand Maps, developed by the AAAS, are diagrams of interconnected learning concepts across a range of science, technology, engineering, and mathematics disciplines. The University of Colorado and its project partners are developing the Strand Map Service (SMS) to provide an interactive interface to interrelated learning goals, content knowledge, (including student misconceptions) and educational resources in the National Science Digital Library and DLESE.

Davis, L.; Weatherley, J.; Bhushan, S.; Khan, H.; de La Chica, S.; Deardorff, R.

2004-12-01

69

Is adolescence a critical period for learning formal thinking skills? A case study investigating the development of formal thinking skills in a short-term inquiry-based intervention program  

Science.gov (United States)

Current domestic and international comparative studies of student achievement in science are demonstrating that the U.S. needs to improve science education if it wants to remain competitive in the global economy. One of the causes of the poor performance of U.S. science education is the lack of students who have developed the formal thinking skills that are necessary to obtain scientific literacy. Previous studies have demonstrated that formal thinking skills can be taught to adolescents, however only 25% of incoming college freshman have these necessary skills. There is some evidence that adolescence (girls aged 11-13, boys aged 12-14) is a critical period where students must learn formal thinking skills, similar to the critical period that exists for young children learning languages. It is not known whether it is more difficult for students to learn formal thinking skills either prior to or following adolescence. The purpose of this quantitative case study is to determine whether adolescence is a critical period for students to learn formal thinking skills. The study also investigates whether a formal thinking skills focused program can improve students' intelligence. In this study 32 students who had not developed any formal thinking skills, ranging in age from 10-16, underwent an intensive four-week, inquiry-based, formal thinking skill intervention program that focused on two formal thinking skills: (1) the ability to control and exclude variables; and (2) the ability to manipulate ratios and proportionalities. The students undergoing the training were matched with control students by age, gender, formal thinking skill ability, and intelligence. The control group attended their traditional science course during the intervention periods. The results of the study showed that the intervention program was successful in developing students' formal thinking skills. The pre-adolescents (males, age 10-11, females, age 10) were unable to learn formal thinking skills. The data indicated that there is not a significant difference between adolescents and post-adolescents (up to 16-years-old) ability to learn formal thinking skills. Both groups (adolescent and post-adolescent) showed improvement in their formal thinking skill ability after the intervention. The intervention also demonstrated evidence of improving students' intelligence scores.

Towne, Forrest S.

70

The Integration of the Big6 Information Literacy and Reading Strategies Instruction in a Fourth Grade Inquiry-Based Learning Course, “Our Aquarium”  

Directory of Open Access Journals (Sweden)

Full Text Available This study investigated the student performance in an inquiry learning course which integrated information literacy and reading strategies in a fourth-grade science class. The curriculum design was based on the Big6 model, which includes the stages of task definition, information seeking strategies, location & access, use of information, synthesis, and evaluation. The study duration was one semester. The data was gathered through participant observations, interviews, surveys, tests, and from documents generated in the course implementation. The results showed that the integration of information literacy and reading strategies instruction was feasible. The students performed well in information seeking strategies, locating & accessing information, using and synthesizing information. In contrast, their abilities in task definition and evaluation needed further improvement. Also, while the students did acquire various reading strategies during the inquiry process, they needed more exercises to internalize the skills. The performance on the acquisition of subject knowledge was also improved through the inquiry learning. The participating instructors considered that the collaboration between teachers of different subject matters was the key to a successful integrated instruction [Article content in Chinese

Lin Ching Chen

2013-06-01

71

Using comparative genomics for inquiry-based learning to dissect virulence of Escherichia coli O157:H7 and Yersinia pestis.  

Science.gov (United States)

Genomics and bioinformatics are topics of increasing interest in undergraduate biological science curricula. Many existing exercises focus on gene annotation and analysis of a single genome. In this paper, we present two educational modules designed to enable students to learn and apply fundamental concepts in comparative genomics using examples related to bacterial pathogenesis. Students first examine alignments of genomes of Escherichia coli O157:H7 strains isolated from three food-poisoning outbreaks using the multiple-genome alignment tool Mauve. Students investigate conservation of virulence factors using the Mauve viewer and by browsing annotations available at the A Systematic Annotation Package for Community Analysis of Genomes database. In the second module, students use an alignment of five Yersinia pestis genomes to analyze single-nucleotide polymorphisms of three genes to classify strains into biovar groups. Students are then given sequences of bacterial DNA amplified from the teeth of corpses from the first and second pandemics of the bubonic plague and asked to classify these new samples. Learning-assessment results reveal student improvement in self-efficacy and content knowledge, as well as students' ability to use BLAST to identify genomic islands and conduct analyses of virulence factors from E. coli O157:H7 or Y. pestis. Each of these educational modules offers educators new ready-to-implement resources for integrating comparative genomic topics into their curricula. PMID:22383620

Baumler, David J; Banta, Lois M; Hung, Kai F; Schwarz, Jodi A; Cabot, Eric L; Glasner, Jeremy D; Perna, Nicole T

2012-01-01

72

Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science  

Science.gov (United States)

Curriculum materials are important resources with which teachers make pedagogical decisions about the design of science learning environments. To become well-started beginning elementary teachers capable of engaging their students in inquiry-based science, preservice elementary teachers need to learn to use science curriculum materials…

Forbes, Cory T.

2011-01-01

73

Supporting Inquiry-based Earth System Science Instruction with Middle and High School Earth Science Teachers  

Science.gov (United States)

The Transforming Earth System Science Education (TESSE) project, a partnership between faculty at the University of New Hampshire, Pennsylvania State University, Elizabeth City State University and Dillard University, is designed to enrich the professional development of in-service and pre-service Earth science teachers. One goal of this effort is to help teachers use an inquiry-based approach to teaching Earth system science in their classrooms. As a part of the TESSE project, 42 pre-service and in-service teachers participated in an intensive two-week summer institute at UNH taught by Earth scientists and science educators from TESSE partnership institutions. The institute included instruction about a range of Earth science system topics as well as an introduction to teaching Earth science using an inquiry-based approach. In addition to providing teachers with information about inquiry-based science teaching in the form of sample lesson plans and opportunities to revise traditional lessons and laboratory exercises to make them more inquiry-based, TESSE instructors modeled an inquiry- based approach in their own teaching as much as possible. By the end of the Institute participants had developed lesson plans, units, or year-long course overviews in which they were expected to explain the ways in which they would include an inquiry-based approach in their Earth science teaching over the course of the school year. As a part of the project, graduate fellows (graduate students in the earth sciences) will work with classroom teachers during the academic year to support their implementation of these plans as well as to assist them in developing a more comprehensive inquiry-based approach in the classroom.

Finkel, L.; Varner, R.; Froburg, E.; Smith, M.; Graham, K.; Hale, S.; Laura, G.; Brown, D.; Bryce, J.; Darwish, A.; Furman, T.; Johnson, J.; Porter, W.; von Damm, K.

2007-12-01

74

Journeys into Inquiry-Based Elementary Science: Literacy Practices, Questioning, and Empirical Study  

Science.gov (United States)

Teaching literacy in inquiry-based science-teaching settings has recently become a focus of research in science education. Because professional scientists' uses of reading, writing, and speaking are foundational to their work, as well as to nonscientists' comprehension of it , it follows that literacy practices should also be central to science…

Howes, Elaine V.; Lim, Miyoun; Campos, Jaclyn

2009-01-01

75

Co-constructing inquiry-based science with teachers: Essential research for lasting reform  

Science.gov (United States)

In this article we assert a potential research agenda for the teaching and learning of science as inquiry as part of the JRST series on reform in science education. Drawing on the theoretical frameworks of cognitive and sociocultural constructivism, cultural models of meaning, the dialogic function of language, and transformational models of teacher education, we propose that more research is needed in the areas of teachers' beliefs, knowledge, and practices of inquiry-based science, as well as, student learning. Because the efficacy of reform efforts rest largely with teachers, their voices need to be included in the design and implementation of inquiry-based curriculum. As we review the literature and pose future research questions, we propose that particular attention be paid to research on inquiry in diverse classrooms, and to modes of inquiry-based instruction that are designed by teachers.

Keys, Carolyn W.; Bryan, Lynn A.

2001-08-01

76

Inquiry-Based Science: Turning Teachable Moments into Learnable Moments  

Science.gov (United States)

This study examines how an inquiry-based approach to teaching and learning creates teachable moments that can foster conceptual understanding in students, and how teachers capitalize upon these moments. Six elementary school teachers were videotaped as they implemented an integrated inquiry-based science and literacy curriculum in their classrooms. In this curriculum, science inquiry implies that students search for evidence in order to make and revise explanations based on the evidence found and through critical and logical thinking. Furthermore, the curriculum material is designed to address science key concepts multiple times through multiple modalities (do it, say it, read it, write it). Two types of teachable moments were identified: planned and spontaneous. Results suggest that the consolidation phases of inquiry, when students reinforce new knowledge and connect their empirical findings to theory, can be considered as planned teachable moments. These are phases of inquiry during which the teacher should expect, and be prepared for, student utterances that create opportunities to further student learning. Spontaneous teachable moments are instances when the teacher must choose to either follow the pace of the curriculum or adapt to the students' need. One implication of the study is that more teacher support is required in terms of how to plan for and effectively utilize the consolidation phases of inquiry.

Haug, Berit S.

2014-02-01

77

A Conceptual Process Model for Improving Youth Science Comprehension  

Science.gov (United States)

Improving youth science comprehension in the United States is imperative to reverse current trends in student achievement and to meet an expected shortage of scientists in the future. This lag in achievement scores and need for future scientists is a problem. One challenge is to link inquiry-based learning and experiential education with…

Skelton, Peter; Seevers, Brenda; Dormody, Tom; Hodnett, Frank

2012-01-01

78

The effect of inquiry-based, hands-on labs on achievement in middle school science  

Science.gov (United States)

The purpose of this quasi-experimental study was to measure the difference in science achievement between students who had been taught with an inquiry-based, hands-on pedagogical approach and those who had not. Improving student academic achievement and standardized test scores is the major objective of teachers, parents, school administrators, government entities, and students themselves. One major barrier to this academic success in Georgia, and the entire United States, has been the paucity of success in middle level science classes. Many studies have been conducted to determine the learning approaches that will best enable students to not only acquire a deeper understanding of science concepts, but to equip them to apply that new knowledge in their daily activities. Inquiry-based, hands-on learning involves students participating in activities that reflect methods of scientific investigation. The effective utilization of the inquiry-based learning approach demands inclusion of learners in a self-directed learning environment, the ability to think critically, and an understanding of how to reflect and reason scientifically. The treatment group using an inquiry-based, hands-on program did score slightly higher on the CRCT. However, the results revealed that there was not a significant difference in student achievement. This study showed that the traditionally instructed control group had slightly higher interest in science than the inquiry-based treatment group. The findings of this research study indicated that the NCLB mandates might need to be altered if there are no significant academic gains that result from the use of inquiry-based strategies.

Miller, Donna Kaye Green

79

Computational approach to inquiry based science education  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The paper sets out the context for the EU Seventh Framework ‘Pathway to Inquiry Based Science Education’ (IBSE) project. After the context has been outlined, the paper is organised into the following sections: 1. National situation with regard to Science Education in Ireland. 2. Inquiry approaches promoted by Pathway. 3. Adopting IBSE into the Science Education Curriculum. 4. ICT in IBSE. 5. Reflection on IBSE.

Farren, Margaret; Crotty, Yvonne; Owen, Martin; Mctiernan, William

2012-01-01

80

Cold Hard Facts...What Inquirying Minds Will Know: High School Version Inquiry-based Ice Investigations  

Science.gov (United States)

In this activity students will work with ice in order to gain a practical application of math concepts. It will evolve into an inquiry-based study to determine if the dimensions of the ice will make a difference in the way the ice floats in the water. The inquiry lesson may lead to further inquiry-based investigations for extended learning in the classroom or home.

King, Tina

 
 
 
 
81

AP Investigative labs: An inquiry-base Approach Lab 9: Biotechnology: Restriction Enzyme Analysis of DNA  

Science.gov (United States)

In this inquiry-based investigation, students will learn how to use restriction enzymes and gelelectrophoresis to create genetic profiles. They will use restriction endonucleases and gel electrophoresis to analyze DNA sequences by creating genetic âÂÂfingerprintsâ andl apply mathematical routines to determine the approximate sizes of DNA fragments produced by restriction enzymes.

The College Board The College Board (The College Board;)

2012-10-23

82

Designing and Implementing a Hands-On, Inquiry-Based Molecular Biology Course  

Science.gov (United States)

Inquiry-based learning was used to enhance an undergraduate molecular biology course at Georgia Southern University, a primarily undergraduate institution in rural southeast Georgia. The goal was to use a long-term, in-class project to accelerate higher-order thinking, thereby enabling students to problem solve and apply their knowledge to novel…

Regassa, Laura B.; Morrison-Shetlar, Alison I.

2007-01-01

83

Virtual and Physical Experimentation in Inquiry-Based Science Labs: Attitudes, Performance and Access  

Science.gov (United States)

This study investigated the learning dimensions that occur in physical and virtual inquiry-based lab investigations, in first-year secondary chemistry classes. This study took place over a 2 year period and utilized an experimental crossover design which consisted of two separate trials of laboratory investigation. Assessment data and attitudinal…

Pyatt, Kevin; Sims, Rod

2012-01-01

84

Students' Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies  

Science.gov (United States)

This study attempted to investigate the alternative conceptions that a group of 12 Lebanese students in a grade 9 class hold about electricity. It also attempted to evaluate learning outcomes of implementing in that class an inquiry-based module for the acquisition of conceptual understanding of basic concepts in electricity. Fourteen mostly…

Afra, Nada Chatila; Osta, Iman; Zoubeir, Wassim

2009-01-01

85

Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade?  

Science.gov (United States)

Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the courses in which students are applying the process of science. To determine the current state of research on…

Beck, Christopher; Butler, Amy; Burke da Silva, Karen

2014-01-01

86

The relationship between inquiry-based science instruction and student achievement  

Science.gov (United States)

Teaching science through inquiry has become a focus of recent educational reform in Mississippi and other states. Based on the Constructivist learning theory, inquiry instruction can take many forms, but generally follows the scientific method by requiring students to learn concepts through experimentation and real-world, hands-on experiences. This dissertation examines the relationship between the amounts of time spent using inquiry-based science instruction and student achievement as measured by the Mississippi State Science Assessment. The study also identifies teacher perceptions of inquiry and the amount of professional development received by participants on using inquiry-based instructional techniques. Finally, this study identifies factors that hinder the use of inquiry. Using a 24-question written survey, the researcher collected quantitative data from 204 science teachers in grades K-8 in four southern Mississippi school districts. Participants rated their average amount of time spent using inquiry-based science instruction in their classrooms. These results were then compared to each school's average test score on the 2009-2010 Mississippi State Science Assessment using a Spearman rho correlation. A significant positive relationship was found between amounts of time spent using inquiry-based science instruction and student achievement. The participants also indicated their perceptions of inquiry, amount of professional development, and deterrents to inquiry usage on a five-point Likert scale survey. Overall, participants held a favorable opinion of inquiry-based instruction and felt that it was important for their students' success. Over half of participants had not attended professional development on inquiry-based instruction. A majority indicated a desire for professional development. The most commonly identified factor hindering the use of inquiry was a lack of materials and resources. Many participants also indicated that time constraints prevented more frequent use of inquiry in their classrooms.

Suarez, Michael Louis

87

Inquiry-based Science Instruction in High School Biology Courses: A Multiple Case Study  

Science.gov (United States)

A lack of research exists about how secondary school science teachers use inquiry-based instruction to improve student learning. The purpose of this qualitative study was to explore how science teachers used inquiry-based instruction to improve student learning in high school biology courses. The conceptual framework was based on Banchi and Bell's model of increasing levels of complexity for inquiry-based instruction. A multiple case study research design was conducted of biology programs at 3 high schools in an urban school district in the northeastern region of the United States. Participants included 2 biology teachers from each of the 3 high schools. Data were collected from individual interviews with biology teachers, observations of lessons in biology, and documents related to state standards, assessments, and professional development. The first level of data analysis involved coding and categorizing the interview and observation data. A content analysis was used for the documents. The second level of data analysis involved examining data across all sources and all cases for themes and discrepancies. According to study findings, biology teachers used confirmation, structure, and guided inquiry to improve student learning. However, they found open inquiry challenging and frustrating to implement because professional development about scaffolding of instruction over time was needed, and students' reading and writing skills needed to improve. This study contributes to positive social change by providing educators and researchers with a deeper understanding about how to scaffold levels of inquiry-based science instruction in order to help students become scientifically literate citizens.

Aso, Eze

88

Assessing the effectiveness of an inquiry-based science education professional development  

Science.gov (United States)

Both inquiry-based science teaching and online learning opportunities have grown in popularity with recent pressures in the educational field. Despite such interest in both topics, there is both conflicting research and limited research in the effectiveness of inquiry-based teaching methods and online learning respectively. This study focused on the Neighborhood Academic Initiative STEM (NAI-STEM) professional development program that concentrated on inquiry science learning using an online platform. The attendees participated in both synchronous and asynchronous online sessions that facilitated their implementation of an inquiry-based curriculum to urban high school students around the University of Southern California area. The effectiveness of this professional development was assessed using Kirkpatrick's Four Levels of Evaluation model (1996), utilizing tools such as pre- and post-surveys, teacher observations and interviews, and student pre- and post-assessment scores. Results suggest that inquiry-based teaching is effective in increasing student science academic achievement, but further studies should be conducted to test the generalizability of this professional development design.

Gomez, Mark C.

89

Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade?  

Science.gov (United States)

Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the courses in which students are applying the process of science. To determine the current state of research on inquiry-based teaching in undergraduate biology laboratory courses, we reviewed the recent published literature on inquiry-based exercises. The majority of studies in our data set were in the subdisciplines of biochemistry, cell biology, developmental biology, genetics, and molecular biology. In addition, most exercises were guided inquiry, rather than open ended or research based. Almost 75% of the studies included assessment data, with two-thirds of these studies including multiple types of assessment data. However, few exercises were assessed in multiple courses or at multiple institutions. Furthermore, assessments were rarely based on published instruments. Although the results of the studies in our data set show a positive effect of inquiry-based teaching in biology laboratory courses on student learning gains, research that uses the same instrument across a range of courses and institutions is needed to determine whether these results can be generalized. PMID:25185228

Butler, Amy; Burke da Silva, Karen

2014-01-01

90

Promoting inquiry-based teaching in laboratory courses: are we meeting the grade?  

Science.gov (United States)

Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the courses in which students are applying the process of science. To determine the current state of research on inquiry-based teaching in undergraduate biology laboratory courses, we reviewed the recent published literature on inquiry-based exercises. The majority of studies in our data set were in the subdisciplines of biochemistry, cell biology, developmental biology, genetics, and molecular biology. In addition, most exercises were guided inquiry, rather than open ended or research based. Almost 75% of the studies included assessment data, with two-thirds of these studies including multiple types of assessment data. However, few exercises were assessed in multiple courses or at multiple institutions. Furthermore, assessments were rarely based on published instruments. Although the results of the studies in our data set show a positive effect of inquiry-based teaching in biology laboratory courses on student learning gains, research that uses the same instrument across a range of courses and institutions is needed to determine whether these results can be generalized. PMID:25185228

Beck, Christopher; Butler, Amy; da Silva, Karen Burke

2014-01-01

91

Reading Comprehension, Learning Styles, and Seventh Grade Students  

Science.gov (United States)

Reading is a basic life skill. Unfortunately, in 2007, only 29% of all eighth graders were able to comprehend at or above a proficient reading comprehension level. Sensory learning styles (kinesthetic, tactile, auditory, and visual) affect the way that students prefer to learn and the areas in which they will have difficulty learning. This study…

Williams, Judy

2010-01-01

92

An Inquiry-Based Approach to Teaching Photosynthesis & Cellular Respiration  

Science.gov (United States)

Recent studies of American science education have highlighted the need for more inquiry-based lessons. For example, when the National Research Counsel evaluated the Advanced Placement (AP) Biology program, it pointed out, "AP laboratory exercises tend to be "cookbook" rather than inquiry based. This criticism is particularly apt for the lab…

O'Connell, Dan

2008-01-01

93

Doing Good Science in Middle School: A Practical Guide to Inquiry-Based Instruction  

Science.gov (United States)

Just as middle schoolers are "wired" to learn in active, hands-on ways, this book is wired to help you spark a vital connection to these students to keep them tuned-in to science. Doing Good Science in Middle School combines practical insights about adolescent learners with what master teachers know about how to shift from passive, textbook-centered instruction to inquiry-based investigations. Chapters cover the psychology of the middle school learner; why inquiry and collaboration are the cornerstones of good science; integrating science, literacy, math, and technology; classroom management and safety; plus additional resources and sample forms. But at the book's core are 10 must-do activities. All are developmentally appropriate, inquiry- and Standards-based lessons of use to teachers at all experience levels (including preservice). Doing Good Science is a truly comprehensive practitioner's guide. It brings you ideas for presenting curriculum, strategies for reaching all students, and a research basis for justifying your practices in the classroom--all through a combination of humor and true stories from experienced educators who make a solid case for inquiry in real-world middle school.

Cleveland, Jackie; Jorgenson, Olaf; Vanosdall, Rick

2004-01-01

94

Life-Cycle Thinking in Inquiry-Based Sustainability Education – Effects on Students’ Attitudes towards Chemistry and Environmental Literacy  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of the present study is to improve the quality of students’ environmental literacy and sustainability education in chemistry teaching by combining the socio-scientific issue of life-cycle thinking with inquiry-based learning approaches. This case study presents results from an inquiry-based life-cycle thinking project: an interdisciplinary teaching model designed by chemistry teachers. The strength of the project is that upper-secondary students (N=105 are allowed to investigate the life cycle of an optional product based on their own interest. Studentcentred teaching methods are suggested to promote the students’ interest in studying. The research question was: How does an inquiry-based life-cycle thinking project in chemistry education affect students’ chemistry attitudes and environmental literacy? The research methods used included surveys and semi-structured interviews. The study shows that the project positively affected students’ attitudes towards chemistry learning: they valued the independent and collaborative learning setting. The changes in the students’ environmental literacy were evident in their new realisations: they emphasised the importance of environmental protection and recycling, but perceived that changing their own behaviour is still difficult. The inquiry-based teaching of life-cycle thinking can be seen as an effective approach to more motivating and sustainable chemistry education. Further research should address the kinds of knowledge outcomes that this type of inquiry-based life-cycle teaching creates in students. Furthermore, other useful approaches to teaching sustainable development in chemistry lessons should be shared.

Marianne Juntunen

2013-01-01

95

Learning Styles, Personality Types and Reading Comprehension Performance  

Directory of Open Access Journals (Sweden)

Full Text Available This study aims at reviewing the relationship between learning styles, personality and reading comprehension performance. In the last two decades, ample studies have been done to examine the relationship between learning styles, learner’s personality and performance in academic settings. The reviewed studies substantiate that there is a relationship between personality types and/or traits of the learners, the way they establish their learning styles and their academic success in school and university both at an undergraduate and postgraduate level. Therefore, learners depending on the type of their personality resort to different learning styles or preferences which-in turn- affect their learning performance. However, there are no studies – either theoretical or empirical – examining exclusively the role of personality and learning styles on reading comprehension performance. Moreover, the findings with regard to the bulk of research on the relationship between personality and success in reading comprehension- are not that congruent. Accordingly - due to the scarcity of the research on showing the relationship between personality, learning styles and achievement in reading comprehension, and also incongruity of the research results on personality and reading comprehension performance - the current study proposes that further research on the above areas would be of the great need.

Nabiollah Sadeghi

2012-03-01

96

AP Investigative labs: An inquiry-base Approach Lab 8: Biotechnology: Bacterial Transformation  

Science.gov (United States)

In this inquiry-based investigation, students will learn how to transform Escherichia coli (E. coli) bacteria with DNA it has not possessed before so that it expresses new genetic information. It reviews concepts such as the cell structure of bacteria; structure and function of cell membranes, enzymes, and DNA and RNA; transcription and translation; the operon model of the regulation of gene expression; evolution and natural selection; and interactions between organisms and their environment.

The College Board The College Board (The College Board;)

2012-10-23

97

Inquiry-based science education in secondary school informatics - challenges and rewards  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The paper presents an application of the inquiry-based science education (IBSE) approach in the context of informatics, specialized classes, in the process of studying Java language by 11 graders. The experiment under consideration presents classes, performed in parallel in two mathematics high schools in Sofia, Bulgaria, in two consequence years. The levels of IBSE as well as meta-levels of inquiry skills developed by students in process of learning are described. Next, the context of the...

Nikolova, Nikolina; Stefanova, Eliza

2013-01-01

98

Enriching primary student teachers’ conceptions about science teaching : Towards dialogic inquiry-based teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Inquiry-based teaching has been at the heart of science education since it was first outlined in national standards over a decade ago. The general idea behind the inquiry guidelines is that pupils would adopt ways of conducting science, in addition to conceptually learning, thus attaining also the epistemological dimension of science. Although curricula are based on these ideas of inquiry, all too often authentic inquiry is hindered by overly authoritative approaches and teacher d...

Lehesvuori, Sami; Ratinen, Ilkka; Kuhoma?ki, Otto; Lappia, Jousia; Viiri, Jouni

2011-01-01

99

AP Investigative labs: An inquiry-base Approach Lab 6: Cellular Respiration  

Science.gov (United States)

In this inquiry-based investigation, students learn how to calculate the rate of cellular respiration by using a respirometer system (either microrespirometers or gas pressure sensors with computer interface) in plant seeds or small invertebrates, such as insects or earthworms. The article describes how students will design and conduct an experiment to explore the effect of certain factors, including environmental variables, on the rate of cellular respiration.

The College Board The College Board (The College Board;)

2012-10-23

100

Inquiry Based Laboratory Exercises in Stem Cell Biology  

Science.gov (United States)

This is a series of laboratory exercises that explore key concepts in stem cell biology and provide students opportunities to explore these topics in an inquiry-based approach while learning about experimental design. The laboratory exercises are divided into three units: planaria regeneration, mouse ES cell culture, and vertebrate regeneration. For each unit, students are introduced to the model system with a basic experimental demonstration, then asked to design a limited experiment to answer some question about the properties of the cells they are working with. The students then learn a given technique for each unit to analyze their experiments and draw conclusions (e.g. microscopy, immunocytochemistry, RT-PCR, etc.). After the three units, the students are asked to design and carry out a final experimental series over 4 weeks using any of the model systems and techniques that we used, basing their experiment on research in the primary literature, and then presenting their findings to their peers. The laboratory units complement the major themes of stem cell biology, and by integrating the primary literature, help students connect the literature with the process of doing scientific investigation.

Jason R Meyers (Colgate University Biology)

2007-09-01

 
 
 
 
101

Learning Styles, Personality Types and Reading Comprehension Performance  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study aims at reviewing the relationship between learning styles, personality and reading comprehension performance. In the last two decades, ample studies have been done to examine the relationship between learning styles, learner’s personality and performance in academic settings. The reviewed studies substantiate that there is a relationship between personality types and/or traits of the learners, the way they establish their learning styles and their academic success in school a...

Nabiollah Sadeghi; Zalina Mohd. Kasim; Bee Hoon Tan; Faiz Sathi Abdullah

2012-01-01

102

Engaging Non-Science Majors Through Citizen Science Projects In Inquiry-Based Introductory Geoscience Laboratory Courses  

Science.gov (United States)

Although inquiry-based/problem-based methods have been successfully incorporated in undergraduate lecture classes, a survey of commonly used laboratory manuals indicates that few non-major geoscience laboratory classes use these strategies. The Department of Geology and Environmental Geosciences faculty members have developed a successful introductory Environmental Geology Laboratory course for undergraduate non-majors that challenges traditional teaching methodology as illustrated in most laboratory manuals. The Environmental Geology lab activities employ active learning methods to engage and challenge students. Crucial to establishing an open learning environment is capturing the attention of non-science majors from the moment they enter the classroom. We use catastrophic ‘gloom and doom’ current events to pique the imagination with images, news stories, and videos. Once our students are hooked, we can further the learning process with use of other teaching methods: an inquiry-based approach that requires students take control of their own learning, a cooperative learning approach that requires the participation of all team members in peer learning, and a problem/case study learning approach that primarily relies on activities distilled from current events. The final outcome is focused on creating innovative methods to communicate the findings to the general public. With the general public being the audience for their communiqué, students are less intimated, more focused, and more involved in solving the problem. During lab sessions, teams of students actively engage in mastering course content and develop essential communication skills while exploring real-world scenarios. These activities allow students to use scientific reasoning and concepts to develop solutions for scenarios such as volcanic eruptions, coastal erosion/sea level rise, flooding or landslide hazards, and then creatively communicate their solutions to the public. For example, during a two-week section on Earthquakes, teams study the effects of seismic motion on sediments underlying the Charleston, South Carolina region. Students discover areas where the greatest damage occurred during the 1886 earthquake via a walking tour of Charleston. Extracting information from historical and topographic maps, and aerial and satellite imagery provides students with the necessary information to produce an earthquake hazard map of the area. Applying the creativity and knowledge base of the multidisciplinary students generates a startling array of innovative methods for communicating their results: brochures, storybooks, computer-animated hazard maps, Facebook pages, YouTube videos - even Virtual Reality avatars! When allowed to use their imaginations and resourcefulness, these students have no bounds! Not only does the application of inquiry-based problem solving methodology in conjunction with cooperative learning enhance comprehension of the material, but by allowing undergraduate students to develop methods of communicating their knowledge to the public through an interesting variety of medium, students remain focused, engaged, and even excited about learning science that otherwise intimidated them.

Humphreys, R. R.; Hall, C.; Colgan, M. W.; Rhodes, E.

2010-12-01

103

Pre-Nursing Students Perceptions of Traditional and Inquiry Based Chemistry Laboratories  

Science.gov (United States)

This paper describes a process that attempted to meet the needs of undergraduate students in a pre-nursing chemistry class. The laboratory was taught in traditional verification style and students were surveyed to assess their perceptions of the educational goals of the laboratory. A literature review resulted in an inquiry based method and analysis of the needs of nurses resulted in more application based activities. This new inquiry format was implemented the next semester, the students were surveyed at the end of the semester and results were compared to the previous method. Student and instructor response to the change in format was positive. Students in the traditional format placed goals concerning technique above critical thinking and felt the lab was easy to understand and carry out. Students in the inquiry based lab felt they learned more critical thinking skills and enjoyed the independence of designing experiments and answering their own questions.

Rogers, Jessica

104

Students’ Attitude towards Using Cooperative Learning for Teaching Reading Comprehension  

Directory of Open Access Journals (Sweden)

Full Text Available This study project was launched in order to contribute to the studies conducted for investigating the efficiency of different models of reading instruction. The aim of this paper was to investigate students’ attitude towards using cooperative language learning techniques for reading instruction. Although cooperative methods are becoming more prevalent in private language schools, there are few studies regarding evaluating the students’ attitude towards using cooperative learning for instructing reading comprehension in Iranian context. Evaluation of students’ attitude towards the cooperative language learning in this research project was conducted using a survey questionnaire. Analysis of the quantitative questionnaire results showed that the participants generally tend towards supporting the implementation of cooperative strategies in teaching and learning reading comprehension.

Nima Farzaneh

2014-02-01

105

Toward a Comprehensive Model of Foreign Language Vocabulary Learning: To Integrate Instructed Learning with Incidental Learning  

Directory of Open Access Journals (Sweden)

Full Text Available The integration of vocabulary instruction and incidental learning has been proposed by many scholars, but the effective way to integrate these two approaches in vocabulary acquisition is still unclear. In order to know the roles these two approaches play in lexical learning, an empirical study was carried out. Three groups were randomly assigned to three treatments: incidental vocabulary acquisition through one reading, vocabulary instruction, and vocabulary instruction plus one reading. Both the immediate acquisition and delayed retention of the target words (including part of speech, semantic meaning, collocation and production were examined and compared among the three groups. The study revealed that intentional instruction is significantly better than incidental learning in all four aspects of vocabulary leaning, but reading after instruction can consolidate and deepen learners’ leaning of words that have been taught. A comprehensive model was suggested to integrate instructed learning and incidental learning in foreign language vocabulary acquisition.

Yanmei Liu

2013-08-01

106

Virtual and Physical Experimentation in Inquiry-Based Science Labs: Attitudes, Performance and Access  

Science.gov (United States)

This study investigated the learning dimensions that occur in physical and virtual inquiry-based lab investigations, in first-year secondary chemistry classes. This study took place over a 2 year period and utilized an experimental crossover design which consisted of two separate trials of laboratory investigation. Assessment data and attitudinal data were gathered and analyzed to measure the instructional value of physical and virtual lab experiences in terms of student performance and attitudes. Test statistics were conducted for differences of means for assessment data. Student attitudes towards virtual experiences in comparison to physical lab experiences were measured using a newly created Virtual and Physical Experimentation Questionnaire (VPEQ). VPEQ was specifically developed for this study, and included new scales of Usefulness of Lab, and Equipment Usability which measured attitudinal dimensions in virtual and physical lab experiences. A factor analysis was conducted for questionnaire data, and reliability of the scales and internal consistency of items within scales were calculated. The new scales were statistically valid and reliable. The instructional value of physical and virtual lab experiences was comparable in terms of student performance. Students showed preference towards the virtual medium in their lab experiences. Students showed positive attitudes towards physical and virtual experiences, and demonstrated a preference towards inquiry-based experiences, physical or virtual. Students found virtual experiences to have higher equipment usability as well as a higher degree of open-endedness. In regards to student access to inquiry-based lab experiences, virtual and online alternatives were viewed favorably by students.

Pyatt, Kevin; Sims, Rod

2012-02-01

107

Implementing inquiry-based kits within a professional development school model  

Science.gov (United States)

Implementation of guided inquiry teaching for the first time carries inherent problems for science teachers. Reform efforts on inquiry-based science teaching are often unsustainable and are not sensitive to teachers' needs and abilities as professionals. Professional development schools are meant to provide a research-based partnership between a public school and a university. These collaborations can provide support for the professional development of teachers. This dissertation reports a study focused on the implementation of inquiry-based science kits within the support of one of these collaborations. The researcher describes the difficulties and successful adaptations experienced by science teachers and how a coteaching model provided support. These types of data are needed in order to develop a bottom-up, sustainable process that will allow teachers to implement inquiry-based science. A qualitative methodology with "researcher as participant" was used in this study of two science teachers during 2002--2003. These two teachers were supported by a coteaching model, which included preservice teachers for each teacher as well as a supervising professor. Data were collected from the researcher's direct observations of coteachers' practice. Data were also collected from interviews and reflective pieces from the coteachers. Triangulation of the data on each teacher's case supported the validity of the findings. Case reports were prepared from these data for each classroom teacher. These case reports were used and cross-case analysis was conducted to search for major themes and findings in the study. Major findings described the hurdles teachers encounter, examples of adaptations observed in the teachers' cases and the supportive interactions with their coteachers while implementing the inquiry-based kits. In addition, the data were used to make recommendations for future training and use of the kits and the coteaching model. Results from this study showed that the kit's guided structure of inquiry and the collaboration both affected the inservice teachers in the following ways: The coteaching model supported behavioral and material management issues caused by the implementation of the kits; collaboration with preservice teachers created a "smaller-class-size" effect, which allowed teachers to attend to a smaller number of students for cooperative learning and assessment, and the elementary inservice teachers learned pedagogical strategies and science content from collaborating with secondary preservice teachers in kit use and from the kits' curriculum. Results were used as a self-study for future training and support for implementation of inquiry-based kits.

Jones, Mark Thomas

108

New teaching and learning method in chemistry at comprehensive school  

Directory of Open Access Journals (Sweden)

Full Text Available The results of the international and national researches in science subjects draw attention to the problems in organizing the teaching and learning process. Therefore it is necessity to search for new methodological solutions. In the learning process, by choosing methodological approaches, it would be necessary to rouse students' cognitive interest, to consolidate students' fragmentary knowledge by using graphical information organizers. Based on the results of the researches the new teaching and learning method (TETRA-method was developed where the tetrahedral spatial mind model was used to implement the method. The action of the model is oriented to the discovery and understanding of various thematic interconnections and phenomena. TETRA-method was used as an alternative methodological solution for the learning chemistry at comprehensive school. The results of approbation indicate that during chemistry lessons students showed greater students' interest and activation of the learning.

Mozeika Daina

2010-03-01

109

Investigating Toothpastes through Inquiry-Based Practical Work  

Science.gov (United States)

This authentic inquiry-based chemistry experiment provides high school students with an opportunity to investigate the effect of toothpastes on the rate of tooth decay. Students need to design and carry out a fair test to compare the effects of different brands of toothpaste. The author has developed rubrics for assessing students' planning skills…

Cheung, Derek

2005-01-01

110

An Inquiry-Based Density Laboratory for Teaching Experimental Error  

Science.gov (United States)

An inquiry-based laboratory exercise is described in which introductory chemistry students measure the density of water five times using either a beaker, a graduated cylinder, or a volumetric pipet. Students are also assigned to use one of two analytical balances, one of which is purposefully miscalibrated by 5%. Each group collects data using…

Prilliman, Stephen G.

2012-01-01

111

Qualitative Assessment of Inquiry-Based Teaching Methods  

Science.gov (United States)

A new approach to teaching method assessment using student focused qualitative studies and the theoretical framework of mental models is proposed. The methodology is considered specifically for the advantages it offers when applied to the assessment of inquiry-based teaching methods. The theoretical foundation of mental models is discussed, and…

Briggs, Michael; Long, George; Owens, Katrina

2011-01-01

112

AP Investigative labs: An inquiry-base Approach Lab 5: Photosynthesis  

Science.gov (United States)

In this inquiry-based investigation, students will design and conduct an experiment to explore the effect of environmental variables on the rate of cellular photosynthesis. They will learn how to measure the rate of photosynthesis indirectly by using the floating leaf disk procedure to measure oxygen production and will connect and apply concepts, including the relationship between cell structure and function (chloroplasts); strategies for capture, storage, and use of free energy; diffusion of gases across cell membranes; and the physical laws pertaining to the properties and behaviors of gases.

The College Board The College Board (The College Board;)

2012-10-23

113

Inquiry-Based Instruction and High Stakes Testing  

Science.gov (United States)

Science education is a key to economic success for a country in terms of promoting advances in national industry and technology and maximizing competitive advantage in a global marketplace. The December 2010 Program for International Student Assessment (PISA) ranked the United States 23rd of 65 countries in science. That dismal standing in science proficiency impedes the ability of American school graduates to compete in the global market place. Furthermore, the implementation of high stakes testing in science mandated by the 2007 No Child Left Behind (NCLB) Act has created an additional need for educators to find effective science pedagogy. Research has shown that inquiry-based science instruction is one of the predominant science instructional methods. Inquiry-based instruction is a multifaceted teaching method with its theoretical foundation in constructivism. A correlational survey research design was used to determine the relationship between levels of inquiry-based science instruction and student performance on a standardized state science test. A self-report survey, using a Likert-type scale, was completed by 26 fifth grade teachers. Participants' responses were analyzed and grouped as high, medium, or low level inquiry instruction. The unit of analysis for the achievement variable was the student scale score average from the state science test. Spearman's Rho correlation data showed a positive relationship between the level of inquiry-based instruction and student achievement on the state assessment. The findings can assist teachers and administrators by providing additional research on the benefits of the inquiry-based instructional method. Implications for positive social change include increases in student proficiency and decision-making skills related to science policy issues which can help make them more competitive in the global marketplace.

Cothern, Rebecca L.

114

E-Learning and Comprehensive School and Kindergarten Development  

Directory of Open Access Journals (Sweden)

Full Text Available The content of this article includes experiences and results of a comprehensive development project for schools and kindergartens in Denmark. The project includes all pedagogical professionals within the organization and contains a professional development sequence based on - among other things e-learning where pedagogical professionals collaboratively develop their common and individual practices. The article takes a look at both the challenges and potentials that have surfaced using e-learning as part of the framework for both professional and organizational development. In addition, the article proposes how the experience gathered from this existing project can be used as springboard to design new professional development projects where e-learning becomes an important element of competency development for pedagogical professionals in schools and kindergartens closely related to practice.

Line Hansen

2012-08-01

115

The Cooperative Learning Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This experimental study aims to investigate the effects of using cooperative learning to enhance the English reading comprehension and learning motivation of EFL freshmen by comparing the cooperative learning instruction and traditional lecture instruction. This experiment was implemented in a Freshman English Reading course, a two credit course, with two hours of instruction per week, over a full semester. Seventy-eight EFL freshmen taking Freshman English Reading courses participated in ...

Ching-Ying Pan; Hui-Yi Wu

2013-01-01

116

Comprehensive Healthcare module: medical and pharmacy students’ shared learning experiences  

Science.gov (United States)

Introduction The Comprehensive Healthcare (CHC) module was developed to introduce pre-clinical medical and pharmacy students to the concept of comprehensive healthcare. This study aims to explore their shared learning experiences within this module. Methodology During this module, medical and pharmacy students conducted visits to patients’ homes and to related community-based organisations in small groups. They were required to write a reflective journal on their experiences regarding working with other professions as part of their module assessment. Highly scored reflective journals written by students from the 2011/2012 academic session were selected for analysis. Their shared learning experiences were identified via thematic analysis. We also analysed students’ feedback regarding the module. Results Analysis of 25 selected reflective journals revealed several important themes: ‘Understanding of impact of illness and its relation to holistic care’, ‘Awareness of the role of various healthcare professions’ and ‘Generic or soft skills for inter-professional collaboration’. Although the primary objective of the module was to expose students to comprehensive healthcare, the students learnt skills required for future collaborative practice from their experiences. Discussion The CHC module provided early clinical exposure to community-based health issues and incorporated some elements of inter-professional education. The students learnt about the roles of other healthcare professions and acquired soft skills required for future collaborative practice during this module. PMID:25327980

Tan, Chai-Eng; Jaffar, Aida; Tong, Seng-Fah; Hamzah, Majmin Sheikh; Mohamad, Nabishah

2014-01-01

117

Overcoming the difficulties of inquiry-based teaching through the use of coaching  

Science.gov (United States)

This research examines the use of coaching as a professional development approach to enhance the introduction of inquiry-based teaching methods. Previous professional development efforts are well documented in the science education literature, and implementation rates are generally low, despite a wide-spread belief that inquiry-based teaching methods are beneficial to student learning. Difficulties that are often found include a lack of time, tension from high-stakes testing, a lack of content knowledge, a lack of inquiry knowledge, a scarcity of inquiry resources, and a conflict between the teacher's learning style and the inherent style of inquiry. These barriers lead to slow, poorly understood progress in adopting inquiry methods, and a shortage of concrete suggestions on how best to proceed. To examine how teacher-coach pairs overcome these difficulties, a multiple-case study was planned that uncovered specific steps taken by creating a richly detailed narrative of how this science curriculum is implemented. This narrative was closely affiliated with a certain specific context of underperforming high schools in a major American city, but the results may generalize to other similar contexts as well. Additionally, the findings from these case studies may serve to validate other analogous findings from the literature.

Kraus, Rudolf

118

Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening?  

Science.gov (United States)

Anecdotal accounts from science educators suggest that few teachers are teaching science as inquiry. However, there is little empirical evidence to support this claim. This study aimed to provide evidence-based documentation of the state-of-use of inquiry-based instruction and explicit instruction about nature of science (NOS). We examined the teaching practice and views of inquiry and NOS of 26, well-qualified and highly motivated 5th-9th-grade teachers from across the country in order to establish the extent to which their views and practice aligned with ideas in reform-based documents. We used a mixed-methods approach analyzing lesson descriptions, classroom observations, videotape data, questionnaires, and interviews to assess teaching practice and views of inquiry and NOS of these teachers. We also determined the relationships between teachers' views and their teaching practice. Findings indicated the majority of these teachers held limited views of inquiry-based instruction and NOS. In general, these views were reflected in their teaching practice. Elements of inquiry including abilities, understandings, and essential features were observed or described in less than half the classrooms. Most commonly, teachers focused on basic abilities to do inquiry instead of the essential features or important understandings about inquiry. When aspects of inquiry were present, they were generally teacher-initiated. There was also little evidence of aspects of NOS in teachers' instruction. This study provides empirical evidence for the claim that even some of the best teachers currently struggle to enact reformed-based teaching. Further, it highlights the critical need for an agreement upon definition of inquiry-based instruction and the need to develop appropriate and feasible assessments that specifically target inquiry to track changes in teachers' views and practice. Important implications include the heightened need for rigorous and continuous professional development to support teachers in learning about inquiry and NOS and how to enact reform-based instruction in classrooms.

Capps, Daniel K.; Crawford, Barbara A.

2013-04-01

119

Assessing the effect of inquiry-based professional development on science achievement tests scores  

Science.gov (United States)

This study analyzed student test scores to determine if teacher participation in an inquiry-based professional development was able to make a statistically significant difference in student achievement levels. Test scores for objectives that assessed the critical thinking skills and problem-solving strategies modeled in a science inquiry institute were studied. Inquiry-based experiences are the cornerstones for meeting the science standards for scientific literacy. State mandated assessment tests measure the levels of student achievement and are reported as meeting minimum expectations or showing mastery for specific learning objectives. Students test scores from the Texas Assessment of Academic Skills Test (TAAS) for 8th grade science and the biology End Of Course (EOC) exams were analyzed using ANCOVA, chi square, and logistic regression, with the Iowa Test of Basic Skills (ITBS) 7th Grade Science Subtest as covariate. It was hypothesized that the students of Inquiry Institute teachers would have higher scale scores and better rates of mastery on the critical thinking objectives than the students of non-Institute teachers. It was also hypothesized that it would be possible to predict student mastery on the objectives that assessed critical thinking and problem solving based on Institute participation. This quasi-experimental study did not show a statistically significant difference between the two groups. The effects of inquiry-based professional development may not be determined by analyzing the results of the standardized tests currently being used in Texas. Inquiry training may make a difference, but because of factors such as the ceiling effect, insufficient time to implement the program, and test items that are intended to but do not address critical thinking skills, the TAAS and EOC tests may not accurately assess effects of the Inquiry Institute. The results of this study did indicate the best predictor of student mastery for the 8th grade science TAAS and Biology EOC may possibly be prior knowledge acquired in elementary school and as demonstrated on the 7th grade ITBS science subtest.

Dickson, Teresa Kay

120

Teaching science as inquiry in US and in Japan: A cross-cultural comparison of science teachers' understanding of, and attitudes toward inquiry-based teaching  

Science.gov (United States)

Since the publication of the National Science Education Standards in 1996, learning science through inquiry has been regarded as the heart of science education. However, the TIMSS 1999 Video Study showed that inquiry-based teaching has been taking place less in the United States than in Japan. This study examined similarities and differences in how Japanese and American middle-school science teachers think and feel about inquiry-based teaching. Teachers' attitudes toward the use of inquiry in science teaching were measured through a survey instrument (N=191). Teachers' understanding of inquiry-based teaching was examined through interviews and classroom observations in the United States (N=9) and Japan (N=15). The results show that in spite of the variations in teachers' definitions of inquiry-based teaching, teachers in both countries strongly agree with the idea of inquiry-based teaching. However, little inquiry-based teaching was observed in either of the countries for different reasons. The data indicate that Japanese teachers did not generally help students construct their own understanding of scientific concepts in spite of well-planned lesson structures and activity set-ups. On the other hand, the observational data indicate that American teachers often lacked meaningful science content in spite of their high level of pedagogical knowledge. The need for addressing the importance of scientific concepts in teacher preparation programs in higher education institutions in the US is advocated. To the Japanese science education community, the need for teachers' acquisition of instructional strategies for inquiry-based teaching is strongly addressed.

Tosa, Sachiko

 
 
 
 
121

Using inquiry-based instructional strategies in third-grade science  

Science.gov (United States)

The purpose of the study was to determine if the use of inquiry-based instructional strategies as compared to traditional instructional strategies would increase third-grade students' achievement in science, based on the pretest/posttest of the school system and the Georgia Criterion-Referenced Competency Test (CRCT). Inquiry-based instruction, presented students with a question, an observation, a data set, or a hypothesis for problem solving such as scientists use when working in real-world situations. This descriptive research employed a quantitative strategy using a pretest/posttest control group design. The research compared the science academic achievement levels of one Grade 3 class [N=14] exposed to a teacher's inquiry-based instructional strategies as compared to one Grade 3 class [ N=18] exposed to a teacher's traditional instructional strategies. The study compared the science academic performance levels of third-grade students as measured by pretest/posttest mean scores from the school system-based assessment and the Georgia CRCT. Four research hypotheses were examined. Based on the overall findings from this study, both the experimental group and the control group significantly increased their mean scores from the pretests to the posttests. The amount of gain from the pretest to the posttest was significantly greater for the experimental group than the control group for pretest/posttest 1 [t(12) = 8.79, p < .01] and pretest/posttest 2 [t(12) = 9.40, p < .01]. The experimental group significantly outperformed the control group with regard to their mean number of items answered correctly on the life sciences test [t(27) = -1.95, p = .06]. Finally, the control group did not outperform the experimental group on any of the comparisons made throughout this study. The results of this study provide empirical support for the effectiveness of the use of inquiry-based learning strategies, given that the experimental group outperformed the control group on all four posttests, on the science CRCT and on the individual Science portions on the test including earth, life and physical sciences. In fact, this study was able to detect significant differences between the experimental group and the control group with regard to the degree to which the students improved from the pretests to the posttests.

Harris, Fanicia D.

122

The Cooperative Learning Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen  

Directory of Open Access Journals (Sweden)

Full Text Available This experimental study aims to investigate the effects of using cooperative learning to enhance the English reading comprehension and learning motivation of EFL freshmen by comparing the cooperative learning instruction and traditional lecture instruction. This experiment was implemented in a Freshman English Reading course, a two credit course, with two hours of instruction per week, over a full semester. Seventy-eight EFL freshmen taking Freshman English Reading courses participated in this study, with 44 participants in the experimental group and 34 in the comparison group. We employed a pretest-posttest comparison group quasi-experimental design. The experimental group received a reciprocal cooperative learning instruction, whereas the comparison group received a traditional lecture instruction. Both groups were administered three English-reading achievement tests and an English learning motivation scale. The data were analyzed by means, standard deviations, t tests, and one-way ANCOVA. The findings indicate statistically significant differences in favor of cooperative learning instruction on English reading comprehension, particularly among medium- and low-proficiency students. Cooperative learning instruction also created a significantly positive effect on student motivation toward learning English reading. In conclusion, we strongly suggest teachers use cooperative learning instruction in university-level EFL reading classes.

Ching-Ying Pan

2013-04-01

123

An Inquiry-Based Biochemistry Laboratory Structure Emphasizing Competency in the Scientific Process: A Guided Approach with an Electronic Notebook Format  

Science.gov (United States)

The laboratory setting is an exciting and gratifying place to teach because you can actively engage the students in the learning process through hands-on activities; it is a dynamic environment amenable to collaborative work, critical thinking, problem-solving and discovery. The guided inquiry-based approach described here guides the students…

Hall, Mona L.; Vardar-Ulu, Didem

2014-01-01

124

Comprehension of Humor in Children with Nonverbal Learning Disabilities, Reading Disabilities, and without Learning Disabilities  

Science.gov (United States)

The normal development of humor in children has been well documented with a predictable course that is tied to social, cognitive, and linguistic development in children. This study explored humor comprehension in children with nonverbal learning disabilities (NVLD). Children with NVLD were compared with children with reading disabilities and a…

Semrud-Clikeman, Margaret; Glass, Kimberly

2008-01-01

125

Integrating Technology and Pedagogy for Inquiry-Based Learning: The Stanford Mobile Inquiry-Based Learning Environment (SMILE)  

Science.gov (United States)

Despite the long-standing interest in educational technology reforms, many researchers have found that it is difficult to incorporate advanced information and communications technologies (ICT) in classrooms. Many ICT projects, particularly in the developing world, are limited by the lack of integration between pedagogy and technology. This article…

Buckner, Elizabeth; Kim, Paul

2014-01-01

126

A self-study of designing and implementing an inquiry-based chemistry course for elementary education majors  

Science.gov (United States)

This self-study examines my experiences with implementing an inquiry-based version of a chemistry course (Chemistry 299) designed for elementary education majors. The inquiry-based curriculum design and teaching strategies that I implement in Chemistry 299 is the focus of this study. Since my previous education and professional experiences were in the physical sciences, I position myself in this study as a scientist who engages in self-study as a form of professional development for the purpose of developing an inquiry-based curriculum and instructional practices. My research provides an inside perspective of the curriculum development process. This process involves implementing the inquiry-oriented ideas and knowledge I acquired in my graduate studies to design the curriculum and influence my teaching practice. My analysis of the curriculum and my instruction is guided by two questions: What are the strengths and weaknesses of the inquiry-based Chemistry 299 curriculum design? What does the process of developing my inquiry-based teaching practice entail and what makes is challenging? Schwab's (1973) The Practical 3: Translation into Curriculum serves as the theoretical framework for this study because of the emphasis Schwab places on combining theoretical and practical knowledge in the curriculum development process and because of the way he characterizes the curriculum. The findings in this study are separated into curriculum and instruction domains. First, the Chemistry 299 curriculum was designed to make the epistemological practices of scientists "accessible" to students by emphasizing epistemic development with respect to their ideas about scientific inquiry and science learning. Using student learning as a gauge for progress, I identify specific design elements that developed transferable inquiry skills as a means to support scientific literacy and pre-service teacher education. Second, the instruction-related findings built upon the insight I gained through my analysis of the curriculum. The data reveals four areas of inner conflict I dealt with throughout the study that related to underlying beliefs I held about science teaching and learning. The implications of the study position the Chemistry 299 curriculum in the field and speak to issues related to developing science courses for elementary education majors and professional development for scientists.

Larson, Teresa

127

Development of inquiry-based planetary science resources for Canadian schools  

Science.gov (United States)

The Centre for Planetary Science and Exploration (CPSX - http://cpsx.uwo.ca) at The University of Western Ontario has initiated a comprehensive outreach and education program focusing on planetary science and exploration. The goal is to use planetary science to raise general interest in science. Currently, the activities being preformed by the centre can be divided into three broad categories: (1) educational/curriculum based activities, (2) outreach/community based activities, and (3) training. The first is where the push for an increase in interest for science is really critical and is the focus here. In partnership with the Thames Valley District School Board and by using inquiry-based teaching methods, students study various topics under the guidance of a CPSX graduate students and faculty. The educational activities that have taken place are all based on the Ontario curriculum and have been developed with the support of the local school board and teachers. An annual teacher workshop provides a hands-on opportunity for the teachers to interact with CPSX members. The first activity to be developed was on meteorite impact craters. The CPSX web page also contains the lesson plans and activity work sheets for this Cratering Activity, as well as additional activities. As the Cratering Activity is available online, teachers can perform the experiment independently or request the support from a CPSX outreach member. The activity is designed with the following structure: (1) The teacher gives a background presentation (provided by CPSX) which describes crater processes throughout our solar system (specifically comparing Earth to other planets), the consequences of impacts on Earth, the origins of impactors (small bodies) in our solar system, and the mechanical process of an impact. (2) The teacher demonstrates an impact event. Students are to make observations in their lab handout, and sketch what they see. (3) Students (either individually or as a group, based on abilities) outline the independent variables, and design an experiment. This is conducted in groups after the proposed experiment is approved by the teacher. (4) Students draw conclusions on their experiment, and present results in the lab hand out and to their peers. Learning outcomes based on the Ontario curriculum have been pre-identified allowing the teachers to know what portion of the curriculum is being taught. Future activities include increasing the number of activity-based learning themes and modules available, implementing more Teacher Training Courses and workshops, increasing the number of schools that participate to the programme and continuing to participate in the annual Science Teacher's Association of Ontario Conference. Acknowledgements: Funding from the Canadian Space Agency's Space Awaremess and Learning program and an Interdisciplinary Development Initiative award from Western has made this program possible. Melissa Battler, Anna Chanou, Heather Henry, Emily McCullough, Alexandra Pontefract, and Alaura Singleton are thanked for their participation in this program.

Osinski, G. R.; Gilbert, A.; Brown, P.

2011-12-01

128

Developing an Explicit-Reflective Inquiry-Based Professional Development Workshop and Examining the Effects on Nature of Scientific Knowledge  

Directory of Open Access Journals (Sweden)

Full Text Available Improving understanding of nature of science and scientific knowledge for individuals has been seen one of the essential objectives for science education for years. Teachers have a critical role in the process of learning nature of science by students. For this reason, we have turned our attentions toward improving science teachers? views about nature of science and scientific knowledge. This study focused specifically on introducing the explicit-reflective inquiry-based professional development workshop designed by the researchers. Second aim of this study is to examine the impact of explicit-reflective inquiry-based professional development workshop on preservice chemistry teachers? understandings of nature of scientific knowledge. Participants of this study were 20 preservice chemistry teachers at Gazi University. In order to exposing the changes in understandings of nature of scientific knowledge, Turkish version of The Nature of Scientific Knowledge Scale (NSKS and interviews were used in a pre/post format. The result of the Paired Samples T-Test, used to investigate the effect on the understandings about scientific knowledge, indicated that understandings of preservice chemistry teachers had a significant progress. The quantitative analysis of the scores which the participants got from each of six categories in NSKS were put forward significant differences in term of only creative and developmental categories. Also, in the qualitative analysis of the transcripts of interviews came out similar results. It seems that our explicit inquiry-based professional development workshop moved participants towards more adequate understandings about nature of scientific knowledge.

Eylem BAYIR

2010-12-01

129

Learning to Estimate Slide Comprehension in Classrooms with Support Vector Machines  

Science.gov (United States)

Comprehension assessment is an essential tool in classroom learning. However, the judgment often relies on experience of an instructor who makes observation of students' behavior during the lessons. We argue that students should report their own comprehension explicitly in a classroom. With students' comprehension made available at the slide…

Pattanasri, N.; Mukunoki, M.; Minoh, M.

2012-01-01

130

Aligning the Hidden Curriculum of Management Education With PRME : An Inquiry-Based Framework  

DEFF Research Database (Denmark)

This article argues that mainstreaming responsible management education in line with the Principles of Responsible Management Education (PRME) requires close attention to the hidden curriculum (HC), that is, the implicit dimensions of educational experiences. Altering formal curricular goals and content alone is not enough to improve students’ sense of social responsibility. Business schools are conceptualized in this article as multilevel learning environments comprising various message sites where students undergo moral learning and socialization processes. Using perspectives from HC research combined with transformative learning and communities of practice theory, the article offers an inquiry-based framework for PRME implementation that takes these moral learning and socialization processes into account. It provides suggestions for how to address the hidden curriculum both in the diagnostic phase of assessing a school’s PRME needs and in the implementation phase where PRME is integrated into business school learning environments. The concept of meta-messages is introduced to account for how students apprehend the HC at business schools.

Blasco, Maribel

2012-01-01

131

Students As Researchers In An Inquiry Based Classroom  

Science.gov (United States)

A teacher who participated in the National Science Foundation supported ARMADA Project through the University of Rhode Island Office of Marine Programs will share a series of lessons based on her experiences working with marine researchers. All of the activities are hands-on, inquiry based for use in elementary and secondary classrooms. The primary objective of these lessons is to give students a better understanding of what real scientist do and why. This enables students to make a real world connection with the scientific community. The emphasis on environmental monitoring will help develop an understanding of the positive and negative consequences of human action on the Earth's oceans. It will enhance the student's observation skills and increase their ability to record and analyze data.

Quintero, D. L.

2010-12-01

132

Guided-inquiry based laboratory instruction: Investigation of critical thinking skills, problem solving skills, and implementing student roles in chemistry  

Science.gov (United States)

Recent initiatives in the laboratory curriculum have encouraged an inquiry-based approach to learning and teaching in the laboratory. It has been argued that laboratory instruction should not just be hands-on, but it should portray the essence of inquiry through the process of experiential learning and reflective engagement in collaboration with peers and in facilitation by the instructor. A student-centered active learning approach may be an effective way to enhance student understanding of concepts in the laboratory. The dissertation research work explores the impact of laboratory instruction and its relevance for college-level chemistry. Each chapter is different from the preceding chapter in terms of the purpose of the study and the research questions asked. However, the overarching idea is to address the importance of guided-inquiry based laboratory instruction in chemistry and its relevance in helping students to make connections with the chemistry content and in imparting skills to students. Such skills include problem solving, collaborative group work and critical thinking. The first research study (Chapter 2) concerns the impact of first year co-requisite general chemistry laboratory instruction on the problem-solving skills of students. The second research study (Chapter 3) examines the impact of implementing student roles also known as Student-Led Instructor Facilitated Guided-Inquiry based Laboratories, SLIFGIL) by modifying the Science Writing Heuristic approach of laboratory instruction. In the third research study (Chapter 4), critical thinking skills of first semester general chemistry laboratory students were compared to advanced (third or fourth year) chemistry laboratory students based on the analysis of their laboratory reports.

Gupta, Tanya

133

The effects of inquiry-based science on the social and communicative skills of students with low-incidence disabilities  

Science.gov (United States)

This research utilized inquiry based science as a vehicle to implement and maintain social skills training for secondary students, ages 14 to 20, with low-incidence disabilities in a self-contained classroom. This three year action research study examined the effects of an inquiry based science curriculum on the level and quantity of social skills used by students with one or more of the following challenges: significant learning disability (functioning more than two grade levels below grade level), emotional/social disability, mental retardation, Autism, and/or varying degrees of brain damage. Through the use of video recording, the students in the study were analyzed based on the level of social interaction and the amount of socialization that took place during inquiry based science. The skills sought were based on the social and communication skills earmarked in the students' weekly social skills training class and their Individualized Education Plans (IEP). Based on previous research in social skills training it has been determined that where social skills training is lacking are in the areas of transfer and maintenance of skills. Due to the natural social behavior that must take place in inquiry based science this group of students were found to exhibit gains in (1) quantity of social interactions on topic; (2) developing higher levels of social interactions (sharing, taking other's suggestions, listening and responding appropriately, etc.); and (3) maintenance of social skills taught outside of formal social skills training. These gains were seen overall in the amount of student involvement during inquiry based science verses teacher involvement. Such increases are depicted through students' verbal exchanges, excerpts from field notes, and student reflections. The findings of this research is expected to guide special educators, administrators and directors of curriculum as to how to better create curriculum for this specific population where social skills training is utilized and maintained in all aspects of the academic day, thus helping this population of student achieve more independence and appropriate interactions in their live as citizens of society.

D'Angelo, Heather Hopkins

134

Constructing Elementary Teachers' Beliefs, Attitudes, and Practical Knowledge through an Inquiry-Based Elementary Science Course  

Science.gov (United States)

This study examines inservice elementary school teachers' beliefs, attitudes, and practical knowledge toward inquiry-based science instruction and the influence of an inquiry-based elementary science course on teachers' beliefs, attitudes, and practical knowledge regarding inquiry. Both surveys and a case study were administered to the 14…

Choi, Sanghee; Ramsey, John

2009-01-01

135

Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education  

Science.gov (United States)

Inquiry-based instruction has become a hallmark of science education and increasingly of integrated content areas, including science, technology, engineering, and mathematics (STEM) education. Because inquiry-based instruction very clearly contains surface, deep, and implicit structures as well as engages students to think and act like scientists,…

Crippen, Kent J.; Archambault, Leanna

2012-01-01

136

Multipass: A Learning Strategy for Improving Reading Comprehension.  

Science.gov (United States)

Multipass, a learning strategy derived from the SQ3R study technique was taught to eight learning disabled adolescents. Results show that a specific instructional methodology can be effectively used to teach a complex learning strategy to learning disabled adolescents. (Author)

Schumaker, Jean B.; And Others

1982-01-01

137

Comparison of Student Achievement Using Didactic, Inquiry-Based, and the Combination of Two Approaches of Science Instruction  

Science.gov (United States)

Science educators and administrators support the idea that inquiry-based and didactic-based instructional strategies have varying effects on students' acquisition of science concepts. The research problem addressed whether incorporating the two approaches covered the learning requirements of all students in science classes, enabling them to meet state and national standards. The purpose of this quasiexperimental, posttest design research study was to determine if student learning and achievement in high school biology classes differed for each type of instructional method. Constructivism theory suggested that each learner creates knowledge over time because of the learners' interactions with the environment. The optimal teaching method, didactic (teacher-directed), inquiry-based, or a combination of two approaches instructional method, becomes essential if students are to discover ways to learn information. The research question examined which form of instruction had a significant effect on student achievement in biology. The data analysis consisted of single-factor, independent-measures analysis of variance (ANOVA) that tested the hypotheses of the research study. Locally, the results indicated greater and statistically significant differences in standardized laboratory scores for students who were taught using the combination of two approaches. Based on these results, biology instructors will gain new insights into ways of improving the instructional process. Social change may occur as the science curriculum leadership applies the combination of two instructional approaches to improve acquisition of science concepts by biology students.

Foster, Hyacinth Carmen

138

Enhancing Hispanic Minority Undergraduates’ Botany Laboratory Experiences: Implementation of an Inquiry-based Plant Tissue Culture Module Exercise  

Directory of Open Access Journals (Sweden)

Full Text Available Early involvement of students in hands-on research experiences are known to demystify research and promote the pursuit of careers in science. But in large enrolment departments such opportunities for undergraduates to participate in research are rare. To counteract such lack of opportunities, inquiry-based laboratory module in plant tissue culture was implemented in an undergraduate botany course impacting approximately 140 Hispanic minority students per year. In this module, spread throughout the semester, the students used African violet to gain experience in plant tissue culture techniques. The objective was for the students to learn how to take part of the plant from in vivo to in vitro culture. This required the establishment of aseptic techniques and the use of different media components to multiply plants under in vitro conditions. In depth assessment of gain-of content knowledge and gain-of confidence revealed that our inquiry-based approach allowed the students to learn while increasing their self-perception of scientific methodology. In three semesters, the students reported a 2.5-fold overall increase in the post-module assessment for content knowledge compared to pre-module assessment. Similarly, approximately 85% of the students reported that they gained self-confidence in many aspects pertaining to conducting future research such as the use of primary literature, the design and performance of novel scientific experiments, and the formulation of a testable hypothesis. Though this lab module was solely in plant tissue culture, the inquiry-based nature of the exercise developed students’ research skills and built confidence which is important in increasing retention of students in sciences.

Dimuth Siritunga

2012-07-01

139

Ocean Science in a K-12 setting: Promoting Inquiry Based Science though Graduate Student and Teacher Collaboration  

Science.gov (United States)

The University of South Florida, College of Marine Science Oceans: GK-12 Teaching Fellowship Program is successfully enriching science learning via the oceans. Funded by the National Science Foundation, the program provides a unique opportunity among scientists and K-12 teachers to interact with the intention of bringing ocean science concepts and research to the classroom environment enhance the experience of learning and doing science, and to promote `citizen scientists' for the 21st century. The success of the program relies heavily on the extensive summer training program where graduate students develop teaching skills, create inquiry based science activities for a summer Oceanography Camp for Girls program and build a relationship with their mentor teacher. For the last year and a half, two graduate students from the College of Marine Science have worked in cooperation with teachers from the Pinellas county School District, Southside Fundamental Middle School. Successful lesson plans brought into a 6th grade Earth Science classroom include Weather and climate: Global warming, The Geologic timescale: It's all about time, Density: Layering liquids, and Erosion processes: What moves water and sediment. The school and students have benefited greatly from the program experiencing hands-on inquiry based science and the establishment of an after school science club providing opportunities for students to work on their science fair projects and pursuit other science interests. Students are provided scoring rubrics and their progress is creatively assessed through KWL worksheets, concept maps, surveys, oral one on one and classroom discussions and writing samples. The year culminated with a series of hands on lessons at the nearby beach, where students demonstrated their mastery of skills through practical application. Benefits to the graduate student include improved communication of current science research to a diverse audience, a better understanding of the perspective of teachers and their content knowledge, and experience working with children and youth. The GK-12 teacher mentor benefits include a resource of inquiry based ocean science activities and increased knowledge of current scientific ocean research. The K-12 students gain an opportunity to be engage with young passionate scientists, learn about current ocean science research, and experience inquiry based science activities relating to concepts already being taught in their classroom. This program benefits all involved including the graduate students, the teachers, the K-12 students and the community.

Lodico, J. M.; Greely, T.; Lodge, A.; Pyrtle, A.; Ivey, S.; Madeiros, A.; Saleem, S.

2005-12-01

140

The PRIME Partnership: 9th Graders, Graduate Students and Integrated, Inquiry-Based Science  

Science.gov (United States)

The PRIME program (Partnership for Research in Inquiry-based Math, science and engineering Education) is a collaboration between the UW Colleges of Education and Engineering and several Seattle-area school districts. This project, funded by the NSF GK-12 program, pairs UW graduate students from math, science and engineering disciplines with local middle school teachers. The graduate student spends a year working with the teacher, on projects designed to meet the needs and interests of the specific partnership and classroom. In the partnership, the graduate student spends 15 hours per week in the classroom, interacting with the students, as well as additional planning time outside of the classroom. Goals of the PRIME program are enriched learning by middle school students, professional development for middle school teachers, improved communication and teaching skills for the graduate students, and strengthened partnerships between the University of Washington and local school districts. The goal of our partnership was to develop an inquiry-based, 9th grade unit that integrates the pre-existing Earth Science and Chemistry units, and to assess the effectiveness of teaching Chemistry in the context of Earth Science. We have observed that students often become engaged and excited when they do hands-on activities that utilize the intrinsic understanding that they have of concepts that draw upon experiences in their daily lives. When science is taught and learned in one such context - in the context of the natural world - the students may gain a more solid fundamental understanding of the science that they learn. The day-to-day activities for this unit vary widely. We started each topic with a question designed to get the students thinking independently and to identify the preconceptions that the students brought into the classroom. Discussions of students' preconceptions served as a justification and springboard for the subsequent activities and experiments. Examples of questions used to spark student thought are: "What do you think the inside of the Earth looks like?," "What makes a volcano erupt?," and "Do mountains last forever?." We evaluated the effectiveness of this approach through a combination of classroom observations, formal and informal interviews, and surveys

Gaffney, A. M.; Miguelez, S.

2001-12-01

 
 
 
 
141

Towards a Contemporary and Comprehensive Theory of Learning.  

Science.gov (United States)

An overarching learning theory is presented, based on assumptions that all learning includes (1) external learner-environment interaction and internal acquisition and elaboration and (2) cognitive, emotional, and social dimensions. The framework depicts four types of learning: cumulative, assimilative, accommodative, and transformative. (Contains…

Illeris, Knud

2003-01-01

142

Comparison of L2 Listening and Reading Comprehension by University Students Learning English in Korea  

Science.gov (United States)

This study compared L2 listening comprehension with L2 reading comprehension in terms of the roles of linguistic knowledge, background knowledge, and question types among 168 university students learning English in Korea. The analyses of the data found that L2 listeners processed inferential information more easily than factual information, while…

Park, Gi-Pyo

2004-01-01

143

The Role of Structured Cooperative Learning Groups for Enhancing Chinese Primary Students' Reading Comprehension  

Science.gov (United States)

The present study aimed to compare the effectiveness of two types of cooperative learning groups used in reciprocal teaching (RT) classes (i.e. high-structured vs. low-structured groups) for enhancing students' reading comprehension. The participants were 235 Hong Kong Chinese Grade 6 students in nine classes. Reading comprehension tests and…

Law, Yin-Kum

2014-01-01

144

Inquiry-Based Early Undergraduate Research Using High-Altitude Ballooning  

Science.gov (United States)

One common objective for undergraduate science classes is to have students learn how to do scientific inquiry. However, often in science laboratory classes, students learn to take data, analyze the data, and come to conclusions, but they are told what to study and do not have the opportunity to ask their own research questions, a crucial part of scientific inquiry. A special topics class in high-altitude ballooning (HAB) was offered at Metropolitan Community College, a large metropolitan two-year college in Omaha, Nebraska to focus on scientific inquiry for the participants through support of NASA Nebraska Space Grant. A weather balloon with payloads attached (balloonSAT) was launched to near space where the balloon burst and fell back to the ground with a parachute. Students worked in small groups to ask their research questions, they designed their payloads, participated in the launch and retrieval of equipment, analyzed data, and presented the results of their research. This type of experience has potential uses in physics, physical science, engineering, electronics, computer programming, meteorology, astronomy, and chemistry classes. The balloonSAT experience can act as a stepping-stone to designing sounding rocket payloads and it can allow students the opportunity to participate in regional competitions and present at HAB conferences. Results from the workshop are shared, as well as student responses to the experience and suggestions for administering a high-altitude ballooning program for undergraduates or extending inquiry-based ballooning experiences into high-school or middle-school.

Sibbernsen, K.; Sibbernsen, M.

2012-12-01

145

Empowering Rural Appalachian Youth Through Integrated Inquiry-based Earth Science  

Science.gov (United States)

Science education must be relevant and inspiring to keep students engaged and receptive to learning. Reports suggest that science education reform can be advanced by involving students in active research (NSF 1996). Through a 2-year Geoscience Education award from the National Science Foundation, a program called IDGE (Integrated Design for Geoscience Education) has targeted low-income, under-represented, and minority high school students in rural Appalachia in inquiry-based projects, international collaboration, and an international environmental expedition incorporating the GLOBE program protocols. This program targeted Upward Bound students at Marshall University in Huntington, West Virginia. The Upward Bound is a federally-supported program targeting low-income, under-represented, and minority students for inclusion in a summer academic- enrichment program. IDGE builds on the mission of Upward Bound by encouraging underprivileged students to investigate science and scientific careers. This outreach has proven to be successful in enhancing positive attitudes and understanding about science and increasing the number of students considering science careers. IDGE has found that students must be challenged to observe the world around them and to consider how their decisions affect the future of our planet, thus making geoscience relevant and interesting to the students. By making the geoscience course inquiry-based and incorporating field research that is relevant to local environmental issues, it becomes possible for students to bridge the gap between science in theory and science in practice while remaining engaged. Participants were able to broaden environmental connections through an ecological expedition experience to Costa Rica, serving as an opportunity to broaden the vision of students as members of an international community of learners and scientists through their experiences with a diverse natural environment. This trip, in coordination with the inclusion of scientific instruments such as GPS and probeware, fostered additional student interest in earth science. IDGE has shown to have a lasting effect on the participating students who learn from the experience that science is a dynamic field in need of creative minds who want to make discoveries. Through relevant inquiry, the quality of geoscience instruction is inspiring a new generation of geoscientists. This work was supported in part by the National Science Foundation under award 0735596. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect those of the National Science Foundation.

Cartwright, T. J.; Hogsett, M.

2009-05-01

146

The Impact of Two Types of Vocabulary Preparation on Listening Comprehension, Vocabulary Learning, and Vocabulary Learning Strategy Use  

Directory of Open Access Journals (Sweden)

Full Text Available Considering previous studies of the impact of vocabulary preparation before listening comprehension, this research investigated the impact of oral and written pushed output as two types of vocabulary preparation on listening comprehension, active and passive vocabulary learning, and vocabulary learning strategy use. Forty-one female adult Iranian EFL students at intermediate level participated in this study. As a treatment, they received two lists of new words which were learned separately through oral and written pushed output. This was followed by tests of active and passive vocabulary and listening comprehension. They also completed a vocabulary learning questionnaire before and after the treatment to detect any changes due to the treatment. We reached three pairs of scores for each participant including two active and two passive vocabulary test scores and two listening test scores for words treated through oral and written pushed output, separately. Statistical analyses indicated that vocabulary learning through oral pushed output was more effective in promoting listening comprehension and active vocabulary learning than vocabulary learning through written pushed output. Generally, vocabulary leaning through pushed output had a positive significant effect on vocabulary leaning strategy use. However, regarding passive vocabulary learning, the two types of treatment did not make any significant difference. 

Mandana Hazrat

2013-08-01

147

The ERESE Project: Modeling Inquiry-Based Plate Tectonic Lessons  

Science.gov (United States)

The Enduring Resources for Earth Science Education (ERESE) project is a collaborative effort between earth scientists, educators, librarians and data archive managers. Its goal is to develop and maintain a persistent online research and education archive in a digital library environment that supports earth science education in plate tectonics. A key to the library's effectiveness as an educational tool is the efficiency with which educators can access, use and contribute to the library. We have created a master template that educators use to develop inquiry-based curriculum. The central components of the master template include a teacher log, a student log and resource matrices. The teacher's log is divided into stages that reflect our approach to inquiry. This approach was used during a workshop as scientists worked with the teachers to model a reasonable pedagogical analog to scientific inquiry. The student log is similar in structure to a scientific method lab report. There are currently 17 resource matrices that directly access canonical education objects in the digital library, 3 of which relate to expedition planning and 14 to plate tectonics. The structure of the resource matrices allows teachers and students to traverse manageable packets of information relating to a specific topic by expert level (rows) and information type (columns). Teachers download and customize the master template using any web composer and are then invited to upload their lessons through a simple interface at Earthref.org. Once uploaded the lessons become part of the ERESE digital library collection. The upload process allows teachers to define keywords and metadata to allow useful searches by topic, concept or educational standard. The use of a single master template for inquiry lesson design means library contributions will share a common format as well as exploit identical plate tectonic resources.

Symons, C. M.; Helly, M.; Helly, J.; Miller, S. P.; Staudigel, H.; Koppers, A.

2004-12-01

148

Learning disabled and average readers' working memory and comprehension: does metacognition play a role?  

Science.gov (United States)

The present study investigates (a) whether learning disabled readers' working memory deficits that underlie poor reading comprehension are related to a general system, and (b) whether metacognition contributes to comprehension beyond what is predicted by working memory and word knowledge. To this end, performance between learning and disabled (N = 60) and average readers (N = 60) was compared on the reading comprehension, reading rate, and vocabulary subtests of the Nelson Skills Reading Test, Sentence Span test composed of high and low imagery words, and a Metacognitive Questionnaire. As expected, differences between groups in working memory, vocabulary, and reading measures emerged, whereas ability groups were statistically comparable on the Metacognitive Questionnaire. A within-group analysis indicated that the correlation patterns between working memory, vocabulary, metacognition, and reading comprehension were not the same between ability groups. For predicting reading comprehension, the metacognitive questionnaire best predicted learning disabled readers' performance, whereas the working memory span measure that included low-imagery words best predicted average achieving readers' comprehension. Overall, the results suggest that the relationship between learning disabled readers' generalised working memory deficits and poor reading comprehension may be mediated by metacognition. PMID:8828393

Swanson, H L; Trahan, M

1996-09-01

149

Symbols Can Improve the Reading Comprehension of Adults with Learning Disabilities  

Science.gov (United States)

Background: This study aimed to test the hypothesis that adding symbols to written text can improve its comprehensibility for adults with learning disabilities. Methods: Nineteen adults with mild or borderline learning disabilities attempted to read four short passages of text, two of which had Widgit Rebus symbols added to them. Following each…

Jones, F. W.; Long, K.; Finlay, W. M. L.

2007-01-01

150

Implementation of Inquiry-Based Tutorials in AN Introductory Physics Course: the Role of the Graduate Teaching Assistant.  

Science.gov (United States)

This study determined if the training provided physics teaching assistants was sufficient to accomplish the objectives of inquiry-based tutorials for an introductory physics course. Qualitative research methods were used: (1) to determine if the Physics by Inquiry method was modeled; (2) to describe the process from the teaching assistant perspective; (3) to determine TA opinions on training methods; (4) to develop a frame of reference to better understand the role of TA's as instructional support staff. The study determined that the teaching assistants verbalized appropriate instructional actions, but were observed to use a predominantly didactic teaching style. TA's held a variety of perceptions and beliefs about inquiry -based learning and how science is learned. They felt comfortable in the role of tutorial instructor. They were satisfied with the training methods provided and had few suggestions to change or improve training for future tutorial instructors. A concurrent theme of teacher action dependent on teacher beliefs was sustained throughout the study. The TA's actions, as tutorial instructors, reflected their educational beliefs, student background and learning experiences. TA's performance as tutorial instructors depended on what they think and believe about learning science. Practical implications exist for training teaching assistants to be tutorial instructors. Some recommendations may be appropriate for TA's required to use instructional methods that they have not experienced as students. Interview prospective teaching assistants to determine educational experience and beliefs. Employ inexperienced teaching assistants whose perspectives match the proposed instructional role and who might be more receptive to modeling. Incorporate training into staff meetings. Provide time for TA's to experience the instructional model with simulation or role play as students and as instructors, accompanied by conference discussion. Use strategies known to enhance adult learning and that are sensitive to the variability of adult learners. Educate for critical reflection; incorporate a system of peer coaching. Include a teaching assistant training component in group process and group management.

Thoresen, Carol Wiggins

1994-01-01

151

Comprehension of Architectural Construction through Multimedia Active Learning  

Directory of Open Access Journals (Sweden)

Full Text Available This study presents an investigation about the use of multimedia procedures applied to architectural construction teaching. We have applied current technological resources, aiming to rationalize and optimize the active learning process. The experience presented to students is very simple and yet very effective. It has consisted in a simulation of an actual building situation, so that they may participate more actively in their learning experience. Conclusions are extremely positive because students surprisingly involve themselves, and they are able to visualize and understand much better the reality of the construction, which increases their motivation and consequently reinforces their learning.

Ángeles Mas

2013-03-01

152

Achieving science, math and reading literacy for all: The role of inquiry-based science instruction  

Science.gov (United States)

With the enactment of the No Child Left Behind Act of 2001, educators and policy makers have been seeking effective strategies to improve students' science, mathematics and reading achievement. One of the primary teaching strategies recommended by reform-oriented organizations, such as the National Research Council (1996), is to utilize inquiry-based science instruction. In this study, I examined the effects of inquiry-based science instruction and traditional science instruction on student achievement across science, mathematics and reading. I also compared the effects of inquiry-based science instruction and traditional science instruction on student achievement. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999---a large, national data sample---a series of structural equation modeling analyses were performed. Results indicated that inquiry-based science instruction was associated with significant, positive gains not only in science achievement, but also in mathematics and reading achievement. The positive relationship between inquiry instruction and student achievement was found above and beyond the contributions of traditional science instruction, which generally showed no significant relationship to student achievement. Findings support the theoretical position that inquiry-based science instruction can have robust benefits across the curriculum. This study contributes to the dialogue on effective instructional methods to achieve science, mathematics and reading literacy for all. Overall, this study provides cautious support for the idea that student achievement can be promoted by supporting and encouraging teachers to implement inquiry-based science instruction.

Hung, Man

153

Graduate Student and High School Teacher Partnerships Implementing Inquiry-Based Lessons in Earth Science  

Science.gov (United States)

Partnering science graduate students with high school teachers in their classroom is a mutually beneficial relationship. Graduate students who may become future university level faculty are exposed to teaching, classroom management, outreach scholarship, and managing time between teaching and research. Teachers benefit by having ready access to knowledgeable scientists, a link to university resources, and an additional adult in the classroom. Partnerships in Research Opportunities to Benefit Education (PROBE), a recent NSF funded GK-12 initiative, formed partnerships between science and math graduate students from the University of New Hampshire (UNH) and local high school science teachers. A primary goal of this program was to promote inquiry-based science lessons. The teacher-graduate student teams worked together approximately twenty hours per week on researching, preparing, and implementing new lessons and supervising student-led projects. Several new inquiry-based activities in Geology and Astronomy were developed as a result of collaboration between an Earth Science graduate student and high school teacher. For example, a "fishbowl" activity was very successful in sparking a classroom discussion about how minerals are used in industrial materials. The class then went on to research how to make their own paint using minerals. This activity provided a capstone project at the end of the unit about minerals, and made real world connections to the subject. A more involved geology lesson was developed focusing on the currently popular interest in forensics. Students were assigned with researching how geology can play an important part in solving a crime. When they understood the role of geologic concepts within the scope of the forensic world, they used techniques to solve their own "crime". Astronomy students were responsible for hosting and teaching middle school students about constellations, using a star- finder, and operating an interactive planetarium computer program. In order to successfully convey this information to the younger students, the high school students had to learn their material well. This model of pairing graduate students with science teachers is continuing as a component of the Transforming Earth System Science Education (TESSE) program.

Smith, M. A.; Preston, L.; Graham, K.

2007-12-01

154

ACTIVE STRATEGIES DURING INQUIRY-BASED SCIENCE TEACHER EDUCATION TO IMPROVE LONG-TERM TEACHER SELF-EFFICACY  

DEFF Research Database (Denmark)

Teacher development aimed at increasing the use of inquiry based methods in schools is an important way to reach science learning goals. To this end, the EC has promoted inquiry based science teaching (IBST) within the Seventh Framework Program (FP7). One dimension, typically absent from the FP7 products, is the personal capacity belief of self- efficacy which has been shown to be important to personal behavioral change. The purpose of this research was to develop and test a model of teacher professional development (TPD) which adds specific elements for altering teacher self-efficacies to existing FP7 IBST products. This model was tested for its usefulness in increasing participant self-efficacy as evidenced by short and long term quantitative measures as well as by evaluation of long terminquiry lessons. Workshops to promote IBST were conducted in five different countries. Each workshop included strategies for increasing participant’s self-efficacies. Pre and post assessments showed consistently improved personal self-efficacy scores in all of the workshops. In addition, and unlike other long-term studies of teachers, these self-efficacy scores did not significantly diminish over six months. The promotion of self-efficacy in TPD provides a consistent way of evaluating the impact of IBST workshops through the use of changes in self-efficacy.

Evans, Robert Harry

2012-01-01

155

Investigating elementary education and physical therapy majors' perceptions of an inquiry-based physics content course  

Science.gov (United States)

This study investigates why physical therapy assistant majors engage and perform better than elementary education majors in an inquiry-based conceptual physics course at Mid-Atlantic Community College. The students from each major are demographically similar, both courses are similar in depth and structure, and each course supports the students' program. However, there is an observed difference in the levels of engagement with the curriculum and performance on writing-based assessments between the two groups. To explore possible explanations for the difference, I examine students' affinity for science, their beliefs about the nature of science and scientific knowledge in the classroom, and their perception of the usefulness of science to their program. During semi-structured interviews, students from both majors displayed nearly identical weak affinities for science, epistemological beliefs, and uncertainty about the usefulness of the class. However, the physical therapy majors' ability to see the relevance of the physics course experience to their program enhanced their interest and motivation. In contrast, the elementary education students do not see connections between the course and their program, and do not see a purpose for their learning of physics content. To improve the program, I propose a two-pronged approach - designing a faded-scaffolded-inquiry approach for both classes, and developing a field-based/seminar class for the elementary education majors. The scaffolded inquiry will help both groups develop better orientations toward lab activities, and the structured observations and reflection will help the elementary group connect the material to their program.

Hilton, John Martin

156

Girls on Ice: An Inquiry-Based Wilderness Science Education Program  

Science.gov (United States)

We developed a wilderness science education program for high school girls. The program offers opportunities for students to explore and learn about mountain glaciers and the alpine landscape through scientific field studies with geologists and glaciologists. Our purpose is to give students a feeling for the natural processes that create the alpine world and provide an environment that fosters the critical thinking necessary to all scientific inquiry. The program is currently being offered through the North Cascades Institute, a non-profit organization offering outdoor education programs for the general public. We lead eight girls for a weeklong expedition to the remote USGS South Cascade Glacier Research Station in Washington's North Cascades. For four days, we explore the glacier and the nearby alpine valleys. We encourage the girls to observe and think like scientists through making observations and inferences. They develop their own experiments to test ideas about glacier dynamics and geomorphology. In addition to scientific exploration, we engage the students in discussions about the philosophy of science and its role in our everyday lives. Our program exemplifies the success of hands-on, inquiry-based teaching in small groups for science education in the outdoors. The wilderness setting and single gender field team inspires young women's interest in science and provides a challenging environment that increases their physical and intellectual self-confidence.

Pettit, E. C.; Koppes, M. N.

2001-12-01

157

Inquiry Based Science Education og den sociokulturelt forankrede dialog i naturfagsundervisningen.  

DEFF Research Database (Denmark)

Through study, investigation and discussion of the concept Best Practice in science education (Ellebæk & Østergaard, 2009) it was shown, that the dialogue in the teaching sequences was an important factor for the children’s understanding, engagement and interest for the science subjects and phenomena. In this article we will discuss dialogue in the light of sociocultural learning theories, and relate it to Inquiry Based Science Education (IBSE), as the pedagogical and didactical method, which are promoted most strongly these years (e.g. in the inter-European Pollen and Fibonacci projects). The method is central in the action research project NatSats, where focus is on chidren’s hypothesizing and the way teacher’s use dialogue in their teaching or guiding of children in kindergarten and primary school. Results from the project indicate that an open and interrogative dialogue based on the student’s premises is able to support hypothesizing, which initiates explorative and investigative challenges for the students.

Østergaard, Lars Domino

2012-01-01

158

Challenging the Non-Science Majors with Inquiry-based Laboratory Environmental Geoscience Courses  

Science.gov (United States)

Although there is proven rationale for teaching inquiry-based/problem-based lessons in the undergraduate classroom, very few non-major geoscience course implement these instructional strategies in their laboratory sections. The College of Charleston Department of Geology and Environmental Geosciences has developed an introductory Environmental Geology Laboratory course for undergraduate non-majors, which corrects this traditional methodology. The Environmental Geology lab activities employ an inquiry-based approach, in which the students take control of their own learning; a cooperative learning approach, in which each member of a team is responsible not only for learning what is taught but also for helping their peers learn; and a problem/case study-based learning approach, in which activities are abstracted from a real-life scenario. In these lab sessions, students actively engage in mastering course content and develop essential skills while exploring real-world scenarios through case studies. For example, during the two-week section on Earthquakes, teams of students study the effects of seismic motion on various types of sediments found underlying the Charleston, South Carolina region. Students discover areas where the greatest damage occurred during the 1886 7.4 MM earthquake through a walking tour of downtown Charleston. Extracting information from historical and topographic maps, as well as aerial and satellite imagery provides students with the necessary information to produce an earthquake hazard-zone map of the Charleston Peninsula. These types of exercises and laboratory activities allow the students to utilize scientific reasoning and application of scientific concepts to develop solutions to environmental scenarios, such as volcanic eruptions, coastal, flooding, or landslide hazards, and groundwater contamination. The newly implemented labs began in Fall of 2008 and have been undergoing adaptations throughout the Spring and Fall of 2009. Qualitative data will be gathered and analyzed to show the effectiveness of moving beyond traditional laboratory teaching methods to methods that require and promote deeper learning and retaining of content. Qualitative data will be based upon the engagement of the students, the deeper level of questioning, the engagement of the faculty, among others. The data will be acquired through the use of personal responses and end of course surveys. For the Spring 2009 semester, the department will develop a more quantitative means of assessment by integrating a pre- and post-survey for this course as well as the traditionally-taught introductory course. Acquisition of knowledge and depth of knowledge by the students from both types of courses will be obtained and compared for assessing effectiveness of this teaching strategy in a laboratory setting. This data will encourage the faculty teaching Environmental Geology Labs as well as the standard introductory labs to redesign the remaining lab courses. In addition, the method used here may serve as a model for laboratory courses in other disciplines.

Humphreys, R. R.; Hall, C.; Colgan, M. W.

2009-12-01

159

Multimedia Glosses and Their Effect on L2 Text Comprehension and Vocabulary Learning  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The present study investigates the effects that different types of multimedia glosses, namely textual, pictorial, and textual + pictorial, have on text comprehension and vocabulary learning when the goal is exclusively comprehension of a computerized text. This study is based on the theoretical framework of attention, which maintains that attention is critical in the acquisition process of an L2 (Robinson, 1995; Schmidt, 1995, 2001; Tomlin and Villa, 1994). Ninety-four participants read a tex...

Iñigo Yanguas

2009-01-01

160

Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension  

Directory of Open Access Journals (Sweden)

Full Text Available Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students’ language proficiency as well as their reading comprehension. To do so, 115 Iranian EFL university students were selected. First, a TOEFL test was given to the participants so as to determine their language proficiency and reading comprehension. Then, they were asked to fill out Self-Regulated Learning Strategies Questionnaire (Al Asmari & Mahmoud Ismail, 2012. To analyze the data, descriptive statistics and Pearson correlation were conducted. The results revealed that there is a significant relationship between the students’ use of self-regulated learning strategies and their language proficiency. Also, a significant relationship between the students’ use of self-regulated learning strategies and their reading comprehension was found. Finally, the pedagogical message of this study is that teachers and students should incorporate self-regulated learning strategies into their teaching and learning process.

Gholam-Reza Abbasian

2014-05-01

 
 
 
 
161

Reading comprehension and learning evaluation among undergraduates / Compreensão em leitura e avaliação da aprendizagem em universitários  

Directory of Open Access Journals (Sweden)

Full Text Available This research meant to explore the relation among reading comprehension, academic performance and learning assessment in specific contents. The sample was composed of by 270 freshman students from administration, law and psychology courses, from daytime and evening period in a private university in São Paulo. The instruments used were 2 texts prepared in accordance to Cloze's technique and a questionnaire focusing the most used characterization types in higher education assessment. The students' participation was voluntary and the data collect happened in a collective session form. The results showed clearly a correlation, statistically significant, among reading comprehension, academic performance and learning assessment was conclusive.

Katya Luciane de Oliveira

2005-01-01

162

The Development of an Inquiry-based Curriculum Specifically for the Introductory Algebra-based Physics Course  

CERN Document Server

We discuss an inquiry-based curriculum that has been developed specifically for the introductory algebra-based physics course, taking into account the needs, backgrounds, learning styles and career goals of the students in that class. The course is designed to be taught in a laboratory-based environment, however parts of the materials can be used in other settings. As instructors we found ourselves drawing on materials developed for the calculus-based course and for other populations (materials developed for pre-service teachers, for example), parts of which were appropriate, but not a complete curriculum as we would like to teach it, developed specifically for students in the introductory algebra-based physics course. So we have modified and adapted parts of existing materials and integrated them with our own new units and our own format, creating a course aimed specifically at these students.

Thacker, B; Eligon, A M; Diaz, Abel; Eligon, Ann Marie; Thacker, Beth

2007-01-01

163

Structure Learning of Probabilistic Graphical Models: A Comprehensive Survey  

CERN Document Server

Probabilistic graphical models combine the graph theory and probability theory to give a multivariate statistical modeling. They provide a unified description of uncertainty using probability and complexity using the graphical model. Especially, graphical models provide the following several useful properties: - Graphical models provide a simple and intuitive interpretation of the structures of probabilistic models. On the other hand, they can be used to design and motivate new models. - Graphical models provide additional insights into the properties of the model, including the conditional independence properties. - Complex computations which are required to perform inference and learning in sophisticated models can be expressed in terms of graphical manipulations, in which the underlying mathematical expressions are carried along implicitly. The graphical models have been applied to a large number of fields, including bioinformatics, social science, control theory, image processing, marketing analysis, amon...

Zhou, Yang

2011-01-01

164

The Effect of a Token Reinforcement Program on the Reading Comprehension of a Learning Disabled Student.  

Science.gov (United States)

The relationship of reading comprehension accuracy and a contingently administered token reinforcement program used with an elementary level learning disabled student in the classroom was examined. The S earned points for each correct answer made after oral reading sessions. At the conclusion of the class he could exchange his points for rewards.…

Galbreath, Joy; Feldman, David

165

The Effect of Cooperative Learning Techniques on College Students' Reading Comprehension  

Science.gov (United States)

This study investigated the impact of Student Team Achievement Divisions (STAD) and Group Investigation (GI), which are two techniques of Cooperative Learning, on students' reading comprehension achievement of English as a Foreign Language (EFL). After administering an English Language Proficiency test (Fowler and Coe, 1976), 90 homogeneous…

Jalilifar, Alireza

2010-01-01

166

The Efficacy of Assistive Technology on Reading Comprehension for Postsecondary Students with Learning Disabilities  

Science.gov (United States)

Despite the large increase of students with learning disabilities (LD) entering postsecondary institutions and the legislative emphasis on providing students with disabilities equal access to education, we have yet to develop comprehensive planning of accommodations for postsecondary students with LD in regard to assistive technology (AT). The…

Floyd, Kim K.; Judge, Sharon L.

2012-01-01

167

The Role of Background Knowledge in Text Comprehension for Children Learning English as an Additional Language  

Science.gov (United States)

Children learning English as an additional language (EAL) often experience difficulties with reading comprehension relative to their monolingual peers. While low levels of vocabulary appear to be one factor underlying these difficulties, other factors such as a relative lack of appropriate background knowledge may also contribute. Sixteen children…

Burgoyne, Kelly; Whiteley, Helen E.; Hutchinson, Jane M.

2013-01-01

168

An Investigation into Carers' Perceptions of the Verbal Comprehension Ability of Adults with Severe Learning Disabilities.  

Science.gov (United States)

A study investigated care staff (n=12) perceptions of the language comprehension levels of adults with learning disabilities. Differences between estimates and actual scores increased with sentence difficulty. At the highest level of difficulty, staff consistently over estimated the clients' ability, while both under and over estimation occurred…

Banat, D.; Summers, S.; Pring, T.

2002-01-01

169

Applying Comprehensible Input and Culture Input Methodology to Inspire College Students’ Learning Motivation  

Directory of Open Access Journals (Sweden)

Full Text Available Motivation is a non-intellectual and key factor to the success or failure of English learning. The stronger motivation one has, the better English proficiency he/she will get. There is no exception of college students, who need to build up motivation to learn English better and consistently. This thesis proposes two teaching methodologies based on Krashen’s Input theory and theories of cross-culture communication, which are comprehensible input and culture input methodologies, aiming to assist college students to establish strong and consistent motivation in English learning.

Yang Liu

2013-11-01

170

A phenomenological study of assessment methods in the inquiry-based science classroom: How do educators decide?  

Science.gov (United States)

The purpose of this phenomenological study was to describe the experiences of science educators as they select and develop assessment methods for inquiry learning. Balancing preparations for standardized tests and authentic inquiry assessment experiences can be challenging for science educators. The review of literature revealed that current research focused on instructional methods and assessment, students' assessment experiences, and teachers' instructional methods experiences. There remains a gap in current literature regarding the experiences of science educators as they select and develop assessment methods for inquiry learning. This study filled the gap by providing a description of the experiences of science educators as they select and develop assessments for inquiry learning. The participants in this study were 16 fifth through eighth grade science teachers who participate in the Alabama Math, Science, and Technology Initiative (AMSTI) in northwest Alabama. A phenomenological research method was chosen in order to describe the experiences of AMSTI science teachers as they select and develop assessments for inquiry learning. Data were collected through interviews and focus group discussions. The data analysis used a modified Stevick-Colaizzi-Keen framework. The results showed AMSTI science teachers use a variety of assessment resources and methods, feel pressures to meet Adequate Yearly Progress (AYP), and implement varying degrees of change in their assessment process due to No Child Left Behind (NCLB). Contributing a positive social change, this study's findings supplied science teachers with descriptions of successful inquiry classrooms and creative assessments that correspond to inquiry-based learning methods.

Tash, Gina G.

171

The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms  

Science.gov (United States)

As teacher educators, we are tasked with preparing prospective teachers to enter a field that has undergone significant changes in student population and policy since we were K-12 teachers. With the emphasis placed on connections, mathematics integration, and communication by the New Generation Science Standards (NGSS) (Achieve in Next generation science standards, 2012), more research is needed on how teachers can accomplish this integration (Bunch in Rev Res Educ 37:298-341, 2013; Lee et al. in Educ Res 42(4):223-233, 2013). Science teacher educators, in response to the NGSS, recognize that it is necessary for pre-service and in-service teachers to know more about how instructional strategies in language and science can complement one another. Our purpose in this study was to explore a model of integration that can be used in classrooms. To do this, we examined the change in science content knowledge and academic vocabulary for English language learners (ELLs) as they engaged in inquiry-based science experience utilizing the 5R Instructional Model. Two units, erosion and wind turbines, were developed using the 5R Instructional Model and taught during two different years in a summer school program for ELLs. We analyzed data from interviews to assess change in conceptual understanding and science academic vocabulary over the 60 h of instruction. The statistics show a clear trend of growth supporting our claim that ELLs did construct more sophisticated understanding of the topics and use more language to communicate their knowledge. As science teacher educators seek ways to prepare elementary teachers to help preK-12 students to learn science and develop the language of science, the 5R Instructional Model is one pathway.

Weinburgh, Molly; Silva, Cecilia; Smith, Kathy Horak; Groulx, Judy; Nettles, Jenesta

2014-08-01

172

The function of questions in Omani fourth grade inquiry-based science classrooms: A sociocultural perspective  

Science.gov (United States)

Studies indicate that science education reforms are globally converging. Many countries are adopting the globally advocated science education reforms for the purpose of obtaining the competitive edge in science education and technology that are viewed as the driving forces of modern economies. Globally, science education reforms are emphasizing paradigm shifts in which constructivist instructional are foregrounded. Many science education curricular documents advocate teaching science through engaging students in scientific inquiry. As a result, science classrooms are becoming more student-centered where students are typically actively engaged in inquiry learning. Even though inquiry instruction has become the common approach in teaching science, the actual implementation of inquiry in classrooms indicates that there is a big gap between the intended inquiry advocated in curricula documents and the actual practices in classroom settings. One of the main features of inquiry instruction is student questions. Authentic student questions are essential for the initiating and main scientific inquiry. However, studies have also illustrated the rarity of student questions in classrooms. This dearth in student questions has been attributed to the discursive practices in classrooms. Classrooms that implement the traditional IRE discourse structure tend to have less student questions. On the other hand, reflective questioning is considered a more appropriate classroom discourse structure because it intentionally invites student questions and engages students in classroom discussions. This qualitative study addresses the issue of questioning in fourth grade inquiry-based science classrooms of the Omani Basic Education system. Methods employed in this study included: participant observation, individual interviews, focus group interviews and the collection of artifacts. Findings of this study illustrated the rarity of student questions in the classrooms. However this investigation also revealed the connection between teacher beliefs and implementation of reforms. Teachers whose beliefs were aligned with reforms came closer to implementing reform initiatives as opposed to teachers whose beliefs were not aligned with reform initiatives. The findings of this study were inconclusive when it came to linking teachers' questioning practices to teachers' understanding of inquiry methods.

Al-Shaibani, Madiha Ahmed

173

User/Tutor Optimal Learning Path in E-Learning Using Comprehensive Neuro-Fuzzy Approach  

Science.gov (United States)

Internet evolution has affected all industrial, commercial, and especially learning activities in the new context of e-learning. Due to cost, time, or flexibility e-learning has been adopted by participators as an alternative training method. By development of computer-based devices and new methods of teaching, e-learning has emerged. The…

Fazlollahtabar, Hamed; Mahdavi, Iraj

2009-01-01

174

Inquiry-based physics education in French middle school.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Developed countries are facing a long-standing phenomenon of students deserting science studies. In response, many international reports have been published to improve science education in compulsory schooling (High Level Group, 2007). They often encourage important evolutions regarding the final objectives for science education (Osborne & Dillon, 2008). Thus an unders tanding of the nature of science and its practices in classrooms holds a significant position, as does the learning of scient...

Boilevin, Jean-marie; Morge, Ludovic; Delserieys, Alice

2010-01-01

175

Negotiating Accountability during Student Teaching: The Influence of an Inquiry-Based Student Teaching Seminar  

Science.gov (United States)

Drawing on the work of Russian literary critic, Mikhail Bakhtin, this article explores how an inquiry-based social studies student teaching seminar helped three preservice teachers negotiate the pressures of standards-based reforms during student teaching. The author first examines how initial perceptions of standardization and high-stakes testing…

Cuenca, Alexander

2014-01-01

176

The Role of Investigations in Promoting Inquiry-Based Science Education in Ireland  

Science.gov (United States)

This paper describes recent developments in Ireland to promote a greater interest in science among students in the 12-15 age group by means of practical work involving Inquiry Based Science Education (IBSE). The tasks, know as Investigations, are a component of the assessment of the subject Science which is studied as part of the Junior…

Kennedy, Declan

2014-01-01

177

The Design and Validation of EQUIP: An Instrument to Assess Inquiry-Based Instruction  

Science.gov (United States)

To monitor and evaluate program success and to provide teachers with a tool that could support their transformation in teaching practice, we needed an effective and valid protocol to measure the quantity and quality of inquiry-based instruction being led. Existing protocols, though helpful, were either too generic or too program specific.…

Marshall, Jeff C.; Smart, Julie; Horton, Robert M.

2010-01-01

178

An Epistemological Analysis of the Application of an Online Inquiry-Based Program in Tourism Education  

Science.gov (United States)

This paper was designed to investigate the application of an online inquiry-based program to European tourism from an epistemological perspective. Fifty tourism students (n = 50) participated in this study and their epistemological beliefs were measured with the Epistemological Belief Scale. A set of pre-, post-, and delayed tests were utilised to…

Hsu, Liwei

2014-01-01

179

What's the Diagnosis? An Inquiry-Based Activity Focusing on Mole-Mass Conversions  

Science.gov (United States)

An inquiry-based mole-to-mass activity is presented associated with the analysis of blood. Students working in groups choose between two medical cases to determine if the "patient" has higher or lower concentrations of minerals than normal. The data are presented such that students must convert moles to mass in order to compare the patient values…

Bruck, Laura B.; Towns, Marcy H.

2011-01-01

180

Inquiry-Based Course in Physics and Chemistry for Preservice K-8 Teachers  

Science.gov (United States)

We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat…

Loverude, Michael E.; Gonzalez, Barbara L.; Nanes, Roger

2011-01-01

 
 
 
 
181

AP Investigative labs: An inquiry-base Approach Big Idea 2: Cellular Processes: Energy and Communication  

Science.gov (United States)

Summary and full details of three inquiry-based investigations based on the concept of cellular processes of energy and communication which include: photosynthesis, cellular respiration, and the movement of molecules across membranes. Questions posed to students on how materials move through membranes of a cell to maintain its dynamic homeostasis and the rate of osmosis and diffusion for plants.

The College Board The College Board (The College Board;)

2012-10-23

182

Using a Written Journal Technique to Enhance Inquiry-Based Reflection about Teaching  

Science.gov (United States)

The aim of this study was to explore the efficacy of two written journal techniques used to encourage teacher candidates' inquiry-based reflection regarding course textbook content. Ninety-six participants were randomly assigned to one of the two experimental conditions, journaling with Questions, Quotes and Reflections (Double Q R) or…

Fry, Jane; Carol, Klages; Venneman, Sandy

2013-01-01

183

Can Graduate Teaching Assistants Teach Inquiry-Based Geology Labs Effectively?  

Science.gov (United States)

This study examines the implementation of teaching strategies by graduate teaching assistants (GTAs) in inquiry-based introductory geology labs at a large research university. We assess the degree of inquiry present in each Physical Geology lab and compare and contrast the instructional practices of new and experienced GTAs teaching these labs. We…

Ryker, Katherine; McConnell, David

2014-01-01

184

Using a State Teacher Certification Test to Assess an Inquiry-Based Science Education Program  

Science.gov (United States)

In this study, we looked at the impact of our specially designed inquiry-based science courses for pre-service elementary teachers on their science content knowledge as measured by a high-stakes state certification test for elementary education. We conducted a pre/post-analysis of the certification test scores of 1,003 pre-service teachers. Cohort…

Otto, Charlotte A.; Everett, Susan A.; Moyer, Richard H.; Zitzewitz, Paul W.

2012-01-01

185

Engineering Your Own Superbug: A Useful Assignment to Evaluate Real Learning Comprehension in Microbiology Classes  

Directory of Open Access Journals (Sweden)

Full Text Available The learning comprehension of students in microbiology classes is not easy to evaluate, particularly when the student population is diverse in terms of backgrounds, majors, levels of training and preparedness, and the students’ expectations and enthusiasm for the class. It is difficult to design a one-size-fits-all exam that best suits a mixed student population; and most traditional assignments/case studies focusing on particular microbes or topics might not readily assess students’ overall understanding and learning comprehension. It is important to develop an assessment method that not only can engage students in active learning and deliberate practice but can also promote their imaginative and creative potential. The word “superbugs” often appears in the media and refers to some deadly or drug-resistant microbes. These superbugs possess special phenotypic and functional attributes that constitute their “superness.” It is predicted that more new surprising superbugs will emerge in the future and students should be challenged now with some mindstimulating ideas and exercises in their microbiology class. To develop a supplementary tool to evaluate students’ comprehension and to prepare them for the predicted superbugs unknown to us, a writing project entitled “Constructing Your Own Superbug” was designed to achieve these goals.

Yun-Chi Chen

2013-12-01

186

Gender Differences in L2 Comprehension and Vocabulary Learning in the Video-based CALL Program  

Directory of Open Access Journals (Sweden)

Full Text Available This study examined whether there were significant differences between males and females in comprehension, vocabulary acquisition and vocabulary retention in the video-based computer assisted language learning (CALL program. In total, 74 male and 43 female university students taking Freshman English course in Taiwan joined this study. A quantitative analysis of video comprehension tests, vocabulary immediate tests, and vocabulary retention tests was conducted. Two types of videotexts ranked as easy and difficult materials were used. The statistic results showed that first, regardless of videotext difficulty, females achieved higher percentage scores than males in comprehension, vocabulary immediate, and vocabulary retention tests. Second, with an easy videotext, females achieved significantly higher scores of comprehension and vocabulary retention tests than males. Third, a within-group comparison showed that females achieved significantly higher scores of both vocabulary immediate and retention tests of the easy segment than their scores of the difficult segment. Fourth, males themselves acquired vocabulary significantly better while viewing the easy segment; however, males’ comprehension of the difficult videotext was significantly better than their score of the easy one. Finally, instructional recommendations were presented to enhance L2 instruction through the video-based CALL program.

Lu-Fang Lin

2011-03-01

187

A cross-cultural, multilevel study of inquiry-based instruction effects on conceptual understanding and motivation in physics  

Science.gov (United States)

Student achievement and motivation to learn physics is highly valued in many industrialized countries including the United States and Japan. Science education curricula in these countries emphasize the importance and encourage classroom teachers to use an inquiry approach. This dissertation investigated high school students' motivational orientations and their understanding of physics concepts in a context of inquiry-based instruction. The goals were to explore the patterns of instructional effects on motivation and learning in each country and to examine cultural differences and similarities. Participants consisted of 108 students (55 females, 53 males) and 9 physics teachers in the United States and 616 students (203 females and 413 males) and 11 physics teachers in Japan. Students were administered (a) Force Concept Inventory measuring physics conceptual understanding and (b) Attitudes about Science Questionnaire measuring student motivational orientations. Teachers were given a survey regarding their use of inquiry teaching practices and background information. Additionally, three teachers in each country were interviewed and observed in their classrooms. For the data analysis, two-level hierarchical linear modeling (HLM) methods were used to examine individual student differences (i.e., learning, motivation, and gender) within each classroom (i.e., inquiry-based teaching, teaching experience, and class size) in the U.S. and Japan, separately. Descriptive statistical analyses were also conducted. The results indicated that there was a cultural similarity in that current teaching practices had minimal influence on conceptual understanding as well as motivation of high school students between the U.S. and Japan. In contrast, cultural differences were observed in classroom structures and instructional approaches. Furthermore, this study revealed gender inequity in Japanese students' conceptual understanding and self-efficacy. Limitations of the study, as well as implications for high school physics teachers are discussed. Future research in this line could explore students' use of cognitive strategies to overcome misconceptions in Western and Eastern cultures. Also, exploring the best practices in changing student misconceptions and promoting motivation across cultures would enrich our understanding and current teaching practices.

Negishi, Meiko

188

A Comprehensive Approach of E-learning Design for Effective Learning Transfer  

Science.gov (United States)

Literature indicates that there is limited research on the national and organizational level decision processes to develop and deliver e-learning programs. In this paper, existing e-learning literature is analyzed in terms of national level factors (national culture, readiness for new technology, and infrastructure), organizational level factors…

Lim, Doo Hun

2012-01-01

189

Developing Elementary Teachers' Understandings of Hedges and Personal Pronouns in Inquiry-Based Science Classroom Discourse  

Science.gov (United States)

This study examined the effectiveness of introducing elementary teachers to the scholarly literature on personal pronouns and hedges in classroom discourse, a professional development strategy adopted during a summer institute to enhance teachers’ social understanding (i.e., their understanding of the social functions of language in science discussions). Teachers became aware of how hedges can be employed to remain neutral toward students’ oral contributions to classroom discussions, invite students to share their opinions and articulate their own ideas, and motivate students to inquire. Teachers recognized that the combined use of I and you can render their feedback authoritative, you can shift the focus from the investigation to students’ competence, and we can lead to authority loss. It is argued that explicitness, reflectivity, and contextualization are essential features of professional development programs aimed at improving teachers’ understandings of the social dimension of inquiry-based science classrooms and preparing teachers to engage in inquiry-based teacher-student interactions.

Oliveira, Alandeom W.

2010-02-01

190

Inquiry-based laboratory investigations and student performance on standardized tests in biological science  

Science.gov (United States)

Achievement data from the 3rd International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purpose of this correlational study was to examine the relationship between students' use of inquiry-based laboratory investigations and their performance on the Biology End of Course Test, as well as to examine the relationship while partialling out the effects of student gender. Constructivist theory formed the theoretical foundation of the study. Students' perceived levels of experience with inquiry-based laboratory investigations were measured using the Laboratory Program Variable Inventory (LPVI) survey. LPVI scores of 256 students were correlated with test scores and were examined by student gender. The Pearson correlation coefficient revealed a small direct correlation between students' experience in inquiry-based laboratory investigation classes and standardized test scores on the Biology EOCT. A partial correlational analysis indicated that the correlation remained after controlling for gender. This study may prompt a change from teacher-centered to student-centered pedagogy at the local site in order to increase academic achievement for all students. The results of this study may also influence administrators and policy makers to initiate local, state, or nationwide curricular development. A change in curriculum may promote social change as students become more competent, and more able, to succeed in life beyond secondary school.

Patke, Usha

191

The Relationship among Extraversion Tendency, Vocabulary Learning Strategies, and Reading Comprehension of EFL Undergraduates in Kerman Province  

Directory of Open Access Journals (Sweden)

Full Text Available This article aims mainly to explore the relationship among the degree of extraversion tendency, vocabulary learning strategies, and reading comprehension of EFL undergraduate students in Kerman Province. For this study, there are five different categories of vocabulary learning strategies as determination, memory, social, cognitive, and metacognitive. In order to investigate the current variables, 164 EFL undergraduate students in Kerman Province were chosen based on one-step cluster sampling. The data were collected by using Schmitt’s vocabulary learning strategies questionnaire (VLSQ adopted from Bennett (2006, Eysenck personality inventory, revised version (EPQ-R, and TOEFL reading comprehension test. Then, they were analyzed by Pearson Product Moment Correlation. The findings showed that: a overall strategy use and four categories (out of 5 of vocabulary learning strategies were not significantly correlated with reading comprehension, b there was a significant and positive correlation between extroversion tendency and four categories of (out of 5 vocabulary learning strategies as well as overall strategy use, and c there was no significant relationship between reading comprehension and degree of extroversion tendency.
Key words: Vocabulary Learning Strategy; Reading Comprehension; Extroversion Tendency; Language Learning Strategy

Mohammad Hosseini Naveh

2011-10-01

192

??????????????????????? Educational Website Evaluation:Learning Facilitating Effect versus Functionality Comprehensiveness Perspectives  

Directory of Open Access Journals (Sweden)

Full Text Available ????????????????????????????????????????????????????????147????????????????????????????????????????????????????????????????????????????t???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????The main focus of this paper is to examine any significant differences between participants’ evaluative ratings towards the website in terms of its facilitating effects for learning versus its functionality comprehensiveness. A survey research method was used in the study. 147 high school students who successfully passed to the second phase of the Fifth Annual High Temperature Superconductor Tournament participated in the study. Data analysis yielded that statistically significant differences were found only on areas related to multimedia features. Specifically, the obtained results indicated that students may use their past website surfing experiences as a point of reference and tended to hold a higher expectation toward the embedded multimedia features. As such, their evaluative ratings towards the facilitating effects of multimedia, including the animation, film, and audio, tended to be significantly higher than those of its functionality comprehensiveness. Suggestions for website evaluation and future studies are offered.

Fu-Yun Yu

2007-06-01

193

An inquiry-based biochemistry laboratory structure emphasizing competency in the scientific process: a guided approach with an electronic notebook format.  

Science.gov (United States)

The laboratory setting is an exciting and gratifying place to teach because you can actively engage the students in the learning process through hands-on activities; it is a dynamic environment amenable to collaborative work, critical thinking, problem-solving and discovery. The guided inquiry-based approach described here guides the students through their laboratory work at a steady pace that encourages them to focus on quality observations, careful data collection and thought processes surrounding the chemistry involved. It motivates students to work in a collaborative manner with frequent opportunities for feedback, reflection, and modification of their ideas. Each laboratory activity has four stages to keep the students' efforts on track: pre-lab work, an in-lab discussion, in-lab work, and a post-lab assignment. Students are guided at each stage by an instructor created template that directs their learning while giving them the opportunity and flexibility to explore new information, ideas, and questions. These templates are easily transferred into an electronic journal (termed the E-notebook) and form the basic structural framework of the final lab reports the students submit electronically, via a learning management system. The guided-inquiry based approach presented here uses a single laboratory activity for undergraduate Introductory Biochemistry as an example. After implementation of this guided learning approach student surveys reported a higher level of course satisfaction and there was a statistically significant improvement in the quality of the student work. Therefore we firmly believe the described format to be highly effective in promoting student learning and engagement. PMID:24376181

L Hall, Mona; Vardar-Ulu, Didem

2014-01-01

194

Learning with Summaries: Effects of Representation Mode and Type of Learning Activity on Comprehension and Transfer  

Science.gov (United States)

The purpose of the experiment was to examine whether students better understand a science text when they are asked to self-generate summaries or to study predefined summaries. Furthermore, we tested the effects of verbal and pictorial summaries. The experiment followed a 2 x 2 design with representation mode (verbal vs. pictorial) and learning

Leopold, Claudia; Sumfleth, Elke; Leutner, Detlev

2013-01-01

195

Children’s comprehension of informational text: Reading, engaging, and learning  

Directory of Open Access Journals (Sweden)

Full Text Available The Reading, Engaging, and Learning project (REAL investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned second through fourth grades. Treatment conditions were: (1 Text Infusion/Reading for Learning Instruction -- students were given greater access to informational books in their classroom libraries and in reading instruction; (2 Text Infusion Alone -- the same books were provided but teachers were not asked to alter their instruction; (3 Traditional Instruction -- students experienced business as usual in the classroom. Children were assessed each year on measures of reading and reading engagement, and classroom instructional practices were observed. On most measures, the informational text infusion intervention did not yield differential growth over time. However, the results inform efforts to increase children’s facility with informational text in the early years in order to improve reading comprehension.

Linda BAKER

2011-11-01

196

Making sense of shared sense-making in an inquiry-based science classroom: Toward a sociocultural theory of mind  

Science.gov (United States)

Despite considerable exploration of inquiry and reflection in the literatures of science education and teacher education/teacher professional development over the past century, few theoretical or analytical tools exist to characterize these processes within a naturalistic classroom context. In addition, little is known regarding possible developmental trajectories for inquiry or reflection---for teachers or students---as these processes develop within a classroom context over time. In the dissertation, I use a sociocultural lens to explore these issues with an eye to the ways in which teachers and students develop shared sense-making, rather than from the more traditional perspective of individual teacher activity or student learning. The study includes both theoretical and empirical components. Theoretically, I explore the elaborations of sociocultural theory needed to characterize teacher-student shared sense-making as it develops within a classroom context, and, in particular, the role of inquiry and reflection in that sense-making. I develop a sociocultural model of shared sense-making that attempts to represent the dialectic between the individual and the social, through an elaboration of existing sociocultural and psychological constructs, including Vygotsky's zone of proximal development and theory of mind. Using this model as an interpretive framework, I develop a case study that explores teacher-student shared sense-making within a middle-school science classroom across a year of scaffolded introduction to inquiry-based science instruction. The empirical study serves not only as a test case for the theoretical model, but also informs our understanding regarding possible developmental trajectories and important mechanisms supporting and constraining shared sense-making within inquiry-based science classrooms. Theoretical and empirical findings provide support for the idea that perspectival shifts---that is, shifts of point-of-view that alter relationships and proximities of elements within the interaction space---play an important role in shared sense-making. Findings further suggest that the mutually constitutive interaction of inquiry and reflection plays a key role in flexible shared sense-making. Finally, findings lend support to the idea of a dialectical relationship between human models of shared sense-making and human systems of shared sense-making; that is, the ways in which human minds are coordinated is a work in progress, shaping and shaped by human culture.

Ladewski, Barbara G.

197

Impact of a Backwards Faded Scaffolding (BFS) Approach to Inquiry-Based Astronomy Laboratory Experiences on Undergraduate Non-Science Majors' Views of Scientific Inquiry  

Science.gov (United States)

In an effort to support effective instruction in undergraduate astronomy, the Center for Astronomy and Physics Education Research (CAPER) team introduced an inquiry-based laboratory curriculum designed using Backwards Faded Scaffolding (BFS) inquiry teaching framework. A major goal of the curriculum design was to enhance student learning beyond content knowledge alone toward more informed understandings of scientific inquiry through authentic astronomy inquiry experiences using astronomical data sets available online. This study explored the impact of that curriculum on undergraduate non-science majors’ views of the nature of scientific inquiry (NOSI). Over 200 introductory astronomy students’ were surveyed using the VOSI-4 questionnaire pre and post intervention. These data were analyzed for significant shifts in understanding of two aspects of NOSI; Distinction Between Data and Evidence (DvE) and Multiple Methods of Science (MMS). These results informed an investigation of lab instructors’ observations of students’ interactions with the intervention curriculum compared to traditional labs. Wilcoxon Signed Rank tests showed significant shifts in the distributions of Fall (n=112) and Spring (n=98) samples toward more informed understandings of DvE (Fall, z=-3.811, pvalid method for inquiry. The results of the study suggest that a purposefully scaffolded, inquiry-based, introductory astronomy laboratory curriculum may be effective in enhancing undergraduate non-science majors’ understanding of scientific inquiry and may prove to be a valuable resource for undergraduate astronomy instructors.

Lyons, Daniel Jonathan

2012-01-01

198

The Utility of Inquiry-Based Exercises in Mexican Science Classrooms: Reports from a Professional Development Workshop for Science Teachers in Quintana Roo, Mexico  

Science.gov (United States)

The quality of science teaching is of growing importance in Mexico. Mexican students score well below the world mean in math and science. Although the government has recognized these deficiencies and has implemented new policies aimed to improve student achievement in the sciences, teachers are still encountering in-class barriers to effective teaching, especially in public colleges. This paper reports on the utility of inquiry based exercises in Mexican classrooms. In particular, it describes a two-day professional development workshop with science teachers at the Instituto Tecnologico Superior in Felipe Carrillo Puerto in the Mexican state of Quintana Roo. Felipe Carrillo Puerto is an indigenous municipality where a significant majority of the population speak Maya as their first language. This alone presents a unique barrier to teaching science in the municipality, but accompanied with other factors such as student apathy, insufficient prior training of both students and teachers, and pressure to deliver specific science curriculum, science teachers have formidable challenges for effective science teaching. The goals of the workshop were to (1) have a directed discussion regarding science as both content and process, (2) introduce inquiry based learning as one tool of teaching science, and (3) get teachers to think about how they can apply these techniques in their classes.

Racelis, A. E.; Brovold, A. A.

2010-12-01

199

Compreensão em leitura e avaliação da aprendizagem em universitários Reading comprehension and learning evaluation among undergraduates  

Directory of Open Access Journals (Sweden)

Full Text Available Este estudo teve por objetivo explorar a relação entre a compreensão em leitura, o desempenho acadêmico e a avaliação da aprendizagem em disciplinas específicas. A amostra foi composta por 270 alunos ingressantes dos cursos de administração, direito e psicologia, dos períodos diurno e noturno, de uma universidade particular do interior paulista. Os instrumentos utilizados foram 2 textos preparados segundo a técnica de Cloze e um questionário visando a caracterização dos tipos mais freqüentes de avaliação utilizados no ensino superior. A participação dos estudantes foi voluntária e a coleta de dados ocorreu de forma coletiva em uma única sessão. Os resultados evidenciaram que há correlação estatisticamente significativa entre a compreensão em leitura, o desempenho acadêmico e o tipo de avaliação da aprendizagem utilizado.This research meant to explore the relation among reading comprehension, academic performance and learning assessment in specific contents. The sample was composed of by 270 freshman students from administration, law and psychology courses, from daytime and evening period in a private university in São Paulo. The instruments used were 2 texts prepared in accordance to Cloze's technique and a questionnaire focusing the most used characterization types in higher education assessment. The students' participation was voluntary and the data collect happened in a collective session form. The results showed clearly a correlation, statistically significant, among reading comprehension, academic performance and learning assessment was conclusive.

Katya Luciane de Oliveira

2005-04-01

200

Machine Learning and Data Mining for Comprehensive Test Ban Treaty Monitoring  

Energy Technology Data Exchange (ETDEWEB)

The Comprehensive Test Ban Treaty (CTBT) is gaining renewed attention in light of growing worldwide interest in mitigating risks of nuclear weapons proliferation and testing. Since the International Monitoring System (IMS) installed the first suite of sensors in the late 1990's, the IMS network has steadily progressed, providing valuable support for event diagnostics. This progress was highlighted at the recent International Scientific Studies (ISS) Conference in Vienna in June 2009, where scientists and domain experts met with policy makers to assess the current status of the CTBT Verification System. A strategic theme within the ISS Conference centered on exploring opportunities for further enhancing the detection and localization accuracy of low magnitude events by drawing upon modern tools and techniques for machine learning and large-scale data analysis. Several promising approaches for data exploitation were presented at the Conference. These are summarized in a companion report. In this paper, we introduce essential concepts in machine learning and assess techniques which could provide both incremental and comprehensive value for event discrimination by increasing the accuracy of the final data product, refining On-Site-Inspection (OSI) conclusions, and potentially reducing the cost of future network operations.

Russell, S; Vaidya, S

2009-07-30

 
 
 
 
201

Comprehensive, Mixed-Methods Assessment of a Blended Learning Model for Geospatial Literacy Instruction  

Science.gov (United States)

Geospatial literacy -- the ability to conceptualize, capture, analyze and communicate spatial phenomena -- represents an important competency for 21st Century learners in a period of 'Geospatial Revolution'. Though relevant to in-course learning, these skills are often taught externally, placing time and resource pressures on the service providers - commonly libraries - that are relied upon to provide instruction. The emergence of online and blended modes of instruction has presented a potential means of increasing the cost-effectiveness of such activities, by simultaneously reducing instructional costs, expanding the audience for these resources, and addressing student preferences for asynchronous learning and '24-7' access. During 2011 and 2012, McMaster University Library coordinated the development, implementation and assessment of blended learning modules for geospatial literacy instruction in first-year undergraduate Social Science courses. In this paper, we present the results of a comprehensive mixed-methods approach to assess the efficacy of implementing blended learning modules to replace traditional (face-to-face), library-led, first-year undergraduate geospatial literacy instruction. Focus groups, personal interviews and an online survey were used to assess modules across dimensions of: student use, satisfaction and accessibility requirements (via Universal Instructional Design [UID] principles); instructor and teaching staff perception of pedagogical efficacy and instructional effectiveness; and, administrator cost-benefit assessment of development and implementation. Results showed that both instructors and students identified significant value in using the online modules in a blended-learning setting. Reaffirming assumptions of students' '24/7' learning preferences, over 80% of students reported using the modules on a repeat basis. Students were more likely to use the modules to better understand course content than simply to increase their grade in the course, which demonstrates applicability of the modules beyond a strict surface-learning approach. Instructors felt that giving students access to these modules increased flexibility in how in-class time was used, reduced student anxiety in busy lab sessions, and increased the effectiveness of face-to-face instruction and summative assessments. Though instructors perceived little to no change in grades as a result of the migration to blended-learning instruction, students overwhelmingly perceived a positive impact on their learning, as over 75% felt that the modules improved their geospatial literacy skills and general understanding in the course. Cost-benefit analyses proved challenging, as administrators struggled to estimate the true costs of both traditional instruction and module development. Recommendations for future module modification exposed the competing expectations of generalizing content to increase applicability and cost-effectiveness, versus tailoring modules to specific course content.

Brodeur, J. J.; Maclachlan, J. C.; Bagg, J.; Chiappetta-Swanson, C.; Vine, M. M.; Vajoczki, S.

2013-12-01

202

Inquiry-based Instruction with Archived, Online Data: An Intervention Study with Preservice Teachers  

Science.gov (United States)

This mixed methods study described preservice teachers' conceptions of tides and explored the efficacy of integrating online data into inquiry-based instruction. Data sources included a multiple-choice assessment and in-depth interviews. A total of 79 participants in secondary, middle, and early childhood teacher education programs completed the multiple-choice assessment of their baseline knowledge of tides-related concepts. A sub-group of 29 participants also was interviewed to explore their understanding of tides in more detail before instruction. Eighteen of those 29 teachers participated in the instruction, were interviewed again after the instruction, and completed the multiple-choice assessment as a posttest. The interview data sets were analyzed via a constant comparative method in order to produce profiles of each participant's pre- and post-instruction conceptual understandings of tides. Additional quantitative analysis consisted of a paired-sample t-test, which investigated the changes in scores before and after the instructional intervention. Before instruction, all participants held alternative or alternative fragments as their conceptual understandings of tides. After completing the inquiry-based instruction that integrated online tidal data, participants were more likely to hold a scientific conceptual understanding. After instruction, some preservice teachers continued to hold on to the conception that the rotation of the moon around the Earth during one 24-hour period causes the tides to move with the moon. The quantitative results, however, indicated that pre- to post-instruction gains were significant. The findings of this study provide evidence that integrating Web-based archived data into inquiry-based instruction can be used to effectively promote conceptual change among preservice teachers.

Ucar, Sedat; Trundle, Kathy Cabe; Krissek, Lawrence

2011-03-01

203

The Relationship between Iranian EFL Instructors’ Understanding of Learning Styles and Their Students’ Success in Reading Comprehension  

Directory of Open Access Journals (Sweden)

Full Text Available Many variables reasonably influence teachers’ education. One of these considering variables is being aware of the students’ learning styles. Dörnyei (2005 maintains that individual differences correlate strongly with L2 achievements. Keefe (1979 believes that learning styles might be thought of as cognitive, affective, and physiological traits that are relatively stable indicators of how learners perceive, interact with, and respond to the learning environment. The present study investigated the relationship between Iranian EFL instructors’ understanding of learning styles and their students’ success in reading comprehension tests. To achieve this goal, the researchers randomly selected 240 Iranian EFL instructors at tertiary level with more than three years of experience in teaching reading comprehension courses. The Teacher’s View over Students’ Learning Preferences Inventory (TVSLPI as well as a test of language proficiency (MELAB was employed as the study’s instruments. The findings revealed a significant relationship (p?0.05 between the Iranian EFL instructors’ recognition of learning styles and their students’ success in reading comprehension test. Besides, the results of interviews showed that Iranian instructors have approximately similar attitudes toward teaching reading comprehension in Iranian contexts.

Marzieh Khademi

2013-03-01

204

Teacher-student interaction: The overlooked dimension of inquiry-based professional development  

Science.gov (United States)

This study explores the teacher-student interactional dimension of inquiry-based science instruction. In it, microethnographic and grounded theory analyses are conducted in order to assess the impact of a professional development program designed to enhance in-service elementary teachers' interactional views (i.e., their understandings of inquiry-based social roles and relationships) and discursive practices (i.e., teachers' abilities to interact with student engaged in classroom inquiries) through a combination of expert instruction, immersion in scientific inquiry, and collaborative analysis of video-recorded classroom discourse. A sociolinguistic theoretical perspective on language use is adopted, viewing classroom discourse as comprising multiple linguistic signs (questions, responses, personal pronouns, hedges, backchannels, reactive tokens, directives, figures of speech, parallel repetitions) that convey not only semantic meanings (the literal information being exchanged) but also pragmatic meanings (information about teachers and students' social roles and relationships). A grounded theory analysis of the professional development activities uncovered a gradual shift in teachers' interactional views from a cognitive, monofunctional and decontextualized perspective to a social, multifunctional and contextualized conception of inquiry-based discourse. Furthermore, teachers developed increased levels of pragmatic awareness, being able to recognize the authoritative interactional functions served by discursive moves such as display questions, cued elicitation, convergent questioning, verbal cloze, affirmation, explicit evaluations of students' responses, verbatim repetitions, IRE triplets, IR couplets, second-person pronouns, "I/you" contrastive pairs, and direct or impolite directives. A comparative microethnographic analysis of teachers' classroom practices revealed that after participating in the program teachers demonstrated an improved ability to share authority and to transfer expert interactional rights to students by strategically adopting (1) questioning behaviors that were relatively more student-centered, divergent, reflective, and sincere; (2) reactive behaviors that were more neutral and informative; (3) directive behaviors that were more polite, indirect and inclusive; and, (4) poetic behaviors that fostered more involvement. Such ability allowed teachers to establish more symmetric and involved social relationships with students engaged in classroom inquiries. The above changes in teachers' interactional views and discursive practices are taken as evidence of the effectiveness of an explicit, reflective, authentic and contextualized approach to inquiry-based professional development.

de Oliveira, Alandeom Wanderlei

205

Machine learning for radioxenon event classification for the Comprehensive Nuclear-Test-Ban Treaty  

International Nuclear Information System (INIS)

A method of weapon detection for the Comprehensive nuclear-Test-Ban-Treaty (CTBT) consists of monitoring the amount of radioxenon in the atmosphere by measuring and sampling the activity concentration of 131mXe, 133Xe, 133mXe, and 135Xe by radionuclide monitoring. Several explosion samples were simulated based on real data since the measured data of this type is quite rare. These data sets consisted of different circumstances of a nuclear explosion, and are used as training data sets to establish an effective classification model employing state-of-the-art technologies in machine learning. A study was conducted involving classic induction algorithms in machine learning including Naive Bayes, Neural Networks, Decision Trees, k-Nearest Neighbors, and Support Vector Machines, that revealed that they can successfully be used in this practical application. In particular, our studies show that many induction algorithms in machine learning outperform a simple linear discriminator when a signal is found in a high radioxenon background environment.

206

On the Relationship between Self-regulated Learning Components and L2 Vocabulary Knowledge and Reading Comprehension  

Digital Repository Infrastructure Vision for European Research (DRIVER)

In the past two decades, self-regulation has been the center of heated debate in educational psychology. The present study attempted to investigate the relationship between Iranian EFL learners' self-regulated learning components and vocabulary knowledge and reading comprehension .To fulfill this objective, a 60-item vocabulary and reading comprehension TOEFL test was administered to a sample of 250 male and female college students majoring in English Teaching, English Language Translation, a...

Abbas Ali Zarei; Gamar Hatami

2012-01-01

207

Developing a Student Centered Inquiry Based Teaching Approach at Elementary Level Science in Pakistan-A Three Years Implementation Cycle  

Directory of Open Access Journals (Sweden)

Full Text Available National Curriculum, 2006 is one of the significant measures to improve the quality of education in Pakistan. For General Science, grades IV-VIII, “Student-Centered and Inquiry-Based (SCIB learning” are a key concept of it. However the system for teachers’ in-service training in the country at the Federal and the Provincial levels is pathetic and many of the teachers do not have chances to be equipped for the new ways of teaching science based on the new curriculum. To address this issue and help Pakistan in this significant task of national importance, the Japan International Cooperation Agency (JICA undertaken the challenge of coping with the problem and help Pakistan through a technical cooperation project aiming at establishing a training model that ensures teachers to deliver SCIB science lessons. The purpose of this paper is to describe the SCIB project design and the basic policy of a three years implementation cycle that will support in development and sustainability of science curriculum reforms efforts in Pakistan. The process and achievements of the project outlines the development of teaching plans, master trainers training, teacher training, school cluster and baseline survey of schools and organization of forums at the Federal and the Provincial levels. The paper covers an analysis of some issues related to SCIB teaching model development in the perspectives of ground reality and the lesson learned from implementing such innovative projects in past. The concept of Teaching through Easily Available Material (TEAM and SCIB teaching approach being practiced in Pakistan may be valuable for the developing countries of the region.

Alyas Qadeer Tahir

2011-07-01

208

Pattern identification or 3D visualization? How best to learn topographic map comprehension  

Science.gov (United States)

Science, Technology, Engineering, and Mathematics (STEM) experts employ many representations that novices find hard to use because they require a critical STEM skill, interpreting two-dimensional (2D) diagrams that represent three-dimensional (3D) information. The current research focuses on learning to interpret topographic maps. Understanding topographic maps requires knowledge of how to interpret the conventions of contour lines, and skill in visualizing that information in 3D (e.g. shape of the terrain). Novices find both tasks difficult. The present study compared two interventions designed to facilitate understanding for topographic maps to minimal text-only instruction. The 3D Visualization group received instruction using 3D gestures and models to help visualize three topographic forms. The Pattern Identification group received instruction using pointing and tracing gestures to help identify the contour patterns associated with the three topographic forms. The Text-based Instruction group received only written instruction explaining topographic maps. All participants then completed a measure of topographic map use. The Pattern Identification group performed better on the map use measure than participants in the Text-based Instruction group, but no significant difference was found between the 3D Visualization group and the other two groups. These results suggest that learning to identify meaningful contour patterns is an effective strategy for learning how to comprehend topographic maps. Future research should address if learning strategies for how to interpret the information represented on a diagram (e.g. identify patterns in the contour lines), before trying to visualize the information in 3D (e.g. visualize the 3D structure of the terrain), also facilitates students' comprehension of other similar types of diagrams.

Atit, Kinnari

209

The Effects of the Use of Renzulli Learning on Student Achievement in Reading Comprehension, Reading Fluency, Social Studies, and Science  

Directory of Open Access Journals (Sweden)

Full Text Available Renzulli Learning is an on-line educational profile and educational learning system designed to match student interests, learning styles, and expression styles with a vast array of educational activities and resources designed to enrich and engage students’ learning process. In this experimental study, quantitative procedures were used to investigate the use of Renzulli Learning on oral reading fluency, reading comprehension, science achievement, social studies achievement of 383 elementary and middle schools students. The research took place in two schools, an urban middle school in Georgia where half of all students are considered to be at risk due to poverty or other factors, and a suburban elementary school in southern California. Students in grades 3 5 (n = 185 and grades 6 8 (n = 198 were randomly assigned to use Renzulli Learning for 2-3 hours each week for a 16-week period. Students in the treatment groups were compared to students who did not have the opportunity to use Renzulli Learning in control classes in the same schools. A two-way repeated-measures ANOVA was used to explore differences between treatment and control students. After 16 weeks, students who participated in Renzulli Learning demonstrated significantly higher growth in reading comprehension (p < .001, significantly higher growth in oral reading fluency (p = .016, and significantly higher growth in social studies achievement (p = .013 than those students who did not participate in Renzulli Learning.

Gara B Field

2009-03-01

210

An exploratory study of the impact of an inquiry-based professional development course on the beliefs and instructional practices of urban inservice teachers  

Science.gov (United States)

Five urban teachers completed a total of 50 contact hours of professional development in which they: participated in authentic, inquiry-based experiences facilitated by a scientist; learned new science content related to the nature of science and scientific inquiry; developed inquiry-based lesson plans to implement in their classrooms; and developed science-specific strategies to mentor novice and experienced teachers. The focus of this research was to determine changes in their: beliefs and instructional practices; understanding of scientific literacy; and efficacy toward mentoring other teachers. A collective case study methodology was used in which participants completed questionnaires and were observed and interviewed, prior to and at the completion of the course. They were also asked to complete reflective journal questions during the course. While the teachers' beliefs did not change as measured by the Teacher's Pedagogical Philosophy Interview (TPPI) (teacher-centered beliefs for "Teacher Actions" and "Teacher and Content"; conceptual/student-centered for "Student Actions" and "Philosophy of Teaching"), their teacher-centered behaviors changed to conceptual/student-centered as measured by the Secondary Science Teachers Analysis Matrix (STAM). Their responses to the Constructivist Learning Environment Survey (CLES) generally correlated with their post-STAM results. Participants gained a better understanding of the creative aspect of the nature of science as measured by the Modified Nature of Scientific Knowledge Scale (MNSKS) instrument, while two novice teachers improved their personal science teaching efficacy after participation in the course as measured by the Science Teaching Efficacy Belief Instrument (STEBI). Four of the five teachers felt better prepared to mentor others to use inquiry-based instruction. In contrast to these positive trends, their outcome expectancy beliefs (STEBI subscale) were generally lower than their perceived personal teaching efficacy before and after the course, which could be an indicator of the environment in urban schools where there is often little support or equipment for innovative practices in science. Generally there was a shift from traditional to constructivist instructional practices as measured by the STAM, while results varied for teacher beliefs and efficacy regarding science instruction as measured by the TPPI, CLES, and STEBI and teachers' understanding of the nature of science as measured by the MNSKS.

Suters, Leslie Ann

211

Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils’ application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based science teaching in primary schools in the Netherlands. This article reviews l...

Alake-tuenter, E.; Biemans, H. J. A.; Tobi, H.; Wals, A. E. J.; Oosterheert, I.; Mulder, M.

2012-01-01

212

The Relationship among Extraversion Tendency, Vocabulary Learning Strategies, and Reading Comprehension of EFL Undergraduates in Kerman Province  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This article aims mainly to explore the relationship among the degree of extraversion tendency, vocabulary learning strategies, and reading comprehension of EFL undergraduate students in Kerman Province. For this study, there are five different categories of vocabulary learning strategies as determination, memory, social, cognitive, and metacognitive. In order to investigate the current variables, 164 EFL undergraduate students in Kerman Province were chosen based on one-step cluster sampling...

Mohammad Hosseini Naveh; Reza Kafipour; Rahmatollah Soltani

2011-01-01

213

Prospective Teachers' Comprehension Levels of Special Relativity Theory and the Effect of Writing for Learning on Achievement  

Science.gov (United States)

In the present study, the comprehension levels of special relativity theory in prospective teachers who take the Introduction to Modern Physics lesson in the faculty of education science teaching department and the effect of writing for learning on their achievement is researched. In the research, a control group pre-test post-test…

Yildiz, Ali

2012-01-01

214

Is an Illustration Always Worth Ten Thousand Words? Effects of Prior Knowledge, Learning Style and Multimedia Illustrations on Text Comprehension.  

Science.gov (United States)

This study examined comprehension in four groups of undergraduates under text only, multimedia, and two diagram conditions of text supplementation. Results indicated that effects of text supplementation are mediated by prior knowledge and learning style: multimedia appears more beneficial to surface learners with little prior knowledge and makes…

Ollerenshaw, Alison; Aidman, Eugene; Kidd, Garry

1997-01-01

215

The Compensatory Effectiveness of Optical Character Recognition/Speech Synthesis on Reading Comprehension of Postsecondary Students with Learning Disabilities.  

Science.gov (United States)

Thirty-seven college students with learning disabilities were given a reading comprehension task under the following conditions: (1) using an optical character recognition/speech synthesis system; (2) having the text read aloud by a human reader; or (3) reading silently without assistance. Findings indicated that the greater the disability, the…

Higgins, Eleanor L.; Raskind, Marshall H.

1997-01-01

216

Should professional development include analyzing and coaching ways of speaking during inquiry-based science instruction in elementary classrooms?  

Science.gov (United States)

In this commentary, I first consider what Oliveira defines inquiry-based science instruction to be. Next I discuss what the discourse practices are that he is advocating. Then I examine what he presents as evidence of changes in two teachers' discourse practices due to a summer institute and how their pragmatic awareness seems to have been enhanced through institute activities. Finally I ponder whether, when, how, and why professional development should include a focus on ways of speaking during inquiry-based science instruction.

van Zee, Emily H.

2009-12-01

217

Examing the Effect of a Learning-centered Reading Instruction on Iranian Students’ Reading Comprehension: An Action Research  

Directory of Open Access Journals (Sweden)

Full Text Available This study intended to explore the the effect of a learning-centered reading instruction on improving undergraduate students' reading comprehension ability in university context of Iran. Based on a pedagogical framework driven from Hutchinson and Waters’ learning-centered approach, some useful techniques were applied to develop a specific English reading instruction. The participants, within the age range of 18-22, included 50 students who were an intact experimental group. Following a pretest, treatment (15 weeks, 2 sessions per week, and a posttest, the obtained data was analyzed using t-test to examine the effect of the independent variable, namely, method of instruction. The results of the analysis showed that the teaching intervention had a significant effect on students' reading comprehension. The findings are discussed in relation to effective reading comprehension instruction through the use of necessary techniques in English teaching contexts.

Seyyed Hossein Kashef

2012-08-01

218

Inquiry-based course in physics and chemistry for preservice K-8 teachers  

Directory of Open Access Journals (Sweden)

Full Text Available We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat unusual for its interdisciplinary focus. We describe the course structure in detail, providing examples of course materials and assessment strategies. Finally, we provide research data illustrating both the need for the course and the effectiveness of the course in developing student understanding of selected topics. Student responses to various questions reflect a lack of understanding of many relatively simple physical science concepts, and a level of performance that is usually lower than that in comparable courses serving a general education audience. Additional data suggest that course activities improve student understanding of selected topics, often dramatically.

Michael E. Loverude

2011-05-01

219

Inquiry-based course in physics and chemistry for preservice K-8 teachers  

Science.gov (United States)

We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat unusual for its interdisciplinary focus. We describe the course structure in detail, providing examples of course materials and assessment strategies. Finally, we provide research data illustrating both the need for the course and the effectiveness of the course in developing student understanding of selected topics. Student responses to various questions reflect a lack of understanding of many relatively simple physical science concepts, and a level of performance that is usually lower than that in comparable courses serving a general education audience. Additional data suggest that course activities improve student understanding of selected topics, often dramatically.

Loverude, Michael E.; Gonzalez, Barbara L.; Nanes, Roger

2011-06-01

220

Inquiry-Based Learning: Personalisation or the Rehabilitation of Human Value  

Science.gov (United States)

In this article I argue that the concept of personalisation is simply rhetorical unless it facilitates theory and practice which takes seriously and engages with the value of the human person. The idea of human value is a fundamental theme in social and cultural life and the motor behind many psychological and social processes. Traditionally,…

Steed, Chris

2009-01-01

 
 
 
 
221

Investigating Rocks and Sand: Addressing Multiple Learning Styles through an Inquiry-Based Approach  

Science.gov (United States)

The authors demonstrate how to tailor curriculum to support the varied interests, abilities, and talents of the children in a kindergarten class. Through words and photographs, they describe an in-depth study of rocks and sand, a topic of great interest to the children. The teachers posed open-ended questions that fostered high-level discussions.…

Ogu, Uchenna; Schmidt, Suzie Reynard

2009-01-01

222

An Open Educational Resource Supports a Diversity of Inquiry-Based Learning  

Science.gov (United States)

There have been numerous calls for research that demonstrates how open education resources (OERs) are actually being used. This case study sought to shed light on the users of a well-visited set of modular music-education materials published at Connexions. Respondents to a voluntary survey included teachers, students, self-directed learners, music…

Schmidt-Jones, Catherine Anne

2012-01-01

223

Connecting Indigenous Stories with Geology: Inquiry-Based Learning in a Middle Years Classroom  

Science.gov (United States)

One way to integrate indigenous perspectives in junior science is through links between indigenous stories of the local area and science concepts. Using local indigenous stories about landforms, a teacher of Year 8 students designed a unit on geology that catered for the diverse student population in his class. This paper reports on the…

Larkin, Damian; King, Donna; Kidman, Gillian

2012-01-01

224

The Impact of Collaborative Groups versus Individuals in Undergraduate Inquiry-Based Astronomy Laboratory Learning Exercises  

Science.gov (United States)

One of the long-standing general undergraduate education requirements common to many colleges and universities is a science course with a laboratory experience component. One of the objectives frequently included in the description of most of these courses is that a student will understand the nature and processes of scientific inquiry. However,…

Sibbernsen, Kendra J.

2010-01-01

225

A Practical Approach to Inquiry-Based Learning in Linear Algebra  

Science.gov (United States)

Linear algebra has become one of the most useful fields of mathematics since last decade, yet students still have trouble seeing the connection between some of the abstract concepts and real-world applications. In this article, we propose the use of thought-provoking questions in lesson designs to allow two-way communications between instructors…

Chang, J.-M.

2011-01-01

226

Seeing the Superiority of Self-monitoring Learning Strategies over Teacher-monitoring Learning in Adult 'Reading Comprehension'  

Directory of Open Access Journals (Sweden)

Full Text Available

This study aims to see the superiority of SMLS on Learners' Receptive skill among the students of Payame-noor and Azad Universities in three different departments and the evaluation that teachers can apply to raise SML among adult learners. It is believed that since the publication of Malcolm Knowles' book in 1975, SML had been applied for adult education for ages. To administer this, SML of reading comprehension was introduced to learners in order to keep an eye on their own learning. To this end, metacognitive strategies rather than cognitive have been more highlighted. To answer, a proficiency test was administered to a total of 382 EFL learners, out of which 200 participants whose scores ranged from 65-80 out of 100 were chosen as the upper-intermediate level as an experimental and control group which were administered the same syllabus and assessment procedures. TOEFL reading test was the instrument of the study. Finally, the data was analyzed through SPSS, using Ttest. Results showed that a significant difference between mean score of TML and SML exist, and the superiority of SML became more highlighted when learners did better after treatment.

Asghar Bastami Bandpay

2012-11-01

227

Machine learning update for compliance verification of the Comprehensive nuclear-Test-Ban Treaty  

International Nuclear Information System (INIS)

Full text: A possible method of explosion detection for the Comprehensive nuclear- Test-Ban-Treaty (CTBT) consists of monitoring the amount of radioxenon in the atmosphere by measuring and sampling the activity concentration of Xe-131m, Xe-133, Xe-133m, and Xe-135. Several samples were simulated under different circumstances of nuclear detonation, and are used as training datasets to establish an optimal classification model employing state-of-the-art technologies in machine learning (ML). We conducted a preliminary study involving ML algorithms including Naive Bayes, Neural Networks, Decision Trees, k-Nearest Neighbours, and Support Vector Machines. In addition to confirming that ML technology is appropriate for this problem, the study suggested that it can help guide our quest for more accurate simulated data sets, which benefit the entire CTBT community. By using these algorithms, we discovered undesirable artifacts of our initial synthetic explosion data set that needed to be rectified. Our preliminary ML study compelled us to improve the dataset by using a more realistic set of fission yields and by including atmospheric dispersion effects. The fission yields were corrected for amount of time in the explosion cavity and we assume a 10 % release rate each 24 hours. The radioxenon from the explosion site was atmospherically transported (through simulations) to CTBT stations to determine an amount of radioxenon that would be measured by the stations. This was done f measured by the stations. This was done for real atmospheric data. This new synthetic data set and the results of the machine learning algorithm obtained on it will be discussed. (author)

228

Lessons Learned from the First Decade of Adaptive Management in Comprehensive Everglades Restoration  

Directory of Open Access Journals (Sweden)

Full Text Available Although few successful examples of large-scale adaptive management applications are available to ecosystem restoration scientists and managers, examining where and how the components of an adaptive management program have been successfully implemented yields insight into what approaches have and have not worked. We document five key lessons learned during the decade-long development and implementation of the Comprehensive Everglades Restoration Plan (CERP Collaborative Adaptive Management Program that might be useful to other adaptive management practitioners. First, legislative and regulatory authorities that require the development of an adaptive management program are necessary to maintain funding and support to set up and implement adaptive management. Second, integration of adaptive management activities into existing institutional processes, and development of technical guidance, helps to ensure that adaptive management activities are understood and roles and responsibilities are clearly articulated so that adaptive management activities are implemented successfully. Third, a strong applied science framework is critical for establishing a prerestoration ecosystem reference condition and understanding of how the system works, as well as for providing a conduit for incorporating new scientific information into the decision-making process. Fourth, clear identification of uncertainties that pose risks to meeting restoration goals helps with the development of hypothesis-driven strategies to inform restoration planning and implementation. Tools such as management options matrices can provide a coherent way to link hypotheses to specific monitoring efforts and options to adjust implementation if performance goals are not achieved. Fifth, independent external peer review of an adaptive management program provides important feedback critical to maintaining and improving adaptive management implementation for ecosystem restoration. These lessons learned have helped shape the CERP Adaptive Management Program and are applicable to other natural resource management and restoration efforts; they can be used to help guide development and implementation of adaptive management programs facing similar challenges.

Andrew J. LoSchiavo

2013-12-01

229

Grapheme learning and grapheme-color synesthesia: Toward a comprehensive model of grapheme-color association  

Directory of Open Access Journals (Sweden)

Full Text Available Recent progress in grapheme-color synesthesia research has revealed that certain regularities, as well as individual differences, figure into grapheme-color associations. Although several factors are known to regulate grapheme-color associations, the impact of factors, including their interrelationships, on synesthesia remains unclear. We investigated determinants of synesthetic color for graphemes (characters, letters of Hiragana, a phonetic script in the Japanese language, and the English alphabet. Results revealed that grapheme ordinality was the strongest predictor of synesthetic colors for Hiragana characters, followed by character sound, and visual shape. Ordinality and visual shapes also significantly predicted synesthetic colors for English alphabet letters, however, sounds did not. The relative impact of grapheme properties on grapheme-color associations and the differences between these two writing systems are accounted for by considering the way graphemes are processed in the brain and introduced during an individual's development. A new model is proposed which takes into account the developmental process of grapheme learning. The model provides comprehensive explanation of synesthetic grapheme-color association determination processes, including the differences across writing systems.

MichikoAsano

2013-11-01

230

The Team Nutrition pilot study: lessons learned from implementing a comprehensive school-based intervention.  

Science.gov (United States)

Team Nutrition (TN) is an educational and promotional initiative developed by the US Department of Agriculture to change children's eating behaviors through social marketing techniques. This article reports on the process evaluation of a TN pilot project targeting students in kindergarten to grade 4 and systematically documents the implementation experience. Even with a very short start-up period, schools implemented most components of this multichannel nutrition intervention and formed new, supportive relationships with local media and community partners. School teachers and administrators, along with foodservice professionals, generally expressed support for and satisfaction with TN, citing the positive experience and gains for students. The lessons learned from this study highlight the management and organizational issues involved in a comprehensive intervention. These include the importance of local coordinators to support and create a bridge between teachers and cafeteria staff and to forge links with key external partners. To function effectively, coordinators themselves may need training in coalition building and working with media. Relationships formed with parents, local businesses, other educational institutions, health organizations, and the media offer promise for helping to sustain nutrition education efforts. The TN process evaluation identified multiple ideas for pursuing these partnerships more successfully. PMID:12047818

Levine, Elyse; Olander, Carol; Lefebvre, Craig; Cusick, Pam; Biesiadecki, Laura; McGoldrick, Danny

2002-01-01

231

An Evaluation of Local Teacher Support Strategies for the Implementation of Inquiry-Based Science Education in French Primary Schools  

Science.gov (United States)

This article presents the results of an evaluation of local teacher support strategies for implementing inquiry-based science education (IBSE) in French primary schools. The research objective was to determine which aspects of the French model of IBSE are implemented in class, and the efficiency of each teacher support strategy. Data were…

Delclaux, Monique; Saltiel, Edith

2013-01-01

232

Should Professional Development Include Analyzing and Coaching Ways of Speaking during Inquiry-Based Science Instruction in Elementary Classrooms?  

Science.gov (United States)

In this commentary, I first consider what Oliveira defines inquiry-based science instruction to be. Next I discuss what the discourse practices are that he is advocating. Then I examine what he presents as evidence of changes in two teachers' discourse practices due to a summer institute and how their pragmatic awareness seems to have been…

van Zee, Emily H.

2009-01-01

233

Sherlock Holmes and the Case of the Raven and the Ambassador's Wife: An Inquiry-Based Murder Mystery  

Science.gov (United States)

An inquiry-based experiment on Sherlock Holmes adventure stories used to actively involve students in a series of laboratory experiments to prove the guilt of the accused murderer is presented. The result from such experiments showed that students were able to distinguish between sugar and possible poison.

Grove, Nathaniel; Bretz, Stacey Lowery

2005-01-01

234

Effects of cognitive and motivational determinants on text comprehension and learning  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The present work examines the effects of cognitive and motivational factors on text comprehension based on a comprehensive prediction model. The model assumes that reasoning ability, prior knowledge, metacognitive strategy knowledge, decoding skills, test anxiety as well as current intrinsic and extrinsic motivation exert direct effects on text comprehension. With respect to habitual reading motivation, indirect effects on text comprehension were hypothesized. These indirect effects were supp...

Schaffner, Ellen

2010-01-01

235

Graduate student involvement with designing inquiry-based Earth science field projects for the secondary-level classroom  

Science.gov (United States)

In a secondary-level Earth System Science (ESS) curriculum, the most authentic learning is achieved through the inquiry-based application of real-world research methods in the context of modern understanding of the interconnected components of the Earth System (e.g. lithosphere, hydrosphere, atmosphere, and biosphere). Following the intensive ESST-1 summer institute at UNH, during which teachers enhance their ESS content knowledge via interactions with UNH faculty, staff, and graduate students, each participating teacher is paired with one graduate student fellow for the duration of the school year. This graduate fellow provides a continuing link between the secondary-level school teaching environment and university resources, facilitating the implementation of new content knowledge and current scientific research methodology into the classroom setting. According to the National Science Education Standards (1), scientific inquiry is the central strategy for teaching science. "In successful science classrooms, teachers and students collaborate in the pursuit of ideas... Students formulate questions and devise ways to answer them, they collect data and decide how to represent it, they organize data to generate knowledge, and they test the reliability of the knowledge they have generated. As they proceed, students explain and justify their work to themselves and to one another, learn to cope with problems such as the limitations of equipment, and react to challenges posed by the teacher and by classmates." To speak to these goals, an ongoing local wetland field study has been conceptualized and implemented in three example classrooms (seventh grade general science, ninth grade physical science and tenth grade biology) in two school systems (Oyster River Middle School in Durham, NH and Berlin High School in Berlin, NH). These field studies were conducted using authentic scientific equipment to collect data, including a Li-Cor 840 infrared CO2 analyzer and handmade sediment coring devices. Students utilized GPS and Google Earth technology both to facilitate the generation of research questions and for accurate geographic location during their field studies. An emphasis was placed on maintaining organized records of observations and data using field notebooks. Every site visit was followed by teacher-guided data analyses, and students communicated their results through a variety of formats, including posters, written reports, and oral presentations. These authentic research experiences create an initial data set which may be referenced in future classroom studies, while effectively engaging students in ESS topics that meet national and state educational standards. (1) National Research Council, 1996.

McDermott, J. M.; Scherf, L.; Ward, S.; Cady, P.; Bromley, J.; Varner, R. K.; Froburg, E.

2008-12-01

236

A Garden of Learning  

Science.gov (United States)

In order to beautify the school environment and further student learning, fourth-graders cultivated a Native Plant Learning Garden. They were responsible for designing a layout, researching garden elements, preparing the area, and planting a variety of native plants. By the completion of this inquiry-based project, students were able to clearly…

Kirby, Tasha

2008-01-01

237

On the Relationship between Self-regulated Learning Components and L2 Vocabulary Knowledge and Reading Comprehension  

Directory of Open Access Journals (Sweden)

Full Text Available In the past two decades, self-regulation has been the center of heated debate in educational psychology. The present study attempted to investigate the relationship between Iranian EFL learners' self-regulated learning components and vocabulary knowledge and reading comprehension .To fulfill this objective, a 60-item vocabulary and reading comprehension TOEFL test was administered to a sample of 250 male and female college students majoring in English Teaching, English Language Translation, and English Literature. The Persian version of “Self- regulation Trait Questionnaire” was administered to the same participants. Pearson correlation procedure was used to analyze data. Results indicated that the correlation between self-regulated learning components: planning, self -checking, effort and self-efficacy gave mixed results. That is to say, two of the correlation coefficients, self –checking and effort were significant while the other two, planning and self-efficacy, were non-significant.

Abbas Ali Zarei

2012-09-01

238

Machine learning for compliance verification of the Comprehensive Nuclear-Test-Ban Treaty  

International Nuclear Information System (INIS)

Full text: A possible method of weapon detection for the Comprehensive nuclear-Test-Ban-Treaty consists of monitoring the amount of radioxenon in the atmosphere by measuring and sampling the activity concentration of Xe-131m, Xe-133, Xe-133m, and Xe-135 by radionuclide monitoring. Several samples were obtained under different circumstances of nuclear weapon detonation, and are used as training datasets to establish an optimal classification model employing state-of-the-art technologies in machine learning (ML). We conducted a preliminary study involving ML algorithms including naive Bayes, neural networks, decision trees, k-nearest neighbours, and support vector machines, that revealed that any noise, uncorrelated features, and interactions in extracted weapon signals will cause difficulties for induction algorithms. We developed a novel feature selection approach that addresses these issues. The method is based on the Gram-Schmidt orthogonalization procedure, and can be used to rebuild the whole feature space such that the resulting features are orthonormal to each other (they do not interact with each other, and each resulting feature is sufficiently correlated with the target. This approach was shown to boost performance in 16 out of 36 experiments where no feature selection was applied (in four cases, by more than 10 %), to change nothing in 11 cases and to degrade performance in 9 cases (in only three of these cases, more than 2 % degradation occurred, but never more than 4.2 %). This method was also shown to obtain an improvement of 4.59 % in accuracy over 10 state-of-the-art feature selection methods and no feature selection, on our most challenging data set. (author)

239

Employing Inquiry-Based Computer Simulations and Embedded Scientist Videos To Teach Challenging Climate Change and Nature of Science Concepts  

Science.gov (United States)

Design based research was utilized to investigate how students use a greenhouse effect simulation in order to derive best learning practices. During this process, students recognized the authentic scientific process involving computer simulations. The simulation used is embedded within an inquiry-based technology-mediated science curriculum known as Web-based Inquiry Science Environment (WISE). For this research, students from a suburban, diverse, middle school setting use the simulations as part of a two week-long class unit on climate change. A pilot study was conducted during phase one of the research that informed phase two, which encompasses the dissertation. During the pilot study, as students worked through the simulation, evidence of shifts in student motivation, understanding of science content, and ideas about the nature of science became present using a combination of student interviews, focus groups, and students' conversations. Outcomes of the pilot study included improvements to the pedagogical approach. Allowing students to do 'Extreme Testing' (e.g., making the world as hot or cold as possible) and increasing the time for free exploration of the simulation are improvements made as a result of the findings of the pilot study. In the dissertation (phase two of the research design) these findings were implemented in a new curriculum scaled for 85 new students from the same school during the next school year. The modifications included new components implementing simulations as an assessment tool for all students and embedded modeling tools. All students were asked to build pre and post models, however due to technological constraints these were not an effective tool. A non-video group of 44 students was established and another group of 41 video students had a WISE curriculum which included twelve minutes of scientists' conversational videos referencing explicit aspects on the nature of science, specifically the use of models and simulations in science. The students in the video group had marked improvement compared to the non-video group on questions regarding modeling as a tool for representing objects and processes of science modeling aspects as evident by multiple data sources. The findings from the dissertation have potential impacts on improving Nature of Science (NOS) concepts around modeling by efficiently embedding short authentic scientific videos that can be easily used by many educators. Compared to published assessments by the American Association for the Advancement of Science (AAAS), due to the curriculum interventions both groups scored higher than the average United States middle school student on many NOS and climate content constructs.

Cohen, E.

2013-12-01

240

Enhancing Hispanic Minority Undergraduates’ Botany Laboratory Experiences: Implementation of an Inquiry-based Plant Tissue Culture Module Exercise  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Early involvement of students in hands-on research experiences are known to demystify research and promote the pursuit of careers in science. But in large enrolment departments such opportunities for undergraduates to participate in research are rare. To counteract such lack of opportunities, inquiry-based laboratory module in plant tissue culture was implemented in an undergraduate botany course impacting approximately 140 Hispanic minority students per year. In this module, spread throug...

Dimuth Siritunga; Vivian Navas; Nanette Diffoot

2012-01-01

 
 
 
 
241

The Effectiveness of Using an Explicit Language Learning Strategy-Based Instruction in Developing Secondary School Students' EFL Listening Comprehension Skills  

Science.gov (United States)

The present study aimed at exploring the effectiveness of using explicit language learning strategy-based instruction in developing secondary school students' EFL listening comprehension skills. It was hypothesized that using explicit strategy-based instruction would develop students' EFL listening comprehension skill and its sub-skills. The…

Amin, Iman Abdul-Reheem; Amin, Magdy Mohammad; Aly, Mahsoub Abdul-Sadeq

2011-01-01

242

Team learning and innovation in nursing teams: Results of a comprehensive research project  

Directory of Open Access Journals (Sweden)

Full Text Available Background/Objective: Noncompliance to implementation of innovations is a problem in nursing teams. In literature, team learning is proposed as a facilitator for change. Still, studies reporting the effects of team learning activities on the implementation of innovations in nursing teams are scarce. To address this gap in literature, this study explored the influence of team learning on the implementation of two innovations. Methods: A literature and three empirical studies were performed to address the research questions of this project. Cross-sectional surveys were conducted between 2008-2011 with a sample of 1111 nurses, representing 79 nursing teams from The Netherlands and Belgium. Results: The results of the literature review revealed research on team learning and innovation in nursing is limited. Team learning included processes to gather, process, and store information from different innovations within the nursing team. The prevalence of team-learning activities was contributed or hindered by individual and contextual factors. Principal component analyses of a 26-item team learning activities scale revealed a five-factor model, explaining 78% of the variance. Team-composition explained 33% of team learning. Analyses on the influence of contextual factors yielded three models that explained 76%, 81% and 83% of the variance in team learning. Positive relationships were detected between team learning activities handling production-oriented information and implementation-effectiveness of an incremental innovation. In addition, team learning activities regarding development-oriented information positively affected the implementation of a radical innovation. Conclusions: Nursing teams undertake different team learning activities to process different types of information that cross over within the nursing team. The way the nursing team is composed had a minor effect on the prevalence of team learning activities in nursing teams. Contextual factors had a major effect on the prevalence of team learning activities. Team learning activities related to the production of nursing care had a positive effect on the implementation of an incremental innovation. Team learning activities related with the development of nursing care of the team positively affected the implementation of a radical innovation. Implications for practice and policy: Throughout team learning nursing teams can enhance their implementation-effectiveness on innovations and increase patient safety and the quality of provided nursing managers and nursing teams can develop effective team learning processes that enable nursing teams to improve implementation-effectiveness of different types of innovations.

Olaf Timmermans

2012-07-01

243

Team learning and innovation in nursing teams: Results of a comprehensive research project  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Background/Objective: Noncompliance to implementation of innovations is a problem in nursing teams. In literature, team learning is proposed as a facilitator for change. Still, studies reporting the effects of team learning activities on the implementation of innovations in nursing teams are scarce. To address this gap in literature, this study explored the influence of team learning on the implementation of two innovations. Methods

Olaf Timmermans; Roland Van Linge; Peter Van Petegem; Joke Denekens

2012-01-01

244

The Effects of Cooperative Learning on Improving College Students’ Reading Comprehension  

Digital Repository Infrastructure Vision for European Research (DRIVER)

In cooperative learning students work with their peers to accomplish a shared goal through interdependence, interaction and team work among all group members rather than working alone. This article discusses three main methods of cooperative learning and how to implement cooperative learning in college English reading class. During the process some key elements should be taken into consideration, including classroom atmosphere, the design of tasks and the teacher’s role.

Wenjing Zuo

2011-01-01

245

The Effects of Cooperative Learning on Improving College Students’ Reading Comprehension  

Directory of Open Access Journals (Sweden)

Full Text Available In cooperative learning students work with their peers to accomplish a shared goal through interdependence, interaction and team work among all group members rather than working alone. This article discusses three main methods of cooperative learning and how to implement cooperative learning in college English reading class. During the process some key elements should be taken into consideration, including classroom atmosphere, the design of tasks and the teacher’s role.

Wenjing Zuo

2011-08-01

246

The Effect of Multimedia Glosses on Online Computerized L2 Text Comprehension and Vocabulary Learning of Iranian EFL Learners  

Directory of Open Access Journals (Sweden)

Full Text Available This study investigated the effects of different types of multimedia glosses, namely text, picture, and text plus picture on online computerized L2 text comprehension and vocabulary learning of junior high school students. About 60 female Iranian junior high school students were selected from a population pool of 102 volunteers based on their performance on a standard English proficiency test (Nelson. Afterwards, they were randomly assigned to 4 groups of 15, three gloss groups, subsequently exposed to the research treatment and one control group. Taking advantage of the results of the pilot study, some words of the computerized written texts were glossed and hyperlinked by a computer software program. When the students clicked on hyperlinked words, a new page appeared and showed the word with a definition in English (textual gloss group, a picture (pictorial gloss group, or a combination of both definition and picture (textual plus pictorial gloss group. Participants in each experimental group read the texts under one of the three mentioned conditions. Statistical analyses of the results reveal that 1 all multimedia gloss groups comprehended computerized L2 texts significantly better than the control group, 2 A significant difference between the multimedia gloss groups and the control group in the production of the target vocabulary items was found. 3 The mix gloss group insignificantly outperformed the textual and pictorial gloss groups in computerized L2 text comprehension, and 4 regarding vocabulary learning, the mix gloss group significantly outperformed the other two gloss groups. Hence, the findings of this study indicate that utilizing computers and multimedia glosses can be influential in language teaching in general and online L2 text comprehension as well as incidental vocabulary learning in particular.

Omid Tabatabaei

2011-05-01

247

From empower to green dot : successful strategies and lessons learned in developing comprehensive sexual violence primary prevention programming.  

Science.gov (United States)

This case study describes Kentucky's partnership with the Centers for Disease Control and Prevention (CDC) EMPOWER (Enhancing and Making Programs Work to End Rape) program to enhance the mission and services of existing rape crisis centers to include comprehensive primary prevention programming to reduce rates of sexual violence perpetration. The planning process and the successful implementation of a statewide, 5-year, randomized control trial study of a bystander prevention program (Green Dot), and its evaluation are described. Lessons learned in generating new questions, seeking funding, building relationships and capacity, and disseminating knowledge are presented. PMID:25261438

Cook-Craig, Patricia G; Millspaugh, Phyllis H; Recktenwald, Eileen A; Kelly, Natalie C; Hegge, Lea M; Coker, Ann L; Pletcher, Tisha S

2014-10-01

248

Neural Network Processing of Natural Language: II. Towards a Unified Model of Corticostriatal Function in Learning Sentence Comprehension and Non-Linguistic Sequencing  

Science.gov (United States)

A central issue in cognitive neuroscience today concerns how distributed neural networks in the brain that are used in language learning and processing can be involved in non-linguistic cognitive sequence learning. This issue is informed by a wealth of functional neurophysiology studies of sentence comprehension, along with a number of recent…

Dominey, Peter Ford; Inui, Toshio; Hoen, Michel

2009-01-01

249

Comprehensive Framework for Evaluating e-Learning Systems: Using BSC Framework  

Science.gov (United States)

The development of information and communication technology (ICT) is changing the way in which people work, communicate and learn. Recently developing and implementing e-learning solutions have increased dramatically. According to heavily investing in this area, it is essential to evaluate its different aspects and understand measures, which…

Momeni, Mansor; Jamporazmey, Mona; Mehrafrouz, Mohsen; Bahadori, Fatemeh

2013-01-01

250

Aligning Kolb's Experiential Learning Theory with a Comprehensive Agricultural Education Model  

Science.gov (United States)

Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the…

Baker, Marshall A.; Robinson, J. Shane; Kolb, David A.

2012-01-01

251

The Comprehension Skills of Children Learning English as an Additional Language  

Science.gov (United States)

Background: Data from national test results suggests that children who are learning English as an additional language (EAL) experience relatively lower levels of educational attainment in comparison to their monolingual, English-speaking peers. Aims: The relative underachievement of children who are learning EAL demands that the literacy needs of…

Burgoyne, K.; Kelly nee Hutchinson, J. M.; Whiteley, H. E.; Spooner, A.

2009-01-01

252

A Case-Based Approach Increases Student Learning Outcomes and Comprehension of Cellular Respiration Concepts  

Science.gov (United States)

This study investigated student learning outcomes using a case-based approach focused on cellular respiration. Students who used the case study, relative to students who did not use the case study, exhibited a significantly greater learning gain, and demonstrated use of higher-order thinking skills. Preliminary data indicate that after engaging…

Rybarczyk, Brian J.; Baines, Antonio T.; McVey, Mitch; Thompson, Joseph T.; Wilkins, Heather

2007-01-01

253

A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course.  

Science.gov (United States)

A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3 national percentile ranks while IBCC students gained over 7.5 within one academic term using the valid and reliable California Critical Thinking Skills Test. In addition to 2.5 times greater gains in critical thinking, IBCC teaching methods also produced 12% greater final exam performance and 11% higher grades using common grade performance benchmarks. Classroom observations also indicated that IBCC students were more intellectually engaged and participated to a greater extent in classroom discussions. Through the results of this study, it is hoped that faculty who teach neuroanatomy and desire greater critical thinking and content student learning outcomes will consider using the IBCC method. PMID:24693256

Greenwald, Ralf R; Quitadamo, Ian J

2014-01-01

254

The effects of an interactive computer-based simulation prior to performing a laboratory inquiry-based experiment on students' conceptual understanding of physics  

Science.gov (United States)

We investigate the effects of interactive computer-based simulations which are presented prior to inquiry-based laboratory experiments on students' conceptual understanding of mechanics, waves/optics, and thermal physics. In principle, the simulations should serve as a cognitive framework for enhancing the subsequent more open-ended inquiry learning in the subject matter domain of the experiments. To test this prediction, the simulations and experiments were integrated into a one semester class for prospective physics teachers who served as students in the study. Semi-structured interviews were used to assess their ability to make correct predictions about the phenomenon in the experiments before using the latter and give correct explanations of the discrepancies between their predictions and their following observations. Conceptual tests were presented to assess conceptual understandings of each topic. Our results indicate that the use of the simulations improved the students' ability to make acceptable predictions and explanations of the phenomena in the experiments. The use of simulations also fostered a significant conceptual change in the physics content areas that were studied.

Zacharia, Zacharias; Anderson, O. Roger

2003-06-01

255

Promoting Reading Comprehension, Content Learning, and English Acquisition through Collaborative Strategic Reading (CSR).  

Science.gov (United States)

Describes procedures for teaching Collaborative Strategic Reading (CSR), in which students of mixed reading and achievement levels work in small, cooperative groups to assist one another in applying reading strategies to facilitate their comprehension of content-area text. Discusses whole-class instruction of CSR strategies, implementing CSR in…

Klingner, Janette K.; Vaughn, Sharon

1999-01-01

256

Building a Community of Learning: A Comprehensive Approach to Assisting At-Risk Students.  

Science.gov (United States)

Describes a project-in-process designed to incorporate multiple strategies into a comprehensive retention program. Theorizes that combining these strategies would have a cumulative, positive impact on student persistence. Gives a description of the major components of the program, examines the organizational dynamics of the project, and provides a…

Walleri, R. Dan; Stoker, Cheryl L.; Stoering, Juliette M.

1998-01-01

257

Polymer Science Learning Center  

Science.gov (United States)

The Polymer Science Learning Center (PSLC) is an interactive web site in polymer education that offers an innovative, inquiry-based, multi-faceted learning environment for pre-kindergarten through adult explorers. The site offers links to educational resources, activities, demonstrations and events. The "Macrogalleria" houses virtual learning shops that are filled with free polymer information for beginners and experienced researchers. A section for children is also available. Keywords: polyvinylchloride, polystyrene, ABS, teflon.

2010-07-02

258

Using inquiry-based instruction to meet the standards of No Child Left Behind for middle school earth science  

Science.gov (United States)

This study examined the effectiveness of a specific instructional strategy employed to improve performance on the end-of-the-year Criterion-Referenced Competency Test (CRCT) as mandated by the No Child Left Behind (NCLB) Act of 2001. A growing body of evidence suggests that the perceived pressure to produce adequate aggregated scores on the CRCT causes teachers to neglect other relevant aspects of teaching and attend less to individualized instruction. Rooted in constructivist theory, inquiry-based programs provide a o developmental plan of instruction that affords the opportunity for each student to understand their academic needs and strengths. However, the utility of inquiry-based instruction is largely unknown due to the lack of evaluation studies. To address this problem, this quantitative evaluation measured the impact of the Audet and Jordan inquiry-based instructional model on CRCT test scores of 102 students in a sixth-grade science classroom in one north Georgia school. A series of binomial tests of proportions tested differences between CRCT scores of the program participants and those of a matched control sample selected from other district schools that did not adopt the program. The study found no significant differences on CRCT test scores between the treatment and control groups. The study also found no significant performance differences among genders in the sample using inquiry instruction. This implies that the utility of inquiry education might exist outside the domain of test scores. This study can contribute to social change by informing a reevaluation of the instructional strategies that ideally will serve NCLB high-stakes assessment mandates, while also affording students the individual-level skills needed to become productive members of society.

Harris, Michael W.

259

Reading comprehension and reading development for learning in children from unstimulating environment caused by poverty  

Digital Repository Infrastructure Vision for European Research (DRIVER)

A review of foreign and home research results has shown a significant connection between a level of literacy and a level of education, employment prospects and consequently socio-economic status of an individual and a family. Home environment, life habits related to literacy (reading culture) and level of parents' education have a direct impact on a child's development of literacy. Reading efficiency is an important element of literacy and relates to reading comprehension and reading for lear...

Kos?ak Babuder, Milena

2012-01-01

260

Every cell counts: an inquiry-based approach to address a novel research question in an undergraduate neuroscience lab.  

Science.gov (United States)

A science-based curriculum that encourages hands-on experiences, skill development, and promotes student engagement are critical components in both successful undergraduate psychology and neuroscience programs. This lab explored an inquiry-based research project focused on microscopy skills, critical thinking, and independent research design. This lesson used a novel research question (How many serotonergic cells are located in the dorsal raphe nucleus?) to engage students in research and methodology design. The resulting lab received positive feedback from students and provided data about the serotonergic system in a previously unreported species. PMID:23493111

Birkett, Melissa A

2009-01-01

 
 
 
 
261

Corals on Acid: An Inquiry-based Activity Leading Students to a Better Understanding of Ocean Acidification Impacts  

Directory of Open Access Journals (Sweden)

Full Text Available The objective of this inquiry-based lesson is for students to gain an understanding of how increasing ocean acidity can affect the calcification of marine organisms. During this activity, students: (1 design an experiment to quantify the CaCO3 concentration of two invertebrate skeletal samples, one that has been soaked in normal seawater and another in a low pH solution, and (2 use critical thinking and discussion to evaluate possible explanations for the difference in the skeletal CaCO3 compositions. Our lesson focuses on exploring the activity before ocean acidification is introduced to provide a common conceptual framework to engage students.

Casey L. Boleman

2013-12-01

262

Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania  

Directory of Open Access Journals (Sweden)

Full Text Available Abstract Background Tanzania, like many developing countries, faces a crisis in human resources for health. The government has looked for ways to increase the number and skills of health workers, including using distance learning in their training. In 2008, the authors reviewed and assessed the country's current distance learning programmes for health care workers, as well as those in countries with similar human resource challenges, to determine the feasibility of distance learning to meet the need of an increased and more skilled health workforce. Methods Data were collected from 25 distance learning programmes at health training institutions, universities, and non-governmental organizations throughout the country from May to August 2008. Methods included internet research; desk review; telephone, email and mail-in surveys; on-site observations; interviews with programme managers, instructors, students, information technology specialists, preceptors, health care workers and Ministry of Health and Social Welfare representatives; and a focus group with national HIV/AIDS care and treatment organizations. Results Challenges include lack of guidelines for administrators, instructors and preceptors of distance learning programmes regarding roles and responsibilities; absence of competencies for clinical components of curricula; and technological constraints such as lack of access to computers and to the internet. Insufficient funding resulted in personnel shortages, lack of appropriate training for personnel, and lack of materials for students. Nonetheless, current and prospective students expressed overwhelming enthusiasm for scale-up of distance learning because of the unique financial and social benefits offered by these programs. Participants were retained as employees in their health care facilities, and remained in their communities and supported their families while advancing their careers. Space in health training institutions was freed up for new students entering in-residence pre-service training. Conclusions A blended print-based distance learning model is most feasible at the national level due to current resource and infrastructure constraints. With an increase in staffing; improvement of infrastructure, coordination and curricula; and decentralization to the zonal or district level, distance learning can be an effective method to increase both the skills and the numbers of qualified health care workers capable of meeting the health care needs of the Tanzanian population.

Kisimbo Daniel

2010-12-01

263

Comprehensive Evaluation Criteria for English Learning Websites Using Expert Validity Surveys  

Science.gov (United States)

This study aimed to develop a set of evaluation criteria for English learning websites. These criteria can assist English teachers/web designers in designing effective websites for their English courses and can also guide English learners in screening for appropriate and reliable websites to use in increasing their English ability. To fulfill our…

Yang, Ya-Ting C.; Chan, Chia-Ying

2008-01-01

264

Do Language Proficiency and Lecture Comprehension Matter? OpenCourseWare Lectures for Vocabulary Learning  

Science.gov (United States)

Open source lectures not only provide knowledge-seekers with convenient ways to obtain knowledge and information, they also serve as potential language learning resources that provide extensive language input and repeated exposure to vocabulary within specific topics or disciplines. This current study aims to examine the relationship between…

Sun, Yu-Chih; Yang, Hui-Chi

2012-01-01

265

The Astronomical Roots of Sapling Learning: Building a Comprehensive Online Homework System for Astro 101  

Science.gov (United States)

I discuss the method of creating a library of questions for Astro 101 within the Sapling Learning homework system, as well as the philosophy behind the types of homework questions (and feedback) that are being written. The system's features were built around meeting five basic goals: flexibility, engaging content, peer instruction, immediate instructional feedback, and exploration.

Urban, A.

2014-07-01

266

Building a Comprehensive Online Homework System for Astro 101 within Sapling Learning  

Science.gov (United States)

What does an effective homework system for Astro 101 look like? We discuss the method of creating a library of questions for Astro 101 as well as the philosophy behind the types of homework questions (and feedback) that are written within the Sapling Learning homework system. We also discuss which topics may require deeper investigations and how they can be addressed using interactive simulations.

Urban, Andrea

2014-01-01

267

Science Text Comprehension: Drawing, Main Idea Selection, and Summarizing as Learning Strategies  

Science.gov (United States)

The purpose of two experiments was to contrast instructions to generate drawings with two text-focused strategies--main idea selection (Exp. 1) and summarization (Exp. 2)--and to examine whether these strategies could help students learn from a chemistry science text. Both experiments followed a 2 x 2 design, with drawing strategy instructions…

Leopold, Claudia; Leutner, Detlev

2012-01-01

268

Individual Learning Pathways and Flexible Learning Opportunities - Implications for Lifelong Career Management Skills and Comprehensive Guidance Systems  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Introduction: Over the last decade lifelong guidance has been given increasing attention at both European and national levels. It is recognised as a crucial dimension of lifelong learning, promoting both social and economic goals: in particular, improving the effi ciency and effectiveness of education, training and the labour market through its contribution to reducing drop-out, preventing skill mismatches and boosting productivity. Two EU Resolutions of the Education Council (20041; 20082...

Vuorinen, Raimo

2012-01-01

269

Exploring Preservice Elementary Teachers' Understanding of the Essential Features of Inquiry-Based Science Teaching Using Evidence-Based Reflection  

Science.gov (United States)

This study explored preservice elementary teachers' and their mentors' understanding of the essential features of inquiry-based teaching through the use of evidence-based reflection. The web-based video analysis tool (VAT) system was used to support preservice teachers' and mentors' evidence-based reflection during field experiences. Major data sources included VAT reflections and individual interviews. Data analysis indicated that the preservice teachers had been involved in various activities designed to support their understanding of inquiry features in a science methods class; they did not implement all of the features in their actual teaching. Both preservice teachers and mentors had difficulty connecting appropriate inquiry features to each teaching episode, which indicates their lack of understanding of inquiry. Both the preservice teachers and mentors had different levels of understanding for each feature. That is, they tended to understand certain features better than others. They interpreted each feature of inquiry-based science teaching too broadly. They also either had a teacher-centered view or tended to focus on issues unrelated to science teaching.

Seung, Eulsun; Park, Soonhye; Jung, Jinhong

2014-08-01

270

Effective, Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A 5-Year Analysis  

Science.gov (United States)

Student's performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of Educational Progress are higher for Caucasian students than African-Americans and Hispanics, all groups lack achieving desired proficiency rates. Further, the Next Generation Science Standards detail a new higher benchmark for all students. This study analyzes a professional development (PD) project, entitled Inquiry in Motion, designed to (a) facilitate teacher transformation toward greater quantity and quality of inquiry-based instruction, (b) improve student achievement in science practices and science concepts, and (c) begin to narrow the achievement gap among various groups. This 5-year PD study included 11 schools, 74 middle school teachers, and 9,981 students from diverse, high minority populations. Findings from the quasi-experimental study show statistically significant gains for all student groups (aggregate, males, females, Caucasians, African-Americans, and Hispanics) on all three science Measure of Academic Progress tests (composite, science practices, and science concepts) when compared to students of non-participating teachers. In addition to an increase in overall performance for all groups, a narrowing of the achievement gap of minority students relative to Caucasian students was seen. When combined with other studies, this study affirms that, when facilitated effectively, inquiry-based instruction may benefit all students, for all demographic groups measured.

Marshall, Jeff C.; Alston, Daniel M.

2014-11-01

271

The Comparison of Language Learning Strategies and Reading Comprehension of Iranian EFL Students Taking Web-based and Face-to-face Instruction  

Directory of Open Access Journals (Sweden)

Full Text Available This study investigated language learning strategies used by EFL web-based learners and face-to-face learners. It also examined the difference between pre-test and post-test reading comprehension scores of EFL students who were exposed to web-based and face-to-face instruction. The participants of the study were 200 Iranian EFL university students. They were randomly assigned into two groups, 100 students in one group taking web-based instruction and 100 students in the other group taking face-to-face instruction. The students took a 50-item translated version of Strategy Inventory for Language Learning and a test of reading comprehension. This scale and the reading comprehension test were given as the pre-test and post-test to all students. During the treatment, summarization-strategy training was used to promote the learning process. The result of an independent samples t-tests revealed that there was no significant difference between the two groups of learners regarding their preferences for language learning strategies. Moreover, the result of a paired samples t-test indicated that there was significant difference between pre-test and post-test reading comprehension scores of EFL students who were exposed to face-to-face instruction. However, there was no significant difference between pre-test and post-test reading comprehension scores of EFL students who were exposed to web-based instruction.

Behzad Ghonsooly

2014-06-01

272

Attitudes towards Teaching and Learning Test-taking Strategies for Reading Comprehension Tests: The Case of Iranian EFL Undergraduates  

Directory of Open Access Journals (Sweden)

Full Text Available

Reading, as the most important academic language skill, receives the special focus in second or foreign language teaching. In addition, tests are regularly applied to evaluate academic performance. There are several cognitive and psychological factors which affect test performance. One of such important test-related factors is test-taking strategies, also known as testwiseness. This study was set to probe the attitudes of Iranian EFL undergraduates towards training test-taking strategies. A set of 22 test-taking strategies for multiple-choice reading comprehension tests was taught as extra material to 30 EFL undergraduates in their regular reading classes within 11 sessions. A Likert rating-scale questionnaire was administered at the end of semester. Overall, students revealed positive opinions on teaching and learning of test-taking strategies. Results are discussed and some recommendations are ultimately provided.

Majid Pour-Mohammadi

2011-08-01

273

What can we learn from twin studies? A comprehensive evaluation of the equal environments assumption.  

Science.gov (United States)

Twin studies are a major source of information about genetic effects on behavior, but they depend on a controversial assumption known as the equal environments assumption (EEA): that similarity in co-twins' environments is not predictive of similarity in co-twin outcomes. Although evidence has largely supported the EEA, critics have claimed that environmental similarity has not been measured well, and most studies of the EEA have focused on outcomes related to health and psychology. This article addresses these limitations through (1) a reanalysis of data from the most cited study of the EEA, Loehlin and Nichols (1976), using better measures, and through (2) an analysis of nationally representative twin data from MIDUS using more comprehensive controls on a wider variety of outcomes than previous studies. Results support a middle ground position; it is likely that the EEA is not strictly valid for most outcomes, but the resulting bias is likely modest. PMID:24267761

Felson, Jacob

2014-01-01

274

Teaching molecular diffusion using an inquiry approach : diffusion activities in a secondary school inquiry-learning community  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The Dutch chemistry curriculum for upper secondary schools has prescribed inquiry-based student learning since 1997. For some decades inquiry tasks have been a feature of school science in various countries (1). As in other countries, some of our chemistry teachers are used to recipe-geared practical work and face difficulties in teaching using an inquiry-based approach for student learning (2). These difficulties motivated five chemistry high school teachers from four schools in the area to ...

Rens, L.; Schee, J.; Pilot, A.

2009-01-01

275

The effect of different types of hypertext annotations on vocabulary recall, text comprehension, and knowledge transfer in learning from scientific texts  

Science.gov (United States)

The instructional uses of hypertext and multimedia are widespread but there are still many questions about how to maximize learning from these technologies. The purpose of this research was to determine whether providing learners with a basic science text in addition to hypertext annotations, designed to support the cognitive processes of selection, organization, and integration (Mayer, 1997), would result in different types of learning. Learning was measured using instruments designed to measure learning corresponding to each of the three processes. For the purposes of this study, selection-level learning was defined analogous to Bloom's (Bloom, 1956) knowledge level of learning and was measured with a recognition test. Organization-level learning was defined analogous to Bloom's (1956) comprehension-level of learning and was measured with a short-answer recall test. Integration-level learning was defined analogous to Bloom's (1956) levels of analysis and synthesis and was measured with a transfer test. In experiment one, participants read a text describing how cell phones work and viewed either no annotations (control), or annotations designed to support the selection, organization, or integration of information. As predicted, participants who viewed the selection-level annotations did significantly better than control participants on the recognition test. Results indicate that, for this group of novice learners, lower-level annotations were the most helpful for all levels of learning. In experiment two, participants read the text and viewed either no annotations (control) or combinations of annotations including selection and organization, organization and integration, or selection and integration. No significant differences were found between groups in these experiments. The results are discussed in terms of both multimedia learning theory and text comprehension theory and a new visualization of the generative theory of multimedia learning is offered.

Wallen, Erik Stanley

276

The Effect of an Inquiry-Based Early Field Experience on Pre-Service Teachersâ Content Knowledge and Attitudes Toward Teaching  

Science.gov (United States)

As part of a pre-service science course for teachers at California State Polytechnic University, Pomona, we provided an early field inquiry-based teaching experience. A K-12 science specialist and Cal Poly Pomona faculty member worked together to help students develop a formal standards-based lesson plan and present it to a class of 5th grade students in a local elementary school. We will discuss the effect of the field experience on student content knowledge, confidence in teaching inquiry-based science lessons, as well as their attitudes towards teaching.

Sadaghiani, Homeyra R.; Costley, Sarai N.

2010-01-19

277

Science teachers' utilization of Internet and inquiry-based laboratory lessons after an Internet-delivered professional development program  

Science.gov (United States)

Much of the professional development in the past decades has been single incident experiences. The heart of inservice growth is the sustained development of current knowledge and practices, vital in science education, as reflected in the National Science Education Standards' inquiry and telecommunications components. This study was an exploration of an Internet-delivered professional development experience, utilizing multiple session interactive real-time data sources and semester-long sustained telementoring. Two groups of inservice teachers participated in the study, with only one group receiving a telementored coaching component. Measures of the dependent variable (delivery of an inquiry-based laboratory lesson sequence) were obtained by videotape, and predictive variables (self-analysis of teaching style and content delivery interviews) were administered to the forty veteran secondary school science teacher volunteers. Results showed that teachers in the group receiving semester-long coaching performed significantly better on utilizing the Internet for content research and inquiry-based lesson sequence delivery than the group not receiving the coaching. Members of the coached group were able to select a dedicated listserv, e-mail, chatline or telephone as the medium of coaching. While the members of the coached group used the listserv, the overwhelming preference was to be coached via the telephone. Qualitative analysis indicated that the telephone was selected for its efficiency of time, immediacy of response, and richer dialogue. Perceived barriers to the implementation of the Internet as a real-time data source in science classrooms included time for access, obsolesce of equipment, and logistics of computer to student ratios. These findings suggest that the group of science teachers studied (1) benefited from a sustained coaching experience for inquiry-based lesson delivery, (2) perceived the Internet as a source of content for their curriculum rather than a communication source, and (3) preferred the telephone as a coaching tool for its efficiency and convenience. Utilizing current pedagogy in science and telecommunication tools has served to whet the appetite of the study teachers to develop utilization of the Internet in their classes for real-time data acquisition.

Lee, Kathryn Martell

278

The Effects of Teaching Text-Structure Strategies to Postsecondary Students with Learning Disabilities to Improve Their Reading Comprehension on Expository Science Text Passages  

Science.gov (United States)

This study was conducted to determine the relative efficacy of text-structure strategy instruction compared to traditional instruction on the reading comprehension of 40 postsecondary students with learning disabilities (LD). Participants were randomly assigned to either a text-structure strategy condition or a traditional instruction condition.…

Gaddy, Stephanie A.; Bakken, Jeffrey P.; Fulk, Barbara M.

2008-01-01

279

The Effects of Modeling and Repeated Taped Reading Instruction on the Learning Disabled Child as Ways To Improve Reading Comprehension Fluency and Word Recognition.  

Science.gov (United States)

This practicum focused on the use of repeated taped reading instruction with modeling to improve fluency, comprehension, and automatic word recognition in five students (ages 11-13 years) with learning disabilities for a period of 10 weeks. The instruction also involved the teacher giving corrective feedback and having the students answer story…

Rokicki, Anne L.

280

Locus of Control & Motivation Strategies for Learning Questionnaire: Predictors of Student Success on the ATI Comprehensive Predictor Exam & NCLEX-RN Examination  

Science.gov (United States)

The two purposes of this study were to determine whether locus of control (LOC) was predictive of how a student would perform on the ATI Comprehensive Predictor Exam and the NCLEX-RN, and if the Motivated Strategies for Learning Questionnaire (MSLQ) provided information that would help determine predictors of success on these two exams. The study…

Carpenter, Jane H.

2011-01-01

 
 
 
 
281

Learning from Mistakes --- A Comprehensive Study on Real World Concurrency Bug Characteristics  

International Nuclear Information System (INIS)

The reality of multi-core hardware has made concurrent programs pervasive. Unfortunately, writing correct concurrent programs is difficult. Addressing this challenge requires advances in multiple directions, including concurrency bug detection, concurrent program testing, concurrent programming model design, etc. Designing effective techniques in all these directions will significantly benefit from a deep understanding of real world concurrency bug characteristics. This paper provides the first (to the best of our knowledge) comprehensive real world concurrency bug characteristic study. Specifically, we have carefully examined concurrency bug patterns, manifestation, and fix strategies of 105 randomly selected real world concurrency bugs from 4 representative server and client opensource applications (MySQL, Apache, Mozilla and OpenOffice). Our study reveals several interesting findings and provides useful guidance for concurrency bug detection, testing, and concurrent programming language design. Some of our findings are as follows: (1) Around one third of the examined non-deadlock concurrency bugs are caused by violation to programmers order intentions, which may not be easily expressed via synchronization primitives like locks and transactional memories; (2) Around 34% of the examined non-deadlock concurrency bugs involve multiple variables, which are not well addressed by existing bug detection tools; (3) About 92% of the examined concurrency bugs can be reliably triggered by enforcing certain orders among no more than 4 memory accesses. This indicates that testing concurrent programs can target at exploring possible orders among every small groups of memory accesses, instead of among all memory accesses; (4) About 73% of the examined non-deadlock concurrency bugs were not fixed by simply adding or changing locks, and many of the fixes were not correct at the first try, indicating the difficulty of reasoning concurrent execution by programmers.

282

The Effect of Inquiry-Based Science Teaching on Elementary School Students' Science Process Skills and Science Attitudes  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study was to determine Turkish elementary school students’ level of success on science process skills and science attitudes and if there were statistically significant differences in their success degree and science attitudes depending to their grade level and teaching method. The total 241 students comprised of 122 males, 119 females. For this purpose, a pretest-post test control group and experimental group design was used. The data were collected through using Basic Science Process Skill Test and Integrated Science Process Skill Test and Science Attitude Scale. Study was conducted during the two semesters. Results of the study showed that use of inquiry based teaching methods significantly enhances students’ science process skills and attitudes.

R. Ergul

2011-05-01

283

Preparing elementary education majors to teach science using an inquiry-based approach: the Full Option Science System.  

Science.gov (United States)

Science education traditionally has received insufficient attention. As a literature review shows, teacher preparation in science will be best served by improvements in pedagogy and in the content of required undergraduate science courses. The American Association for the Advancement of Science (1993, 1995) and the National Research Council (1993, 1995) have addressed this need in advocating a "science for all" that is highly significant for diverse learners. The No Child Left Behind Act emphasizes that reform of teacher preparation is part of an urgent national commitment to bring high-quality teacher candidates into the classroom. The Gallaudet University undergraduate teacher education program has developed an inquiry-based course that emphasizes integration of the sciences. Acquisition of the Full Option Science System, and its adaptation to and integration into the course, has resulted in specific curricular changes and positive results. PMID:15552340

Mangrubang, Fred R

2004-01-01

284

The Heat Is on: An Inquiry-Based Investigation for Specific Heat  

Science.gov (United States)

A substantial number of upper-level science students and practicing physical science teachers demonstrate confusion about thermal equilibrium, heat transfer, heat capacity, and specific heat capacity. The traditional method of instruction, which involves learning the related definitions and equations, using equations to solve heat transfer…

Herrington, Deborah G.

2011-01-01

285

Metacognition as Means to Increase the Effectiveness of Inquiry-Based Science Education  

Science.gov (United States)

The Teaching Science as Inquiry (TSI) philosophy is based on the belief that science should be taught and learned as it is practiced within the discipline of science education. TSI pedagogy uses a defined theoretical framework to counter the many vague misconceptions about inquiry. This framework a) acknowledges the multiple stages through which…

Seraphin, Kanesa D.; Philippoff, Joanna; Kaupp, Lauren; Vallin, Lisa M.

2012-01-01

286

Virtual reality as a comprehensive learning tool; Realidad virtual como una herramienta de aprendizaje integral  

Energy Technology Data Exchange (ETDEWEB)

This article presents some of the experiences with developing systems based on non-immersive virtual reality (VR). It discusses the factors that make VR a tool for creating content and learning contexts so that instruction is more efficient. VR systems enable risk-free training even when activities involve high risks, such as procedures for maintenance of medium voltage power lines. In addition, these systems have been designed to record student progress, among other things. [Spanish] Se presentan aqui algunas experiencias en el desarrollo de sistemas basados en realidad virtual (RV) no inmersiva. Se discute acerca de los factores que hacen de la RV una herramienta para crear contenido y con textos de aprendizaje, de tal modo que la instruccion pueda ser mas eficiente. Los sistemas de RV permiten el entrenamiento sin riesgos, aun cuando las actividades involucradas sean de alto riesgo, como es el caso de los procedimientos de mantenimiento a lineas energizadas de media tension. Por otro lado, estos sistemas tambien han sido habilitados para registrar el progreso de los estudiantes, entre otras cosas.

Perez Ramirez, Miguel [Instituto de Investigaciones Electricas, Cuernavaca, Morelos (Mexico); Ontiveros Hernandez, Norma Josefina [Instituto Tecnologico de Zacatepec, Zacatepec, Morelos (Mexico)

2011-07-01

287

A comparison of inquiry-based teaching through concept maps and traditional teaching in biology  

Science.gov (United States)

The purpose of this study was to investigate affective outcomes and academic achievement for students enrolled in high school biology when instruction included concept-mapping. The research design was quasi-experimental and allowed for a comparison between an experimental group who constructed concept maps and a control group who received traditional biology instruction. The subjects were 140 ninth-grade students, distributed into six intact biology classes, three honors and three general biology classes. Chapter tests and a textbook generated 9-week comprehensive posttest were used to measure achievement. ANCOVA analysis on the comprehensive posttest indicated no significant overall effect of concept mapping on biology achievement across the whole quarter when controlling for the quarter pretest. Chi-square analyses were performed to measure students' attitude toward biology class and activities. The experimental group indicated higher than expected tendency to be positive about the instructional methods, however, the control group indicated fewer than expected positive responses. T-tests were conducted to determine the differences between the experimental and control groups on chapter tests with or without concept mapping. The group with concept mapping scored significantly better than those with traditional methods. Honors class comparisons indicated a significant difference between groups at presearch were provided related to the use of concept mapping.

Gulati, Sangeeta

288

The integration of labwork as a guided-inquiry-based chemistry education  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Despite of the importance of practical work for learning science as well as the nature of science, labwork often transmits an atheorical and empiricist view of scientific research and it is framed like a cookbook-style lab, that is, as a sequence of instructions students must follow with serious shortcomings from the methodological point of view, (i.e.: lacking of hypothesis, absence of inductive and deductive critical thinking). We show how this situation might be overcome by a guided-inqui...

Marti?nez Torregrosa, Joaqui?n; Domenech Blanco, Josep Llui?s; Menargues Marcilla, Mari?a Asuncio?n; Romo Guadarrama, Guillermo

2012-01-01

289

My classroom - Energy Effective: Inquiry-based Science Education in the Classroom  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Using project-based learning technologies is not a new way of teaching in the Bulgarian school. Working on the pilot experiment “Energy effectiveness” – in the frame of the weSpot 7FP European project and in participation with Sofia University gives us an opportunity to use these technologies with our students in First Private Mathematical School in Sofia. The particular topic is “My classroom – energy effective”. The students who took part in the experiment are in 6-th grade (13 ...

Stamenov, Svetoslav; Dimitrova, Tania

2013-01-01

290

Adsorption of Arsenic by Iron Oxide Nanoparticles: A Versatile, Inquiry-Based Laboratory for a High School or College Science Course  

Science.gov (United States)

There has been much interest in magnetite (Fe[subscript 3]O[subscript 4]) due to its utility in adsorbing high concentrations of arsenic in contaminated water. The magnetic properties of the material allow for simple dispersion and removal from an aqueous system. An inquiry-based laboratory has been developed that illustrates these unique…

VanDorn, Daniel; Ravalli, Matthew T.; Small, Mary Margaret; Hillery, Barbara; Andreescu, Silvana

2011-01-01

291

Detergent-Based Isolation of Yeast Membrane Rafts: An Inquiry-Based Laboratory Series for the Undergraduate Cell Biology or Biochemistry Lab  

Science.gov (United States)

Lipid rafts have been implicated in numerous cellular processes including cell signaling, endocytosis, and even viral infection. Isolation of these lipid rafts often involves detergent treatment of the membrane to dissolve nonraft components followed by separation of raft regions in a density gradient. We present here an inquiry-based lab series…

Willhite, D. Grant; Wright, Stephen E.

2009-01-01

292

Developing and Implementing Inquiry-Based, Water Quality Laboratory Experiments for High School Students to Explore Real Environmental Issues Using Analytical Chemistry  

Science.gov (United States)

This paper describes the rationale and the implementation of five laboratory experiments; four of them, intended for high-school students, are inquiry-based activities that explore the quality of water. The context of water provides students with an opportunity to study the importance of analytical methods and how they influence our everyday…

Mandler, Daphna; Blonder, Ron; Yayon, Malka; Mamlok-Naaman, Rachel; Hofstein, Avi

2014-01-01

293

The Effects of an Interactive Computer-Based Simulation Prior to Performing a Laboratory Inquiry-Based Experiment on Students' Conceptual Understanding of Physics.  

Science.gov (United States)

Investigates the effects of interactive computer-based simulations presented prior to inquiry-based laboratory experiments on students' conceptual understanding of mechanics, waves/optics, and thermal physics. Uses conceptual tests to assess conceptual understandings of each topic. Indicates that the use of the simulations improved students'…

Zacharia, Zacharias; Anderson, O. Roger

2003-01-01

294

Beliefs, Attitudes, and Intentions of Science Teachers Regarding the Educational Use of Computer Simulations and Inquiry-Based Experiments in Physics  

Science.gov (United States)

The purpose of this study was to investigate (a) what effect the use of interactive computer-based simulations (ICBSs), the use of laboratory inquiry-based experiments (LIBEs), and the use of combinations of an ICBS and a LIBE, in a conceptually oriented physics course, have on science teachers' beliefs about and attitudes toward the use of these…

Zacharia, Zacharias

2003-01-01

295

Fundamental Research in Engineering Education. Development of Concept Questions and Inquiry-Based Activities in Thermodynamics and Heat Transfer: An Example for Equilibrium vs. Steady-State  

Science.gov (United States)

This study examines the use of inquiry-based instruction to promote the understanding of critical concepts in thermodynamics and heat transfer. Significant research shows that students frequently enter our courses with tightly held misconceptions about the physical world that are not effectively addressed through traditional instruction. Students'…

Vigeant, Margot; Prince, Michael; Nottis, Katharyn

2011-01-01

296

A Comparative Study of Traditional, Inquiry-Based, and Research-Based Laboratory Curricula: Impacts on Understanding of the Nature of Science  

Science.gov (United States)

We explored the impact of laboratory curriculum on students' understanding of the nature of science at five US universities. The specific curricula studied were traditional (verification), inquiry-based, and research-based. The inquiry curriculum was Inquiries into Chemistry, and the research-based curriculum was developed by the Center for…

Russell, Cianan B.; Weaver, Gabriela C.

2011-01-01

297

Sharing the Environment: Cultural Exchange through Inquiry-Based Environmental Education in Trinidad and Tobago (T & T) and the United States  

Science.gov (United States)

This study examined the effects of Sharing the Environment (STE), a situated professional development pilot program that uses an inquiry-based approach to teaching Environmental Education (EE) to elementary students in the US and Trinidad. Inquiry is difficult to incorporate in both cultures because proficient performance on national tests is a…

McHenry, Nadine; Alvare, Bretton; Bowes, Kathleen; Childs, Ashley

2013-01-01

298

Exploring Preservice Elementary Teachers' Understanding of the Essential Features of Inquiry-Based Science Teaching Using Evidence-Based Reflection  

Science.gov (United States)

This study explored preservice elementary teachers' and their mentors' understanding of the essential features of inquiry-based teaching through the use of evidence-based reflection. The web-based video analysis tool (VAT) system was used to support preservice teachers' and mentors' evidence-based reflection during field…

Seung, Eulsun; Park, Soonhye; Jung, Jinhong

2014-01-01

299

Education majors' expectations and reported experiences with inquiry-based physics: Implications for student affect  

Science.gov (United States)

To address a perennial need to provide K-8 teachers with a solid foundation in science, there are many physics content courses throughout the United States. One such course is Physics and Astronomy for Teachers (PAT), which relies heavily on active-learning strategies. Although PAT is successful in teaching physics content, students sometimes report dissatisfaction with the course. Such instances of poor affect are worrisome because they may influence how teachers present science in their own classrooms. Therefore, this study investigates students’ affect in terms of their pedagogical expectations and potential personal learning outcomes with respect to PAT. Two sections of PAT, each containing approximately 40 students, were observed. Students in those sections were surveyed, and a sample were interviewed (N=10). An analysis of the data in terms of an expectancy violation framework shows that while students’ expectations regarding the hands-on and interactive components of PAT were met, they received substantially fewer lectures, class discussions, and opportunities to make class presentations than they had expected, even after they had been presented with the course syllabus and informed about the specific nature of the course. Additionally, students expected PAT to be more directly linked with their future teaching careers and therefore expected more opportunities to practice teaching science than they reported receiving. This investigation serves as a case study to provide insight into why students are sometimes frustrated and confused when first encountering active-learning classes, and it implies that instructors should be cognizant of those feelings and devote resources toward explicit orientation that emphasizes the purpose of the course and reasons behind their pedagogical choices.

Gaffney, Jon D. H.

2013-06-01

300

Reconstructing Earth's Climate History: Inquiry-Based Exercises for Lab and Class  

Science.gov (United States)

For instructors in natural science undergraduate programs, there is a clear need to have students explore and understand the scientific evidence of past climate variability and learn what this tells us about the role of humans in shaping present-day climate. Indeed, research in the field of paleoclimatology has provided data that identifies one of the most pressing challenges facing society—global warming. Herein lay my motivation to fill an important gap in my university's undergraduate program in geography and environmental studies. To that end, about a year ago I began to develop a new fourth-year course in paleoclimatology.

Wolfe, Brent

2013-04-01

 
 
 
 
301

Watershed Watch: Using undergraduate student-driven inquiry-based research projects as a means of engaging undeclared students in the biogeosciences  

Science.gov (United States)

Watershed Watch (NSF 0525433) engages early undergraduate students from two-year and four-year colleges in student-driven full inquiry-based instruction in the biogeosciences. Program goals for Watershed Watch are to test if inquiry-rich student-driven projects sufficiently engage undeclared students (or noncommittal STEM majors) to declare a STEM major (or remain with their STEM major). The program is a partnership between two four-year campuses - the University of New Hampshire (UNH), and Elizabeth City State University (ECSU, in North Carolina); and two two-year campuses - Great Bay Community College (GBCC, in New Hampshire) and the College of the Albemarle (COA, in North Carolina). The program focuses on two watersheds: the Merrimack Ricer Watershed in New Hampshire and Massachusetts, and the Pasquotank River Watershed in Virginia and North Carolina. Both the terrestrial and aquatic components of both watersheds are evaluated using the student-driven projects. A significant component of this program is an intensive two-week Summer Research Institute (SRI), in which undeclared freshmen and sophomores investigate various aspects of their local watershed. Two Summer Research Institutes have been held on the UNH campus (2006 and 2008) and two on the ECSU campus (2007 and 2009). Students develop their own research questions and study design, collect and analyze data, and produce a scientific oral or poster presentation on the last day of the SRI. The course objectives, curriculum and schedule are presented as a model for dissemination for other institutions and programs seeking to develop inquiry-rich programs or courses designed to attract students into biogeoscience disciplines. Data from self-reported student feedback indicate the most important factors explaining high-levels of student motivation and research excellence in the program are: 1) working with committed, energetic, and enthusiastic faculty mentors, and 2) faculty mentors demonstrating high degrees of teamwork and coordination. The past four Summer Research Institutes have engaged over 100 entry-level undergraduate students in the process of learning science by doing it, and approximately 50% of those participating have declared majors in a wide range of science fields. A total of eight Watershed Watch students have presented findings from their SRI research projects at AGU meetings in 2007, 2008, and 2009. This presentation will highlight the lessons learned over the past four years in the Watershed Watch program.

Rock, B. N.; Hale, S.; Graham, K.; Hayden, L. B.

2009-12-01

302

Reading Comprehension  

Science.gov (United States)

This is an exercise in reading comprehension and following directions. Please make sure you read and re-read before asking for help. See how much work you can do all on your own and do your very best. Good luck, have fun and learn something new! 1. Click Here Be a Critical Reader : answer all 10 questions.Do not go on until you have answered all 10 correctly. At this time please stand and silently wave both your arms around as if you are trying to swat a fly for 5 seconds. Thank you :) 2. Click "CONTINUE" to go ...

Devitry, Mrs.

2010-03-02

303

Exploring the Development of Fifth Graders' Practical Epistemologies and Explanation Skills in Inquiry-Based Learning Classrooms  

Science.gov (United States)

The purposes of this study are to explore fifth graders' epistemological views regarding their own experiences of constructing scientific knowledge through inquiry activities (i.e., practical epistemologies) and to investigate possible interactions between students' practical epistemologies and their inquiry skills to construct scientific…

Wu, Hsin-Kai; Wu, Chia-Lien

2011-01-01

304

Learning about Language through Inquiry-Based Discussion: Three Bidialectal High School Students' Talk about Dialect Variation, Identity, and Power  

Science.gov (United States)

The field of literacy studies has seen decades of calls for scholarship and instruction that address issues of dialect diversity, identity, and power but few empirical studies that document students' engagement in classroom activities designed to address these issues. The goal of this article is to describe how three bidialectal African American…

Chisholm, James S.; Godley, Amanda J.

2011-01-01

305

Multidisciplinary Inquiry-Based Investigation Learning Using an Ex Ovo Chicken Culture Platform: Role of Vitamin A on Embryonic Morphogenesis  

Science.gov (United States)

Embryonic development offers a unique perspective on the function of many biological processes because of embryos' heightened sensitivity to environmental factors. This hands-on lesson investigates the effects of elevated vitamin A on the morphogenesis of chicken embryos. The active form of vitamin A (retinoic acid) is applied to shell-less (ex…

Buskohl, Philip R.; Gould, Russell A.; Curran, Susan; Archer, Shivaun D.; Butcher, Jonathan T.

2012-01-01

306

Teaching Statistics in Biology: Using Inquiry-based Learning to Strengthen Understanding of Statistical Analysis in Biology Laboratory Courses  

Digital Repository Infrastructure Vision for European Research (DRIVER)

There is an increasing need for students in the biological sciences to build a strong foundation in quantitative approaches to data analyses. Although most science, engineering, and math field majors are required to take at least one statistics course, statistical analysis is poorly integrated into undergraduate biology course work, particularly at the lower-division level. Elements of statistics were incorporated into an introductory biology course, including a review of statistics concepts ...

Metz, Anneke M.

2008-01-01

307

Teaching Statistics in Biology: Using Inquiry-Based Learning to Strengthen Understanding of Statistical Analysis in Biology Laboratory Courses  

Science.gov (United States)

There is an increasing need for students in the biological sciences to build a strong foundation in quantitative approaches to data analyses. Although most science, engineering, and math field majors are required to take at least one statistics course, statistical analysis is poorly integrated into undergraduate biology course work, particularly…

Metz, Anneke M.

2008-01-01

308

Transparent stakeholder engagement in practice: Lessons learned from applying comprehensive environmental assessment to research planning for nanomaterials.  

Science.gov (United States)

As efforts to develop new applications of engineered nanoscale materials (ENMs) continue to grow, so too has interest in the environmental, health, and safety (EHS) implications of these materials. However, thorough evaluation and interpretation of such implications could require substantial resources (e.g., estimated as >$120 million per year in federal funding 2013-2017). A structured, strategic approach for transparently planning research would support improved linkages between ENM research and risk assessments, and thereby enhance the utility of financial and other resources for EHS studies of ENMs. For this reason, we applied Comprehensive Environmental Assessment (CEA) as an approach to provide transparent input into research planning for 2 types of ENMs: nanoscale titanium dioxide and nanoscale silver. For each of these CEA applications, we employed a collective judgment method known as Nominal Group Technique (NGT) in 2 workshops sponsored by the US Environmental Protection Agency (USEPA). The objective of this paper is to present the outcomes of these CEA applications in the context of how our methodology can inform future efforts to identify collective goals in science (e.g., research priorities) through structured decision support approaches. Outcomes include clear lists of research priorities for each ENM developed through transparently engaging stakeholders having diverse technical and sector perspectives. In addition, we identified several procedural aspects that could be refined, including emphasizing breakout group interactions, identifying broad information priorities before more detailed research questions, and using rating rather than ranking prioritization methods. Beyond the research directions identified for specific ENMs, lessons learned about engaging stakeholders in research planning are expected to inform future research planning efforts for ENMs and other emerging materials across the scientific community. Integr Environ Assess Manag 2014;10:498-510. © 2014 SETAC. PMID:24729532

Powers, Christina; Hendren, Christine; Wang, Amy; Davis, J Michael

2014-10-01

309

Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry-based tasks  

Science.gov (United States)

This study addresses the need for research in three areas: (1) teachers' understandings of scientific inquiry; (2) conceptual understandings of evolutionary processes; and (3) technology-enhanced instruction using an inquiry approach. The purpose of this study was to determine in what ways The Galapagos Finches software-based materials created a context for learning and teaching about the nature of scientific knowledge and evolutionary concepts. The research used a design experiment in which researchers significantly modified a secondary science methods course. The multiple data sources included: audiotaped conversations of two focus pairs of participants as they interacted with the software; written pre- and posttests on concepts of natural selection of the 21 prospective teachers; written pre- and posttests on views of the nature of science; three e-mail journal questions; and videotaped class discussions. Findings indicate that prospective teachers initially demonstrated alternative understandings of evolutionary concepts; there were uninformed understandings of the nature of scientific inquiry; there was little correlation between understandings and disciplines; and even the prospective teachers with research experience failed to understand the diverse methods used by scientists. Following the module there was evidence of enhanced understandings through metacognition, and the potential for interactive software to provide promising context for enhancing content understandings.

Crawford, Barbara A.; Zembal-Saul, Carla; Munford, Danusa; Friedrichsen, Patricia

2005-08-01

310

"I am a scientist": How setting conditions that enhance focused concentration positively relate to student motivation and achievement outcomes in inquiry-based science  

Science.gov (United States)

This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus and On-Campus, and used ethnographic techniques of participant observation. Research participants included eight eighth grade girls, aged thirteen to fourteen years old. Data sources included formal and informal participant interviews, participant journal reflections, curriculum artifacts including quizzes, worksheets, and student-generated research posters, digital video and audio recordings, photographs, and researcher field notes. Data were transcribed verbatim and coded, then collapsed into emergent themes using NVIVO 9. The results of this research illustrate how setting conditions that promote focused concentration and communicative interactions can be positively related to student motivation and achievement outcomes in inquiry-based science. Participants in the Off-Campus case experienced more frequent states of focused concentration and out performed their peers in the On-Campus case on forty-six percent of classroom assignments. Off-Campus participants also designed and implemented a more cognitively complex research project, provided more in-depth analyses of their research results, and expanded their perceptions of what it means to act like a scientist to a greater extent than participants in the On-Campus case. These results can be understood in relation to Flow Theory. Student interactions that promoted the criteria necessary for initiating flow, which included having clearly defined goals, receiving immediate feedback, and maintaining a balance between challenges and skills, fostered enhanced student motivation and achievement outcomes. This research also illustrates the positive gains in motivation and achievement outcomes that emerge from student experiences with extended time in isolated areas referred to as "hot spots." Implications for science teaching and future research include shifting the current focus in inquiry-based science from a continuum that progresses from teacher-directed to open inquiry experiences to a continuum that also deliberately includes and promotes the necessary criteria for establishing flow. Attending to Flow Theory and incorporating student experiences with flow into inquiry-based science lessons will enhance student motivation and achievement outcomes in science and bolster the success of inquiry-based science.

Ellwood, Robin B.

311

The Effects of Integrated Information Literacy in Science Curriculum on First-Grade Students’ Memory and Comprehension Using the Super3 Model  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study was to investigate the effects of integrated information literacy in first-grade science curriculum on students’ science learning. In this quasi-experimental study, two first-grade classrooms from a public elementary school were randomly assigned into the experimental group and control group. The former accepted an inquiry-based science curriculum infused information literacy using the Super3 model, while the latter accepted the traditional lecture-oriented instruction. The instructional unit in both experimental and control groups was taught by the same science teacher and lasted around three weeks, seven periods of time per week. Two tests were designed to test student’s memory of factual information and comprehension of scientific concepts. Results from the analyses of covariance showed that the experimental group significantly outperformed their counterparts on two measures of science learning. It is suggested that integrated information literacy instruction could have a positive impact on first-graders’ subject content learning and lay a foundation for young children to be lifelong learners.

Lin Ching Chen

2011-09-01

312

Nomeação rápida, leitura e compreensão em escolares com dificuldades de aprendizagem Rapid naming, reading and comprehension in students with learning difficulties  

Directory of Open Access Journals (Sweden)

Full Text Available OBJETIVO: Comparar e correlacionar o desempenho em nomeação rápida, leitura e compreensão de escolares com dificuldades de aprendizagem. MÉTODOS: Participaram deste estudo 32 escolares da 4ª série do ensino fundamental, de ambos os gêneros, com faixa etária entre 11 anos e 4 meses e 12 anos e 7 meses. Foram realizadas a primeira e a segunda tomada de leitura oral de um texto, selecionado a partir da indicação dos professores da 4ª série; a primeira e a segunda tomada de compreensão por meio de quatro perguntas apresentadas sequencialmente ao texto, em que os escolares deveriam responder oralmente; e a prova de nomeação rápida do Teste de Desempenho Cognitivo-Linguístico, versão individual. RESULTADOS: Houve diferença entre a primeira e a segunda compreensão e entre nomeação rápida, primeira e segunda leitura. Houve forte correlação entre compreensão e leitura, sugerindo que o desempenho na primeira tomada de leitura influenciou de forma significativa o desempenho na segunda tomada de leitura; o mesmo ocorreu para a compreensão. CONCLUSÃO: A defasagem na realização das atividades de nomeação, leitura e compreensão na primeira avaliação ocasionou falhas no mecanismo de conversão fonema-grafema que podem ser suficientes para desencadear dificuldades na aprendizagem da leitura.PURPOSE: To compare and correlate the performance of students with learning difficulties in rapid naming, reading and comprehension. METHODS: Participants were 32 students from 4th grade of elementary school of both genders, with ages between 11 years and 4 months and 12 years and 7 months. The first and second oral reading of a text selected based on the indication of 4th grade teachers were conducted, as well as the first and second reading comprehension task composed by four questions presented right after the reading, to which students should answered orally, and the rapid naming task from the Test of Cognitive-Linguistic Performance, individual version. RESULTS: Differences were found between the first and the second comprehension scores, and between rapid naming, first and second reading. There was a strong correlation between comprehension and reading, suggesting that the performance in the first reading significantly influenced the performance in the second reading, which also occurred for comprehension. CONCLUSION: The delay in the activities of naming, reading and comprehension in the first evaluation provoked failures in the phoneme-grapheme conversion that may be enough to cause learning difficulties in reading.

Cláudia da Silva

2012-01-01

313

Nomeação rápida, leitura e compreensão em escolares com dificuldades de aprendizagem / Rapid naming, reading and comprehension in students with learning difficulties  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese OBJETIVO: Comparar e correlacionar o desempenho em nomeação rápida, leitura e compreensão de escolares com dificuldades de aprendizagem. MÉTODOS: Participaram deste estudo 32 escolares da 4ª série do ensino fundamental, de ambos os gêneros, com faixa etária entre 11 anos e 4 meses e 12 anos e 7 mese [...] s. Foram realizadas a primeira e a segunda tomada de leitura oral de um texto, selecionado a partir da indicação dos professores da 4ª série; a primeira e a segunda tomada de compreensão por meio de quatro perguntas apresentadas sequencialmente ao texto, em que os escolares deveriam responder oralmente; e a prova de nomeação rápida do Teste de Desempenho Cognitivo-Linguístico, versão individual. RESULTADOS: Houve diferença entre a primeira e a segunda compreensão e entre nomeação rápida, primeira e segunda leitura. Houve forte correlação entre compreensão e leitura, sugerindo que o desempenho na primeira tomada de leitura influenciou de forma significativa o desempenho na segunda tomada de leitura; o mesmo ocorreu para a compreensão. CONCLUSÃO: A defasagem na realização das atividades de nomeação, leitura e compreensão na primeira avaliação ocasionou falhas no mecanismo de conversão fonema-grafema que podem ser suficientes para desencadear dificuldades na aprendizagem da leitura. Abstract in english PURPOSE: To compare and correlate the performance of students with learning difficulties in rapid naming, reading and comprehension. METHODS: Participants were 32 students from 4th grade of elementary school of both genders, with ages between 11 years and 4 months and 12 years and 7 months. The firs [...] t and second oral reading of a text selected based on the indication of 4th grade teachers were conducted, as well as the first and second reading comprehension task composed by four questions presented right after the reading, to which students should answered orally, and the rapid naming task from the Test of Cognitive-Linguistic Performance, individual version. RESULTS: Differences were found between the first and the second comprehension scores, and between rapid naming, first and second reading. There was a strong correlation between comprehension and reading, suggesting that the performance in the first reading significantly influenced the performance in the second reading, which also occurred for comprehension. CONCLUSION: The delay in the activities of naming, reading and comprehension in the first evaluation provoked failures in the phoneme-grapheme conversion that may be enough to cause learning difficulties in reading.

Cláudia da, Silva; Vera Lúcia Orlandi, Cunha; Fábio Henrique, Pinheiro; Simone Aparecida, Capellini.

314

Closing the science achievement gap for ninth grade English learners through standards- and inquiry-based science instruction  

Science.gov (United States)

In light of the need to close the achievement gap among our culturally and linguistically diverse students, more specifically the Hispanics and the Hispanic English Learners (ELs), the effects of teacher professional development (2 year PD vs. 1 Year PD vs. no PD) on the implementation of a standards-aligned and inquiry-based science curriculum program---the Integrated Coordinated Science for the 21st Century published by It's About Time, Inc. (ICS-IAT)---on the LAUSD ninth graders science scores were examined. Participants included 8,937 9th grade students (7,356 Hispanics). The primary outcome measurement was scaled scores from the California Standard Test (CST) in Integrated Coordinated Science (CST_ICS1). Correlations between California English Language Development Test (CELDT) component subscores (reading, listening and speaking) and CST scores were also examined. Results indicated that the science scores of the students of teachers who participated in two year PD were significantly higher compared to the scores of students of the one year PD group and the control group. The results show that all ethnic groups benefited from two years of teacher PD, except the African American group. Among Hispanics, students classified as IFEP, RFEP and EO gained from the teachers having two years of professional development. But the target population, ELs did not benefit from two years of teacher PD. The correlations between the CELDT and CST_ELA were much higher than the CELDT and CST_ICS1 correlations. This finding validates Abedi's claim (2004) that EL students are disadvantaged because of their language handicap on tests that have a greater language load. Two year PD participation significantly enhanced the accessibility of science to the ninth graders. The essential features in the PD were classroom simulation of all the activities identified in the storyboard with the actual and correct use of needed equipment and materials; creation and presentation of sample or model Chapter Challenges; practice on the use of the storyboard; facilitation of activity debriefs using a debrief template; and the use and practice of identified strategies and scaffoldings targeting ELs. Three innovations developed by the LAUSD-ICS Leadership Team also were introduced in the PD sessions. They are the storyboard, "cartoon analysis" and debrief template.

Estrada, Myrna Hipol

315

Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and Interpretation  

Science.gov (United States)

Basic reading comprehension and summary tend to be the focus in social studies and history classrooms, if reading and writing are included at all. But such a focus inhibits a conception of history as an interpretive discipline grounded in evidence that is analyzed, not simply accepted. Understanding the past is impossible without such historical…

Monte-Sano, Chauncey

2011-01-01

316

Comprehensive School Reform Models: A Study Guide for Comparing CSR Models (and How Well They Meet Minnesota's Learning Standards).  

Science.gov (United States)

A growing number of schools are exploring the prospect of applying for funding to implement a Comprehensive School Reform (CSR) model. But the process of selecting a CSR model can be complicated because it frequently involves self-study and a review of models to determine which models best meet the needs of the school. This study guide is intended…

St. John, Edward P.; Loescher, Siri; Jacob, Stacy; Cekic, Osman; Kupersmith, Leigh; Musoba, Glenda Droogsma

317

Using a Comprehensive Case-Based Examination to Evaluate and Integrate Student Learning in Social Work Administration  

Science.gov (United States)

While the case method has been used in teaching social work practice for many years, its use as an evaluation tool is less common. This analysis describes the use of the case method in a comprehensive examination for MSW students in an Administration concentration. After a brief review of the issues related to student outcome assessment and the…

Packard, Thomas; Austin, Michael J.

2009-01-01

318

A Comprehensive Model of a Post-secondary Learning Disabilities Program: The Program for Advancement of Learning (PAL) at Curry College.  

Science.gov (United States)

This report describes a program at Curry College (Massachusetts) to support college students with learning disabilities in developing metacognitive awareness and achieving academic success. The Program for Advancement of Learning (PAL) was established in 1970 and has been recognized as a national exemplary program. An overview describes the…

Ijiri, L.; Carroll, J.; Fletcher, S.; Hubbard, L.; Manchester, J.; Van Someren, D.

319

Does a Creative Learning Medium Matter? Impact of Low Cost Android Tablets on Elementary Students’ English Comprehension, Perceived Performance and Memory Retention  

Directory of Open Access Journals (Sweden)

Full Text Available Introduction: Android tablet is a relatively newer and cheaper portal electronic device that can be used as a creative learning tool in elementary school setting compared with laptop. However, the effect of Android tablet on students’ learning performance has been rarely studied. Before encouraging schools to implant Android tablet in teaching process, it should be ensured that tablet should at least do no harm on students’ academic performance. This research aims to investigate the impact of an innovative medium—a low cost Android tablet versus paper—on elementary students’ reading comprehension, perceived comprehension performance, and memory retention, and discuss about the implication of the finding and future directions. Method: In Study 1, 18 fourth-graders and 36 sixth-graders read 2 grade-appropriate passages on either a tablet or paper and completed related comprehension tests, then assessed their perceived performance. In Study 2, 16 first-graders attempted to memorize 25 pictures displayed on tablets while another 12 first-graders attempted to memorize 25 pictures displayed on paper. After 1 minute filler activity, participants were shown 50 pictures and asked to identify those they had attempted to memorize. Results: In Study 1, results showed that fourth-graders comprehended better when reading on paper, whereas sixth-graders scored similarly on both media. An interaction effect between “medium” and “gender” was found in the perceived performance of fourth-graders, with boys reporting higher perceived performance when using tablets. In Study 2, first-graders experienced better memory retention when they viewed pictures on paper. Conclusion: The introduction of Android tablets in the classroom did not have a significant negative impact on sixth-graders’ reading comprehension. However, some caution is required when introducing tablets to first-graders and fourth-graders because of the negative effect found in this study. It should also be noted that the use of tablets may enhance the confidence of grade 4 boys during comprehension tasks, but the confidence of grade 4 girls engaged in the same activities may be deteriorated.

Ibrahim El-Mouelhy

2013-12-01

320

The Effects of Representational Format on Learning Combinatorics from an Interactive Computer Simulation  

Science.gov (United States)

The current study investigated the effects of different external representational formats on learning combinatorics and probability theory in an inquiry based learning environment. Five conditions were compared in a pre-test post-test design: three conditions each using a single external representational format (Diagram, Arithmetic, or Text), and…

Kolloffel, Bas; Eysink, Tessa H. S.; de Jong, Ton; Wilhelm, Pascal

2009-01-01

 
 
 
 
321

Designing, Developing and Implementing a Software Tool for Scenario Based Learning  

Science.gov (United States)

The pedagogical value of problem-based and inquiry-based learning activities has led to increased use of this approach in many courses. While scenarios or case studies were initially presented to learners as text-based material, the development of modern software technology provides the opportunity to deliver scenarios as e-learning modules,…

Norton, Geoff; Taylor, Mathew; Stewart, Terry; Blackburn, Greg; Jinks, Audrey; Razdar, Bahareh; Holmes, Paul; Marastoni, Enrique

2012-01-01

322

Marine Debris Clean-Ups as Meaningful Science Learning  

Science.gov (United States)

This seven to eight week hands-on Marine Debris Clean-up Project used a service project to provide an introduction of marine science ecology, watershed interrelationships, the scientific method, and environmental stewardship to 8th grade middle school students. It utilized inquiry based learning to introduce marine debris sources and impacts to…

Stepath, Carl M.; Bacon, Joseph Scott

2010-01-01

323

Bridging the Gap: Connecting School and Community with Service Learning.  

Science.gov (United States)

Describes how the author's eighth-grade language arts inquiry-based instruction blossomed into student-based community learning, with students defining and seeking their own relevant goals, bringing the community to school with an art exhibit of tolerance, volunteering at a nearby elementary school, creating community gardens to fulfill a…

Edwards, Sarah K.

2001-01-01

324

Grammar Teaching and Learning in L2: Necessary, but Boring?  

Science.gov (United States)

This descriptive inquiry-based study targeted second language (L2) high school students' (n = 2321) and teachers' (n = 45) beliefs and perceptions about grammar instruction, specifically about grammatical accuracy, corrective feedback, and diverse forms of grammar teaching and learning. Results showed only slight discrepancies between students'…

Jean, Gladys; Simard, Daphnee

2011-01-01

325

One Piece of the Whole: Teacher Evaluation as Part of a Comprehensive System for Teaching and Learning  

Science.gov (United States)

As a major policy focus, teacher evaluation is currently the primary tool promoted to improve teaching quality. But evaluation alone is not enough. What will most transform teaching quality--and the profession--is the creation of a larger system that supports teaching and learning through on-the-job evaluation and professional development, and…

Darling-Hammond, Linda

2014-01-01

326

Learning Using Dynamic and Static Visualizations: Students' Comprehension, Prior Knowledge and Conceptual Status of a Biotechnological Method  

Science.gov (United States)

The importance of biotechnology education at the high-school level has been recognized in a number of international curriculum frameworks around the world. One of the most problematic issues in learning biotechnology has been found to be the biotechnological methods involved. Here, we examine the unique contribution of an animation of the…

Yarden, Hagit; Yarden, Anat

2010-01-01

327

Young elementary students' conceptual understandings of lunar phases before and after an inquiry-based and technology-enhanced instructional intervention  

Science.gov (United States)

This mixed methods study explored young children's understandings of targeted lunar concepts, including when the moon can be observed, observable lunar phase shapes, predictable lunar patterns, and the cause of moon phases. Twenty-one children (ages seven to nine years) from a multi-aged classroom participated in this study. Data were collected using semi-structured interviews, student drawings, and card sorting before and after an inquiry-based, technology-enhanced instructional intervention. Students' lunar calendars, written responses, field notes, and videotaped class sessions also provided data throughout the study. Data were analyzed using codes from prior lunar studies, constant comparative analysis, and nonparametric analysis. The instructional intervention included lunar data gathering, recording, and sharing, through the use of Starry Night planetarium software and an inquiry-based instruction on moon phases (McDermott, 1996). In a guided inquiry context children worked in groups to gather and analyze nine weeks of lunar data. Findings indicated a positive change in students' understanding of all targeted concepts. After the intervention more children understood that the moon could be observed sometimes during the day, more children drew scientific moon phase shapes, and more children drew scientific representations of the moon phase sequences. Also, more children understood the cause of moon phases.

Hobson, Sally Merryman

328

Student learning of key concepts and skills in inquiry science: A longitudinal study of 4th and 6th grade students  

Science.gov (United States)

This study arose out of the need to measure the validity of the hands-on, inquiry-based approach to science learning, as articulated in the National Science Education Standards. It addressed the question of whether the use of hands-on, inquiry-based curriculum promotes improved student understanding of science content and problem-solving and scientific reasoning skills. It measured 4th and 6th grade student learning in five skills (comparing, graphing, investigating, measuring, predicting) and five concepts (objects in the sky, properties, variables, units of measure, life cycle). Data were collected in 1997 and 1999 from two elementary schools in one suburban Pittsburgh school district, where hands-on curriculum units were implemented starting in 1997. A performance-based assessment instrument was devised. Findings were compared by school and by year and showed significant improvement in student learning over the two years. Students improved significantly in the skills of comparing and measuring and in the concepts of objects in the sky, variables, and the life cycle. Additionally, in the repeated measures group, significant improvement was also indicated in the skill of graphing and the concepts of properties and units of measure. No significant differences were found in the skills of investigating and predicting. Student scores in the school with somewhat lower socio-economic status increased more significantly. The study supports the key principles that guided the development of the National Science Education Standards and comprehensive science education programs aligned with them. The results support including the elements of systemic reform, i.e., hands-on curriculum materials, ongoing professional development, centralized materials support, assessment, and community involvement, in all schools.

Davison, Reeny De Vos

329

La comprensión del discurso especializado escrito en ámbitos técnico-profesionales: ¿Aprendiendo a partir del texto? Specialized written discourse comprehension in technical-professional domains: ¿Learning from text?  

Directory of Open Access Journals (Sweden)

Full Text Available En esta investigación nos aproximamos al procesamiento cognitivo del discurso especializado escrito en tres áreas técnico-profesionales: marítima, industrial y comercial. Nos interesa indagar en la incidencia de algunas variables del texto escrito en la comprensión del discurso especializado por parte de un grupo de 234 sujetos de último año de educación secundaria profesional en la región de Valparaíso, Chile. De manera más específica, exploramos algunas relaciones entre el proceso de comprensión del discurso y un conjunto de textos escritos con contenidos disciplinares especializados, jerarquizados en virtud de ciertas estructuras textuales específicas y de determinadas configuraciones de haces de rasgos lingüísticos co-ocurrentes sistemáticamente y característicos de lo que llamamos Dimensión Foco Informacional (Parodi 2005a. Para ello, se diseñaron y aplicaron seis pruebas de comprensión a la muestra ya indicada. Los resultados indican que existe evidencia empírica significativa para sostener que ciertas estructuras lingüísticas que apunten a una prosa más densamente informacional inciden en el tipo y nivel de comprensión. Al mismo tiempo, se detecta que los rendimientos alcanzados en el manejo de inferencias globales y de aplicación de conocimientos muestran serios problemas en este grupo de alumnos.In this article we approach the cognitive processing of specialized written discourse in three areas of technical-professional education: maritime, industrial, commerce. We search into the influence of some text variables in reading specialized comprehension by a group of 234 students attending last year of secondary professional high schools, in Valparaíso, Chile. More specifically, we explore some relationships between the process of discourse comprehension and a group of written texts with specialized contents, hierarchically organized according to specific text structures and to dimensions of communicative linguistic features co-occurring systematically in the texts, identified upon of what we called Dimension Informational Focus (Parodi 2005a. To accomplish this, we designed and administered six comprehension texts to the group of students previously mentioned. Results show that there is enough empirical evidence to claim that some linguistic structures that identify informationally dense prose affect the kind and level of comprehension. At the same time, for the students under study, very low level achievement in comprehension was detected and global and transfer inferences shows to be the most problematic processes involved in reading, comprehending and learning from these texts.

Giovanni Parodi

2005-01-01

330

La comprensión del discurso especializado escrito en ámbitos técnico-profesionales: ¿Aprendiendo a partir del texto? / Specialized written discourse comprehension in technical-professional domains: ¿Learning from text?  

Scientific Electronic Library Online (English)

Full Text Available SciELO Chile | Language: Spanish Abstract in spanish En esta investigación nos aproximamos al procesamiento cognitivo del discurso especializado escrito en tres áreas técnico-profesionales: marítima, industrial y comercial. Nos interesa indagar en la incidencia de algunas variables del texto escrito en la comprensión del discurso especializado por par [...] te de un grupo de 234 sujetos de último año de educación secundaria profesional en la región de Valparaíso, Chile. De manera más específica, exploramos algunas relaciones entre el proceso de comprensión del discurso y un conjunto de textos escritos con contenidos disciplinares especializados, jerarquizados en virtud de ciertas estructuras textuales específicas y de determinadas configuraciones de haces de rasgos lingüísticos co-ocurrentes sistemáticamente y característicos de lo que llamamos Dimensión Foco Informacional (Parodi 2005a). Para ello, se diseñaron y aplicaron seis pruebas de comprensión a la muestra ya indicada. Los resultados indican que existe evidencia empírica significativa para sostener que ciertas estructuras lingüísticas que apunten a una prosa más densamente informacional inciden en el tipo y nivel de comprensión. Al mismo tiempo, se detecta que los rendimientos alcanzados en el manejo de inferencias globales y de aplicación de conocimientos muestran serios problemas en este grupo de alumnos. Abstract in english In this article we approach the cognitive processing of specialized written discourse in three areas of technical-professional education: maritime, industrial, commerce. We search into the influence of some text variables in reading specialized comprehension by a group of 234 students attending last [...] year of secondary professional high schools, in Valparaíso, Chile. More specifically, we explore some relationships between the process of discourse comprehension and a group of written texts with specialized contents, hierarchically organized according to specific text structures and to dimensions of communicative linguistic features co-occurring systematically in the texts, identified upon of what we called Dimension Informational Focus (Parodi 2005a). To accomplish this, we designed and administered six comprehension texts to the group of students previously mentioned. Results show that there is enough empirical evidence to claim that some linguistic structures that identify informationally dense prose affect the kind and level of comprehension. At the same time, for the students under study, very low level achievement in comprehension was detected and global and transfer inferences shows to be the most problematic processes involved in reading, comprehending and learning from these texts.

Giovanni, Parodi.

331

Análisis de ambientes virtuales de aprendizaje desde una propuesta semiótico integral / Analysis of Virtual Learning Environments from a Comprehensive Semiotic Perspective  

Scientific Electronic Library Online (English)

Full Text Available SciELO Mexico | Language: Spanish Abstract in spanish Si bien existe una amplia variedad de perspectivas y modelos dedicadas al estudio de la educación online, la mayoría se centra en el análisis de los aspectos verbales, pero muy pocos consideran la relación con recursos de otra naturaleza, como las imágenes y la hipermedialidad. En un artículo anteri [...] or, partimos de una propuesta de análisis semiótico integral de ambientes virtuales de aprendizaje, que hemos desarrollado recientemente y probado para el estudio de diferentes cursos de formación online no intervenidos. En este trabajo, recurrimos a dicha propuesta para analizar entornos de aprendizaje en red en el marco de cursos intervenidos. Una de las observaciones principales de este tipo de análisis es que los aspectos organizativos de los cursos tienen que ver con la manera en que se construyen las disposiciones de entrada para un proceso de enseñanza y aprendizaje. Abstract in english Although there is a wide variety of perspectives and models for the study of online education, most of these focus on the analysis of the verbal aspects of such learning, while very few consider the relationship between speech and elements of a different nature, such as images and hypermediality. In [...] a previous article we presented a proposal for a comprehensive semiotic analysis of virtual learning environments that more recently has been developed and tested for the study of different online training courses without instructional intervention. In this paper we use this same proposal to analyze online learning environments in the framework of courses with instructional intervention. One of the main observations in relation to this type of analyses is that the organizational aspects of the courses are found to be related to the way in which the input elements for the teaching and learning process are constructed.

Gloria, Álvarez Cadavid; Guadalupe, Alvarez.

332

Desempenho no jogo, estratégias de aprendizagem e compreensão na leitura / Achievement in a game, learning strategies and reading comprehension  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Considerando a escassez de instrumentos nacionais de avaliação psicoeducacional e a importância das estratégias de aprendizagem na escolarização formal, este estudo objetivou: a) analisar o potencial do jogo Bingo Melhor Estudante, adaptado para avaliar as percepções das características de um bom es [...] tudante, entre 29 alunos de 4ª série do ensino fundamental de uma escola pública; b) verificar as relações entre o desempenho dos participantes no jogo, num teste de compreensão em leitura e numa escala de estratégias de aprendizagem. Os dados foram coletados mediante o jogo, o teste de compreensão de leitura e a escala e, analisados qualitativa e quantitativamente. O jogo parece útil para a avaliação das percepções das características de um bom estudante. Correlações significativas foram encontradas entre o desempenho no jogo, na escala e no Cloze. Os dados são discutidos à luz da Psicologia Cognitiva baseada na Teoria do Processamento da Informação. Abstract in english Considering the lack of national instruments of psychoeducational evaluation and the importance of learning strategies during formal education, this study had the following objectives: a) to analyze the potential of Bingo The Best Student, an adapted game, to evaluate pupils’ perceptions of the char [...] acteristics of a good student, among 29 fourth grade students of a public school, and b) to examine relationships between participants’ achievement in the game, in a Cloze test, and in a learning strategies scale. Data was collected through a game session, an administration of both a Cloze test and a learning strategy scale. Results were analyzed qualitatively and quantitatively. It seems that the adapted game is useful to evaluate pupils’ perceptions of characteristics of a good student. Significant correlations were found between participants’ achievement in the game, in the scale and in cloze. Data is discussed within the cognitive psychology based on information processing theory framework.

Maria Aparecida Mezzalira, Gomes; Evely, Boruchovitch.

2005-12-01

333

Jogos pedagógicos e responsividade: ludicidade, compreensão leitora e aprendizagem / Educational games and responsiveness: playfulness, reading comprehension and learning  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Este artigo, embasado em pressupostos teóricos da teoria bakhtiniana, tem o objetivo de analisar as características das atitudes responsivas de alunos de duas turmas de 1ª ano do Ensino Médio de uma escola pública em Fortaleza, durante a interação com textos em um jogo educativo voltado para o ensin [...] o de leitura em Língua Portuguesa. A análise é feita a partir de dados colhidos em um experimento-piloto que tinha como objetivo analisar a influência do uso de um Objeto de Aprendizagem (OA) no desenvolvimento de estratégias de leitura. Durante a tarefa de ler, verificou-se que o OA, devido à forma como propõe a tarefa e ao uso de tecnologia interativa para a aprendizagem, desenvolveu, nos alunos-usuários do jogo, atitudes responsivas ativas durante a complementação de significados do texto. Abstract in english This article, based on theoretical assumptions of the Bakhtinian theory aims to analyze the characteristics of responsive attitudes of students from two high school classes at a public school in Fortaleza. The research took place during interaction with texts in an educational game for teaching read [...] ing in Portuguese. The analysis is based on data collected in a pilot experiment that aimed to analyze the influence of using a Learning Object (LO) in the development of reading strategies. During the task of reading, it was verified that the LO, due to the way the task is proposed and the use of interactive technology for learning, developed, in the student-users of the game, active responsive attitudes during the complementation of meanings of the text.

Nukácia Meyre Silva, Araújo; Fernanda Rodrigues, Ribeiro; Suellen Fernandes dos, Santos.

2012-06-01

334

The Effects of Repeated Reading on the Fluency and Comprehension Skills of Elementary-Age Students with Learning Disabilities (LD), 2001-2011: A Review of Research and Practice  

Science.gov (United States)

This article provides an extensive review of the literature on the use of repeated reading to improve the reading fluency and comprehension skills of elementary-age students with learning disabilities. A systematic review of the published literature from 2001 to 2011 was conducted and nineteen (N = 19) research-based repeated reading studies were…

Strickland, Whitney D.; Boon, Richard T.; Spencer, Vicky G.

2013-01-01

335

Rebecca's in the Dark: A Comparative Study of Problem-Based Learning and Direct Instruction/Experiential Learning in Two 4th-Grade Classrooms  

Science.gov (United States)

Seeking improved student performance in elementary schools has led educators to advocate inquiry-based teaching approaches, including problem-based learning (PBL). In PBL, students simultaneously develop problem-solving strategies, disciplinary knowledge bases, collaborative skills, and dispositions. Research into the efficacy of PBL in elementary…

Drake, Kay N.; Long, Deborah

2009-01-01

336

Some Key Issues in Creating Inquiry-Based Instructional Practices that Aim at the Understanding of Simple Electric Circuits  

Science.gov (United States)

Many students in secondary schools consider the sciences difficult and unattractive. This applies to physics in particular, a subject in which students attempt to learn and understand numerous theoretical concepts, often without much success. A case in point is the understanding of the concepts current, voltage and resistance in simple electric…

Kock, Zeger-Jan; Taconis, Ruurd; Bolhuis, Sanneke; Gravemeijer, Koeno

2013-01-01

337

Examining the effects of technology-enhanced, inquiry-based laboratories on graphing skills, content knowledge, science reasoning ability and attitudes of community college chemistry students  

Science.gov (United States)

This study investigated the effects of inquiry-based technology-enhanced, laboratories with the use of Microcomputer Based Laboratory (MBL) activities on graphing skills, content knowledge, science reasoning skills, and attitudes of introductory general chemistry community college students. The study employed a quasi-experimental pretest posttest comparison and treatment group design. The treatment group received a MBL technology. Inquiry-based laboratory activities were used for each. Four major research questions were explored in my study. The following instruments were used: the Modified Lawson Test of Scientific Reasoning; the Test of Graphing in Science (TOGS); the modified laboratory instrument ("Behavior of Gases" and "Lights, Color and Absorption" with accompanies content questions, validated by a panel of chemists, as well as an attitude survey. Mean scores from the Lawson, TOGS, Behavior of Gases and Lights, Color and Absorption labs, content knowledge questions were analyzed using t-tests to determine if a statistical significance exists between their mean scores. Basic statistics were used to analyze the attitude survey. The results from the Lawson revealed that students' mean score performance were not statistically significant between treatment and comparison groups. The t-test results indicated that each group had similar reasoning ability. The TOGS t-test results revealed that the mean scores were not statistically significant between each group. The results suggest that each group had similar graphing abilities. However, significant differences in the mean scores were found on their performance for the "Behavior of Gases" and "Lights, Color and Absorption" laboratories. Conducting a follow-up assessment of content knowledge for Behavior of Gases and Lights, Color and Absorption, revealed that no statistically significant difference exists on their mean scores, suggesting that though treatment students' performance was improved in the laboratory by using MBL; their content knowledge did not increase. Each group was positive about the use of technology.

Dantley, Scott Jackson

338

Using high-resolution satellite imagery to engage students in classroom experiences which meld research, the nature of science, and inquiry-based instruction  

Science.gov (United States)

Recognizing the need to bridge the gap between scientific research and the classroom, we have developed an exciting activity which engages students in grades 5-12 using high-resolution satellite imagery to observe Weddell seal populations in Antarctica. Going beyond the scope of the textbook, students experience the challenge researchers face in counting and monitoring animal populations in the field. The activity is presented in a non-expert, non-technical exercise enriched for students, with background information, tutorials, and satellite imagery included. Teachers instruct their class in how to use satellite imagery analysis techniques to collect data on seal populations in the McMurdo Sound region of the Ross Sea, Antarctica. Students participate in this inquiry-based, open-ended exercise to evaluate changes in the seal population within and between seasons. The activity meets the New Generation Science Standards (NGSS) through inquiry-based, real-world application and supports seven Performance Expectations (PE) for grade 5-12. In addition, it offers students a glimpse into the work of a field biologist, promoting interest in entering the STEM career pipeline. As every new Antarctica season unfolds, new imagery will be uploaded to the website allowing each year of students to add their counts to a growing long-term dataset for the classroom. The activity files provide 1) a tutorial in how to use the images to count the populations, 2) background information about Weddell seals in the McMurdo Sound region of the Ross Sea for the students and the teachers, and 3) collections of satellite imagery for spatial and temporal analysis of population fluctuations. Teachers can find all activity files to conduct the activity, including student instructions, on the Polar Geospatial Center's website (http://z.umn.edu/seals). Satellite image, Big Razorback Island, Antarctica Weddell seals,Tent Island, Antarctica

Pennycook, J.; LaRue, M.; Herried, B.; Morin, P. J.

2013-12-01

339

Atenção integral à saúde de adolescentes em situação de trabalho: lições aprendidas / Comprehensive health services for working adolescents: lessons learned  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Este artigo apresenta a experiência do Programa de Saúde do Trabalhador Adolescente (PSTA) do Núcleo de Estudos da Saúde do Adolescente da Uerj. Na área assistencial, a equipe multidisciplinar do Núcleo vem desenvolvendo um modelo de atenção integral aos adolescentes trabalhadores, buscando analisar [...] as questões ligadas ao nexo causal entre os agravos à saúde e o processo produtivo em que estão envolvidos. No que se refere à extensão, os profissionais, em associação com alguns adolescentes trabalhadores, vêm desenvolvendo uma metodologia de educação em saúde resgatando a discussão sobre o potencial produtivo de maneira abrangente, abordando temas que vão além da questão do trabalho. Devido ao conhecimento adquirido, a equipe, em parceria com a OIT, recebeu a incumbência de elaborar materiais pedagógicos para a formação e capacitação de recursos humanos sobre saúde e segurança no trabalho infanto-juvenil. Conclui-se que, diante das políticas públicas para a eliminação do trabalho infantil e proteção do trabalhador adolescente, já em vigência em nível nacional, a experiência relatada aponta para a necessidade da criação de programas semelhantes para a garantia dos direitos desta população. Abstract in english This article presents the collected experiences of the Health Program for Adolescent Workers (PSTA) at the Center for the Study of Adolescent Health at the State University of Rio de Janeiro. In terms of health services, the multidisciplinary team has developed a model of comprehensive health care f [...] or adolescent workers that seeks to analyze the causal links between health problems and the work conditions in which these young people are usually involved. In terms of health outreach, the health professionals have been working with a group of adolescent workers to develop a specific health education methodology. This methodology seeks to promote a broad discussion of the meaning of work in a empowering way that transcends the question of work. Based on this innovative experience, the staff was invited by the ILO to develop materials to train other professionals in the topics of health and occupational safety for adolescent workers. Given the current policies in effect in Brazil to eradicate child labor and protect adolescent workers, the experience of this initiative suggests the need for health programs to guarantee the rights of adolescent workers to occupational health and safety.

Carmen Ildes Rodrigues Fróes, Asmus; Carmen Maria, Raymundo; Suyanna Linhales, Barker; Carla Cristina Coelho Augusto, Pepe; Maria Helena, Ruzany.

340

Atenção integral à saúde de adolescentes em situação de trabalho: lições aprendidas Comprehensive health services for working adolescents: lessons learned  

Directory of Open Access Journals (Sweden)

Full Text Available Este artigo apresenta a experiência do Programa de Saúde do Trabalhador Adolescente (PSTA do Núcleo de Estudos da Saúde do Adolescente da Uerj. Na área assistencial, a equipe multidisciplinar do Núcleo vem desenvolvendo um modelo de atenção integral aos adolescentes trabalhadores, buscando analisar as questões ligadas ao nexo causal entre os agravos à saúde e o processo produtivo em que estão envolvidos. No que se refere à extensão, os profissionais, em associação com alguns adolescentes trabalhadores, vêm desenvolvendo uma metodologia de educação em saúde resgatando a discussão sobre o potencial produtivo de maneira abrangente, abordando temas que vão além da questão do trabalho. Devido ao conhecimento adquirido, a equipe, em parceria com a OIT, recebeu a incumbência de elaborar materiais pedagógicos para a formação e capacitação de recursos humanos sobre saúde e segurança no trabalho infanto-juvenil. Conclui-se que, diante das políticas públicas para a eliminação do trabalho infantil e proteção do trabalhador adolescente, já em vigência em nível nacional, a experiência relatada aponta para a necessidade da criação de programas semelhantes para a garantia dos direitos desta população.This article presents the collected experiences of the Health Program for Adolescent Workers (PSTA at the Center for the Study of Adolescent Health at the State University of Rio de Janeiro. In terms of health services, the multidisciplinary team has developed a model of comprehensive health care for adolescent workers that seeks to analyze the causal links between health problems and the work conditions in which these young people are usually involved. In terms of health outreach, the health professionals have been working with a group of adolescent workers to develop a specific health education methodology. This methodology seeks to promote a broad discussion of the meaning of work in a empowering way that transcends the question of work. Based on this innovative experience, the staff was invited by the ILO to develop materials to train other professionals in the topics of health and occupational safety for adolescent workers. Given the current policies in effect in Brazil to eradicate child labor and protect adolescent workers, the experience of this initiative suggests the need for health programs to guarantee the rights of adolescent workers to occupational health and safety.

Carmen Ildes Rodrigues Fróes Asmus

2005-12-01

 
 
 
 
341

Atenção integral à saúde de adolescentes em situação de trabalho: lições aprendidas / Comprehensive health services for working adolescents: lessons learned  

Scientific Electronic Library Online (English)

Full Text Available SciELO Public Health | Language: Portuguese Abstract in portuguese Este artigo apresenta a experiência do Programa de Saúde do Trabalhador Adolescente (PSTA) do Núcleo de Estudos da Saúde do Adolescente da Uerj. Na área assistencial, a equipe multidisciplinar do Núcleo vem desenvolvendo um modelo de atenção integral aos adolescentes trabalhadores, buscando analisar [...] as questões ligadas ao nexo causal entre os agravos à saúde e o processo produtivo em que estão envolvidos. No que se refere à extensão, os profissionais, em associação com alguns adolescentes trabalhadores, vêm desenvolvendo uma metodologia de educação em saúde resgatando a discussão sobre o potencial produtivo de maneira abrangente, abordando temas que vão além da questão do trabalho. Devido ao conhecimento adquirido, a equipe, em parceria com a OIT, recebeu a incumbência de elaborar materiais pedagógicos para a formação e capacitação de recursos humanos sobre saúde e segurança no trabalho infanto-juvenil. Conclui-se que, diante das políticas públicas para a eliminação do trabalho infantil e proteção do trabalhador adolescente, já em vigência em nível nacional, a experiência relatada aponta para a necessidade da criação de programas semelhantes para a garantia dos direitos desta população. Abstract in english This article presents the collected experiences of the Health Program for Adolescent Workers (PSTA) at the Center for the Study of Adolescent Health at the State University of Rio de Janeiro. In terms of health services, the multidisciplinary team has developed a model of comprehensive health care f [...] or adolescent workers that seeks to analyze the causal links between health problems and the work conditions in which these young people are usually involved. In terms of health outreach, the health professionals have been working with a group of adolescent workers to develop a specific health education methodology. This methodology seeks to promote a broad discussion of the meaning of work in a empowering way that transcends the question of work. Based on this innovative experience, the staff was invited by the ILO to develop materials to train other professionals in the topics of health and occupational safety for adolescent workers. Given the current policies in effect in Brazil to eradicate child labor and protect adolescent workers, the experience of this initiative suggests the need for health programs to guarantee the rights of adolescent workers to occupational health and safety.

Carmen Ildes Rodrigues Fróes, Asmus; Carmen Maria, Raymundo; Suyanna Linhales, Barker; Carla Cristina Coelho Augusto, Pepe; Maria Helena, Ruzany.

342

Learning and teaching with a computer scanner  

Science.gov (United States)

This paper introduces the readers to simple inquiry-based activities (experiments with supporting questions) that one can do with a computer scanner to help students learn and apply the concepts of relative motion in 1 and 2D, vibrational motion and the Doppler effect. We also show how to use these activities to help students think like scientists. They will conduct simple experiments, construct different explanations for their observations, test their explanations in new experiments and represent their ideas in multiple ways.

Planinsic, G.; Gregorcic, B.; Etkina, E.

2014-09-01

343

Delivering comprehensive home-based care programmes for HIV: a review of lessons learned and challenges ahead in the era of antiretroviral therapy.  

Science.gov (United States)

Home-based care (HBC) programmes in low- and middle-income countries have evolved over the course of the past two decades in response to the HIV epidemic and wider availability of antiretroviral therapy (ART). Evidence is emerging from small-scale and well-resourced studies that ART delivery can be effectively incorporated within HBC programmes. However, before this approach can be expanded, it is necessary to consider the lessons learned from implementing routine HBC programmes and to assess what conditions are required for their roll-out in the context of ART provision. In this paper, we review the literature on existing HBC programmes and consider the arguments for their expansion in the context of scaling up ART delivery. We develop a framework that draws on the underlying rationale for HBC and incorporates lessons learned from community health worker programmes. We then apply this framework to assess whether the necessary conditions are in place to effectively scale up HBC programmes in the ART era. We show that the most effective HBC programmes incorporate ongoing support, training and remuneration for their workers; are integrated into existing health systems; and involve local communities from the outset in programme planning and delivery. Although considerable commitment has so far been demonstrated to delivering comprehensive HBC programmes, their effectiveness is often hindered by weak linkages with other HIV services. Top-down donor policies and a lack of sustainable and consistent funding strategies represent a formidable threat to these programmes in the long term. The benefits of HBC programmes that incorporate ART care are unlikely to be replicated on a larger scale unless donors and policymakers address issues related to human resources, health service linkages and community preparedness. Innovative and sustainable funding policies are needed to support HBC programmes if they are to effectively complement national ART programmes in the long term. PMID:20144935

Wringe, Alison; Cataldo, Fabian; Stevenson, Nicola; Fakoya, Ade

2010-09-01

344

La comprensión lectora de textos científicos en el proceso de enseñanza-aprendizaje / Reading comprehension of scientific texts in the teaching-learning process  

Scientific Electronic Library Online (English)

Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish El desarrollo de habilidades lectoras y el conocimiento de elementos teóricos para la comprensión de los textos científicos es una necesidad en la formación de todo profesional. Para que los futuros egresados puedan comprender esta tipología textual es necesario que cada docente, desde las diferente [...] s asignaturas del currículo escolar, le ofrezcan las herramientas necesarias para interactuar con estos. Por tal motivo este trabajo tiene como objetivo realizar una revisión bibliográfica de los aspectos esenciales acerca de la comprensión lectora y en particular de los textos científicos, sustentada en las concepciones vigotskianas, así como en categorías de la Lingüística Textual que posibilitan la interpretación y procesamiento de la información en el proceso de enseñanza-aprendizaje. Abstract in english The development of literacy skills and knowledge of theoretical elements for the understanding of scientific texts is a need in any professional training. In order that future graduates can understand this textual typology it is necessary that each teacher, from the different subjects of the school [...] curriculum, offers the necessary tools to interact with these texts. For this reason this work is intended to carry out a literature review of the essential aspects of reading comprehension and in particular of scientific texts, supported in the vigotskians conceptions and categories of Textual Linguistics that make possible the interpretation and processing of information in the teaching-learning process.

Elena María, Muñoz Calvo; Lilia María, Muñoz Muñoz; Mercedes Caridad, García González; Luis Alberto, Granado Labrada.

345

La comprensión lectora de textos científicos en el proceso de enseñanza-aprendizaje / Reading comprehension of scientific texts in the teaching-learning process  

Scientific Electronic Library Online (English)

Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish El desarrollo de habilidades lectoras y el conocimiento de elementos teóricos para la comprensión de los textos científicos es una necesidad en la formación de todo profesional. Para que los futuros egresados puedan comprender esta tipología textual es necesario que cada docente, desde las diferente [...] s asignaturas del currículo escolar, le ofrezcan las herramientas necesarias para interactuar con estos. Por tal motivo este trabajo tiene como objetivo realizar una revisión bibliográfica de los aspectos esenciales acerca de la comprensión lectora y en particular de los textos científicos, sustentada en las concepciones vigotskianas, así como en categorías de la Lingüística Textual que posibilitan la interpretación y procesamiento de la información en el proceso de enseñanza-aprendizaje. Abstract in english The development of literacy skills and knowledge of theoretical elements for the understanding of scientific texts is a need in any professional training. In order that future graduates can understand this textual typology it is necessary that each teacher, from the different subjects of the school [...] curriculum, offers the necessary tools to interact with these texts. For this reason this work is intended to carry out a literature review of the essential aspects of reading comprehension and in particular of scientific texts, supported in the vigotskians conceptions and categories of Textual Linguistics that make possible the interpretation and processing of information in the teaching-learning process.

Elena María, Muñoz Calvo; Lilia María, Muñoz Muñoz; Mercedes Caridad, García González; Luis Alberto, Granado Labrada.

2013-12-01

346

Aprendizaje cooperativo en estrategias de comprensión de la lectura: Experiencia en un curso introductorio de Ingeniería / Cooperative learning and reading comprehension strategies: Experience in an introductory engineering course  

Scientific Electronic Library Online (English)

Full Text Available SciELO Venezuela | Language: Spanish Abstract in spanish RESUMEN Se estudió el efecto de un programa cooperativo de aprendizaje de estrategias cognitivas sobre el desempeño en la comprensión de la lectura en una muestra de 52 estudiantes de un curso introductorio de la carrera de ingeniería. El grupo experimental (n = 26) recibió instrucción en un entorno [...] académico de aprendizaje que siempre era de naturaleza cooperativa. El grupo control (n = 26) recibió los mismos contenidos del programa pero en un entorno que no enfatizaba el trabajo sistemáticamente cooperativo entre los estudiantes. El nivel de comprensión lectora se estimó a través de un pre-test y un post-test en una tarea de ejecución individual en lectura y se evaluó el progreso del aprendizaje durante el desarrollo de la experiencia a través de tres tareas cooperativas de ejecución en díadas. Los datos se analizaron a través de la prueba "t" de Student y ANOVA. Los resultados indican que ambos grupos aumentaron su capacidad para comprender textos después de someterse al programa de estrategias, pero el grupo experimental, que trabajó sistemáticamente en forma cooperativa, obtuvo mejores resultados que el grupo de control, encontrándose diferencias estadísticamente significativas entre la ejecución de ambos grupos en cada una de las tareas y en el post-test. Los resultados sugieren la conveniencia de la regulación de los procesos sociales para organizar grupos cooperativos que formen parte de un programa de enseñanza en estrategias cognitivas cuya finalidad sea mejorar la capacidad de comprensión de la lectura en estudiantes que aspiran ingresar a la educación superior Abstract in english ABSTRACT The effect of a cooperative learning program aimed at improving reading comprehension strategies in a sample of 52 students of an engineering introductory course was studied. The experimental group (n = 26) always received instruction in an academic learning environment, cooperative in natu [...] re. The control group (n = 26) received instruction on the same contents but cooperative work was not regularly emphasized. Individual measures of reading comprehension levels before and after the treatment were obtained. Three additional cooperative tasks were assigned to pairs of students in both groups to evaluate progress during training. Data were analyzed by means of a "t" test and ANOVA. Results indicate that at the end of the program students in both groups had improved their capacity to comprehend texts. However, the experimental group -the one that had worked systematically in a cooperative manner- obtained better results than the control group. Differences in performance between groups in each of the three tasks, as well as in the post-test, are statistically significant. Results suggest the need to promote cooperative groups when the purpose is to teach cognitive strategies to improve reading comprehension in pre-university students

Carlos Enrique, Zerpa.

347

Aprendizaje cooperativo en estrategias de comprensión de la lectura: Experiencia en un curso introductorio de Ingeniería / Cooperative learning and reading comprehension strategies: Experience in an introductory engineering course  

Scientific Electronic Library Online (English)

Full Text Available SciELO Venezuela | Language: Spanish Abstract in spanish RESUMEN Se estudió el efecto de un programa cooperativo de aprendizaje de estrategias cognitivas sobre el desempeño en la comprensión de la lectura en una muestra de 52 estudiantes de un curso introductorio de la carrera de ingeniería. El grupo experimental (n = 26) recibió instrucción en un entorno [...] académico de aprendizaje que siempre era de naturaleza cooperativa. El grupo control (n = 26) recibió los mismos contenidos del programa pero en un entorno que no enfatizaba el trabajo sistemáticamente cooperativo entre los estudiantes. El nivel de comprensión lectora se estimó a través de un pre-test y un post-test en una tarea de ejecución individual en lectura y se evaluó el progreso del aprendizaje durante el desarrollo de la experiencia a través de tres tareas cooperativas de ejecución en díadas. Los datos se analizaron a través de la prueba "t" de Student y ANOVA. Los resultados indican que ambos grupos aumentaron su capacidad para comprender textos después de someterse al programa de estrategias, pero el grupo experimental, que trabajó sistemáticamente en forma cooperativa, obtuvo mejores resultados que el grupo de control, encontrándose diferencias estadísticamente significativas entre la ejecución de ambos grupos en cada una de las tareas y en el post-test. Los resultados sugieren la conveniencia de la regulación de los procesos sociales para organizar grupos cooperativos que formen parte de un programa de enseñanza en estrategias cognitivas cuya finalidad sea mejorar la capacidad de comprensión de la lectura en estudiantes que aspiran ingresar a la educación superior Abstract in english ABSTRACT The effect of a cooperative learning program aimed at improving reading comprehension strategies in a sample of 52 students of an engineering introductory course was studied. The experimental group (n = 26) always received instruction in an academic learning environment, cooperative in natu [...] re. The control group (n = 26) received instruction on the same contents but cooperative work was not regularly emphasized. Individual measures of reading comprehension levels before and after the treatment were obtained. Three additional cooperative tasks were assigned to pairs of students in both groups to evaluate progress during training. Data were analyzed by means of a "t" test and ANOVA. Results indicate that at the end of the program students in both groups had improved their capacity to comprehend texts. However, the experimental group -the one that had worked systematically in a cooperative manner- obtained better results than the control group. Differences in performance between groups in each of the three tasks, as well as in the post-test, are statistically significant. Results suggest the need to promote cooperative groups when the purpose is to teach cognitive strategies to improve reading comprehension in pre-university students

Carlos Enrique, Zerpa.

2002-05-01

348

Necesidades de aprendizaje del especialista de Medicina General Integral sobre la drogodependencia / Learning requirements of the comprehensive general physician about drug dependency  

Scientific Electronic Library Online (English)

Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish Las necesidades de aprendizaje o capacitación resultan de contrastar un desempeño ideal o propuesto con el real, bien sea para un individuo o un grupo determinado. Constituyen el punto de partida para la búsqueda de una solución pedagógica, capacitante, a fin de contribuir a la transformación cualit [...] ativa de los servicios de salud, y su oportuna identificación una trascendental herramienta de la Educación Permanente. Objetivo: identificar las necesidades de aprendizaje que, sobre la drogodependencia, tienen los médicos que laboran en los Equipos de Atención Primaria de Salud del municipio Playa. Método: se realizó la identificación de necesidades de aprendizaje mediante un cuestionario escrito, que se aplicó de forma colectiva y anónima a 18 especialistas de MGI seleccionados al azar, que laboran en tres policlínicas del extremo este del municipio Playa. Resultados: se puntualizaron las deficiencias e insuficiencias de los conocimientos y habilidades profesionales sobre el fenómeno de la drogodependencia. Conclusiones: a pesar de que la Atención a la drogodependencia constituye, en el primer nivel de atención, uno de los Programas priorizados, en lo que a Salud Mental se refiere, la mayoría de los especialistas exhibió dificultades en el manejo integral de estos pacientes, persiste un comportamiento cuyo riesgo es, habitualmente, poco explorado, y su evaluación adolece, en ocasiones, de elementos de obligatoria indagación y conocimiento, lo que afecta su calidad y su adecuado seguimiento. Abstract in english The learning or training requirements result from comparing the ideal or proposed performance with the real one of either an individual or a group. They are the starting point to look for an enabling pedagogic solution that contributes to the qualitative transformation of health services and their t [...] imely identification represents a fundamental tool of the continuing education. Objective: to identify the learning requirements of the primary health care team physicians in Playa municipality in terms of drug dependence. Methods: learning requirements were detected through a written questionnaire anonymously and collectively administered to 18 randomly selected family physicians, who worked in three polyclinics of Playa municipality. Results: lack of adequate professional knowledge and skills to deal with drug dependence was shown. Conclusions: in spite of the fact that care to drug dependence is one of the priority mental health programs within the primary health care system, most of the Comprehensive General Medicine specialists did have difficulties in managing these patients, their risky behaviour is persistent and regularly poorly explored, and their evaluation sometimes lacks elements of compulsory inquiry and knowledge, thus affecting the quality of such evaluation and the suitable follow-up of these patients.

Víctor Tadeo, Pérez Martínez.

349

Necesidades de aprendizaje de los especialistas de Medicina General Integral sobre los trastornos del espectro autista / Learning needs on Autism Spectrum Disorders of Specialists in General Comprehensive Medicine  

Scientific Electronic Library Online (English)

Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish Introducción: las necesidades de aprendizaje resultan de contrastar un desempeño ideal o propuesto con el real, bien sea para un individuo o un grupo determinado. Constituyen el punto de partida para la búsqueda de una solución pedagógica, capacitante, a fin de contribuir a la transformación cualita [...] tiva de los servicios de salud, y su oportuna identificación una trascendental herramienta de la educación permanente. Objetivo: identificar las necesidades de aprendizaje que sobre los trastornos del espectro autista, tienen los médicos que laboran en los Equipos de Atención Primaria de Salud, del municipio Playa. Método: se aplicó un cuestionario con carácter anónimo, en forma de examen escrito, a 20 especialistas de MGI seleccionados al azar, que laboran en tres policlínicas del extremo Este, del municipio Playa. Resultados: se puntualizaron las deficiencias e insuficiencias de los conocimientos y habilidades profesionales sobre los trastorno del espectro autista, fundamentalmente en lo que respecta a su detección temprana, diagnóstico precoz y escalas de evaluación psicoevolutiva. Conclusiones: a pesar de que los principales problemas de salud de nuestros niños y adolescentes constituyen, en el primer nivel de atención, programas priorizados, sobre todo los que a salud mental infanto-juvenil se refieren, la mayoría de los especialistas exhibió dificultades en el tratamiento integral de estos pacientes, persistiendo el espectro autista como un desorden habitualmente mal explorado y tardíamente diagnosticado, cuya evaluación adolece, en ocasiones, de elementos de obligatoria indagación y conocimiento, lo que afecta el adecuado seguimiento de los menores y su calidad de vida. Abstract in english Introduction: the needs of learning come out when contrasting an ideal or proposed performance with actual one, either for an individual or a particular group. These needs constitute the starting point for finding a pedagogical, qualifying path to contribute to the qualitative transformation of heal [...] th care solutions, and timely identification transcendental lifelong learning tool. Objective: to identify the learning needs on the autism spectrum disorders of doctors working in primary Health care teams in Playa municipality. Methods: an anonymous questionnaire was applied, in form of a written exam, to 20 specialists of General Comprehensive Medicine randomly selected, who work in three polyclinics at east of Playa municipality. Results: the shortcomings and inadequacies of professional knowledge and skills on the autism spectrum are essentially pointed out in regard to early detection, early diagnosis and psycho-evolutionary scales of assessment. Conclusions: although the major health problems of our children and adolescents are included in priority programs of the first level of health care, especially those regarding child and adolescent mental health, difficulties in the comprehensive treatment of these patients were exhibited by most specialists. Autism spectrum keeps on being a usually poorly explored and belatedly diagnosed disorder, whose evaluation sometimes suffers mandatory inquiry elements and knowledge, which affects the proper tracking of children and their quality of life.

Víctor Tadeo, Pérez Martínez; Oscar Antonio, Alfonso Montero.

2013-09-01

350

Necesidades de aprendizaje de los especialistas de Medicina General Integral sobre los trastornos del espectro autista / Learning needs on Autism Spectrum Disorders of Specialists in General Comprehensive Medicine  

Scientific Electronic Library Online (English)

Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish Introducción: las necesidades de aprendizaje resultan de contrastar un desempeño ideal o propuesto con el real, bien sea para un individuo o un grupo determinado. Constituyen el punto de partida para la búsqueda de una solución pedagógica, capacitante, a fin de contribuir a la transformación cualita [...] tiva de los servicios de salud, y su oportuna identificación una trascendental herramienta de la educación permanente. Objetivo: identificar las necesidades de aprendizaje que sobre los trastornos del espectro autista, tienen los médicos que laboran en los Equipos de Atención Primaria de Salud, del municipio Playa. Método: se aplicó un cuestionario con carácter anónimo, en forma de examen escrito, a 20 especialistas de MGI seleccionados al azar, que laboran en tres policlínicas del extremo Este, del municipio Playa. Resultados: se puntualizaron las deficiencias e insuficiencias de los conocimientos y habilidades profesionales sobre los trastorno del espectro autista, fundamentalmente en lo que respecta a su detección temprana, diagnóstico precoz y escalas de evaluación psicoevolutiva. Conclusiones: a pesar de que los principales problemas de salud de nuestros niños y adolescentes constituyen, en el primer nivel de atención, programas priorizados, sobre todo los que a salud mental infanto-juvenil se refieren, la mayoría de los especialistas exhibió dificultades en el tratamiento integral de estos pacientes, persistiendo el espectro autista como un desorden habitualmente mal explorado y tardíamente diagnosticado, cuya evaluación adolece, en ocasiones, de elementos de obligatoria indagación y conocimiento, lo que afecta el adecuado seguimiento de los menores y su calidad de vida. Abstract in english Introduction: the needs of learning come out when contrasting an ideal or proposed performance with actual one, either for an individual or a particular group. These needs constitute the starting point for finding a pedagogical, qualifying path to contribute to the qualitative transformation of heal [...] th care solutions, and timely identification transcendental lifelong learning tool. Objective: to identify the learning needs on the autism spectrum disorders of doctors working in primary Health care teams in Playa municipality. Methods: an anonymous questionnaire was applied, in form of a written exam, to 20 specialists of General Comprehensive Medicine randomly selected, who work in three polyclinics at east of Playa municipality. Results: the shortcomings and inadequacies of professional knowledge and skills on the autism spectrum are essentially pointed out in regard to early detection, early diagnosis and psycho-evolutionary scales of assessment. Conclusions: although the major health problems of our children and adolescents are included in priority programs of the first level of health care, especially those regarding child and adolescent mental health, difficulties in the comprehensive treatment of these patients were exhibited by most specialists. Autism spectrum keeps on being a usually poorly explored and belatedly diagnosed disorder, whose evaluation sometimes suffers mandatory inquiry elements and knowledge, which affects the proper tracking of children and their quality of life.

Víctor Tadeo, Pérez Martínez; Oscar Antonio, Alfonso Montero.

351

Mars Rover Model Celebration: Developing Inquiry Based Lesson Plans to Teach Planetary Science In Elementary And Middle School  

Science.gov (United States)

The recent NASA Mars Rover missions capture the imagination of children, as NASA missions have done for decades. The University of Houston is in the process of developing a prototype of a flexible program that offers children an in-depth educational experience culminating in the design and construction of their own model rover. The existing prototype program is called the Mars Rover Model Celebration. It focuses on students, teachers and parents in grades 3-8. Students will design and build a model of a Mars rover to carry out a student selected science mission on the surface of Mars. The model will be a mock-up, constructed at a minimal cost from art supplies. The students will build the models as part of a project on Mars. The students will be given design criteria for a rover and will do basic research on Mars that will determine the objectives and features of their rover. This project may be used either informally as an after school club or youth group activity or formally as part of a class studying general science, earth science, solar system astronomy or robotics, or as a multi-disciplinary unit for a gifted and talented program. The project's unique strength lies in engaging students in the process of spacecraft design and interesting them in aerospace engineering careers. The project is aimed at elementary and secondary education. Not only will these students learn about scientific fields relevant to the mission (space science, physics, geology, robotics, and more), they will gain an appreciation for how this knowledge is used to tackle complex problems. The low cost of the event makes it an ideal enrichment vehicle for low income schools. It provides activities that provide professional development to educators, curricular support resources using NASA Science Mission Directorate (SMD) content, and provides family opportunities for involvement in K-12 student learning. This paper will describe the development of a detailed set of new 5E lesson plans to support this project as a classroom activity. The challenge of developing interactive learning activities for planetary science will be explored. These lesson plans incorporate state of the art interactive pedagogy and current NASA Planetary Science materials.

Bering, E. A.; Slagle, E.; Nieser, K.; Carlson, C.; Kapral, A.; Dominey, W.; Ramsey, J.; Konstantinidis, I.; James, J.; Sweaney, S.; Mendez, R.

2012-12-01

352

Genetically modified food in perspective: an inquiry-based curriculum to help middle school students make sense of tradeoffs  

Science.gov (United States)

To understand how students learn about science controversy, this study examines students' reasoning about tradeoffs in the context of a technology-enhanced curriculum about genetically modified food. The curriculum was designed and refined based on the Scaffolded Knowledge Integration Framework to help students sort and integrate their initial ideas and those presented in the curriculum. Pre-test and post-test scores from 190 students show that students made significant (p genetically modified food controversy. Analyses of students' final papers, in which they took and defended a position on what type of agricultural practice should be used in their geographical region, showed that students were able to provide evidence both for and against their positions, but were less explicit about how they weighed these tradeoffs. These results provide important insights into students' thinking and have implications for curricular design.

Seethaler, Sherry; Linn, Marcia

353

From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding Within an Inquiry-Based Science Setting  

Science.gov (United States)

This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the students' level of word knowledge manifested in their talk. In this framework, highly developed knowledge of a word is conceptual knowledge. This includes understanding how the word is situated within a network of other words and ideas. The results suggest that students' level of word knowledge develops toward conceptual knowledge when the students are required to apply the key concepts in their talk throughout all phases of inquiry. When the students become familiar with the key concepts through the initial inquiry activities, the students use the concepts as tools for furthering their conceptual understanding when they discuss their ideas and findings. However, conceptual understanding is not promoted when teachers do the talking for the students, rephrasing their responses into the correct answer or neglecting to address the students' everyday perceptions of scientific phenomena.

Haug, Berit S.; Ødegaard, Marianne

2014-10-01

354

From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding Within an Inquiry-Based Science Setting  

Science.gov (United States)

This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the students' level of word knowledge manifested in their talk. In this framework, highly developed knowledge of a word is conceptual knowledge. This includes understanding how the word is situated within a network of other words and ideas. The results suggest that students' level of word knowledge develops toward conceptual knowledge when the students are required to apply the key concepts in their talk throughout all phases of inquiry. When the students become familiar with the key concepts through the initial inquiry activities, the students use the concepts as tools for furthering their conceptual understanding when they discuss their ideas and findings. However, conceptual understanding is not promoted when teachers do the talking for the students, rephrasing their responses into the correct answer or neglecting to address the students' everyday perceptions of scientific phenomena.

Haug, Berit S.; Ødegaard, Marianne

2014-03-01

355

Inquiry Based Projects Using Student Ozone Measurements and the Status of Using Plants as Bio-Indicators  

Science.gov (United States)

Students around the world work cooperatively with their teachers and the scientific research community measuring local surface ozone levels using a hand-held optical scanner and ozone sensitive chemical strips. Through the GLOBE (Global Learning and Observations to Benefit the Environment) Program, students measuring local ozone levels are connected with the chemistry of the air they breathe and how human activity impacts air quality. Educational tools have been developed and correlated with the National Science and Mathematics Standards to facilitate integrating the study of surface ozone with core curriculum. Ozone air pollution has been identified as the major pollutant causing foliar injury to plants when they are exposed to concentrations of surface ozone. The inclusion of native and agricultural plants with measuring surface ozone provides an Earth system approach to understanding surface ozone. An implementation guide for investigating ozone induced foliar injury has been developed and field tested. The guide, Using Sensitive Plants as Bio-Indicators of Ozone Pollution, provides: the background information and protocol for implementing an "Ozone Garden" with native and agricultural plants; and, a unique opportunity to involve students in a project that will develop and increase their awareness of surface ozone air pollution and its impact on plants.

Ladd, I. H.; Fishman, J.; Pippin, M.; Sachs, S.; Skelly, J.; Chappelka, A.; Neufeld, H.; Burkey, K.

2006-05-01

356

Environmental Education & Ecology in a Life Science Course for Preservice K-8 Teachers Using Project Wildlife in Learning Design  

Science.gov (United States)

During laboratory sessions devoted to ecology, 182 preservice K-8 teachers participated in a Project Wildlife in Learning Design (WILD) workshop. Participants rated the workshop highly, indicated they would use more inquiry-based activities, and were more interested in teaching ecology following the workshop. Post-test scores indicated an…

Nelson, Allan

2010-01-01

357

Adding pedagogical process knowledge to pedagogical content knowledge: teachers' professional learning and theories of practice in science education  

Digital Repository Infrastructure Vision for European Research (DRIVER)

A concept of pedagogical process knowledge (PPK) is introduced to partner pedagogical content knowledge (PCK). This concept arises from observing the learning of teachers engaged in a course supporting them in introducing more inquiry-based methods into their practice. This course aimed to empower teachers through professional learning. PCK alone did not seem adequately to explain the teachers’ learning, which involved them developing new pedagogical processes to support the development of ...

Smith, Colin; Blake, Allan; Kelly, Fearghal; Gray, Peter; Mckie, Michelle

2013-01-01

358

Open-Ended Laboratory Investigations in a High School Physics Course: The Difficulties and Rewards of Implementing Inquiry-Based Learning in a Physics Lab  

Science.gov (United States)

Traditional physics labs at the high school level are often closed-ended. The outcomes are known in advance and students replicate procedures recommended by the teacher. Over the years, I have come to appreciate the great opportunities created by allowing students investigative freedom in physics laboratories. I have realized that a laboratory…

Szott, Aaron

2014-01-01

359

Open-ended Laboratory Investigations in a High School Physics Course: The difficulties and rewards of implementing inquiry-based learning in a physics lab  

Science.gov (United States)

often closed-ended. The outcomes are known in advance and students replicate procedures recommended by the teacher. Over the years, I have come to appreciate the great opportunities created by allowing students investigative freedom in physics laboratories. I have realized that a laboratory environment in which students are free to conduct investigations using procedures of their own design can provide them with varied and rich opportunities for discovery. This paper describes what open-ended laboratory investigations have added to my high school physics classes. I will provide several examples of open-ended laboratories and discuss the benefits they conferred on students and teacher alike.

Szott, Aaron

2014-01-01

360

The Effect of a Suggested Training Program in Some Metacognitive Language Learning Strategies on Developing Listening and Reading Comprehension of University EFL Students  

Science.gov (United States)

Background: There is a need to provide students with a repertoire of strategies to enable them to know what to use when and for what learning task. What they need to do is acquisition and use of the most important of skills; learning how to learn skills. Purpose: The present study aimed at investigating the effects of a suggested training program…

Abdelhafez, Ahmed M. M.

2006-01-01

 
 
 
 
361

Relationship of college student characteristics and inquiry-based geometrical optics instruction to knowledge of image formation with light-ray tracing  

Science.gov (United States)

This study is premised on the fact that student conceptions of optics appear to be unrelated to student characteristics of gender, age, years since high school graduation, or previous academic experiences. This study investigated the relationships between student characteristics and student performance on image formation test items and the changes in student conceptions of optics after an introductory inquiry-based physics course. Data was collected from 39 college students who were involved in an inquiry-based physics course teaching topics of geometrical optics. Student data concerning characteristics and previous experiences with optics and mathematics were collected. Assessment of student understanding of optics knowledge for pinholes, plane mirrors, refraction, and convex lenses was collected with, the Test of Image Formation with Light-Ray Tracing instrument. Total scale and subscale scores representing the optics instrument content were derived from student pretest and posttest responses. The types of knowledge, needed to answer each optics item correctly, were categorized as situational, conceptual, procedural, and strategic knowledge. These types of knowledge were associated with student correct and incorrect responses to each item to explain the existences and changes in student scientific and naive conceptions. Correlation and stepwise multiple regression analyses were conducted to identify the student characteristics and academic experiences that significantly predicted scores on the subscales of the test. The results showed that student experience with calculus was a significant predictor of student performance on the total scale as well as on the refraction subscale of the Test of Image Formation with Light-Ray Tracing. A combination of student age and previous academic experience with precalculus was a significant predictor of student performance on the pretest pinhole subscale. Student characteristic of years since high school graduation significantly predicted the gain in student scores on pinhole and plane-mirror items from the pretest to the posttest with those students who were most recent graduates from high school doing better. Multivariate and univariate analyses of variance of the Test of Image Formation with Light-Ray Tracing pinhole scale and individual item changes from the pretest to the posttest resulted in statistically significant mean differences between total scores as well as between various individual pinhole items. There were no significant changes for individual plane-mirror items from pretest to posttest. Results revealed that there is a perceivable relationship between student optics-content knowledge and the types of knowledge required by items. At the pretest, the greatest selection of wrong responses related to the items requiring situational type of knowledge and the fewest selection of wrong responses was relate to the items requiring procedural type of knowledge. Student selection of wrong options for each item revealed the following naive optics conceptions: pinholes do not create reversed images (pretest), size and sharpness of pinhole images are related to the focus of a pinhole camera (pretest and posttest); propagation of light rays are interpreted as being radial rather than directional (pretest and posttest); no conception of image formation and observation for parallel mirrors (pretest and posttest), the place of an image depends on the position of the observer (pretest and posttest), a plane mirror reflects the images of the objects placed at one side of the mirror and the observers who were positioned at the other side of the mirror can see them (pretest and posttest); applying the law of reflection to plane mirrors without considering the variations in angles of incidence and reflection (pretest and posttest), and image observation is confused with the image formation in mirrors placed perpendicular to one another (pretest and posttest). Future research should focus on the acquisition, development, and identification of reliable measures of optics concepts, processe

Isik, Hakan

362

Lessons learned from the first US/Russian Federation joint tabletop exercise to prepare for conducting on-site inspections under the Comprehensive Nuclear Test Ban Treaty  

Energy Technology Data Exchange (ETDEWEB)

A U.S./Russian Federation Joint Tabletop Exercise took place in Snezhinsk, Russia, from 19 to 24 October 1998 whose objectives were to examine the functioning of an Inspection Team (IT) in a given scenario, to evaluate the strategies and techniques employed by the IT, to identify ambiguous interpretations of treaty provisions that needed clarification, and to confirm the overall utility of tabletop exercises to assist in developing an effective Comprehensive Test Ban Treaty (CTBT) verification regime. To achieve these objectives, the United States and Russian Federation (RF) agreed that two exercises would be conducted. The first would be developed by the RF, who would act as controller and as the inspected State Party (ISP), while the United States would play the role of the IT. The roles would be reversed in the second exercise; the United States would develop the scenario and play the ISP, while the RF would play the IT. A joint control team, comprised of members of both the U.S. and RF control teams, agreed on a number of ground rules for the two exercises and established a joint Evaluation Team to evaluate both of the exercises against the stated objectives. To meet time limitations, the scope of this joint exercise needed to be limited. The joint control team decided that each of the two exercises would not go beyond the first 25 days of an on-site inspection (OSI) and that the focus would be on examining the decision-making of the IT as it utilized the various technologies to clarify whether a nuclear test explosion had taken place. Hence, issues such as logistics, restricted access, and activities prior to Point of Entry (POE) would be played only to the extent needed to provide for a realistic context for the exercises' focus on inspection procedures, sensor deployments, and data interpretation. Each of the exercises began at the POE and proceeded with several iterations of negotiations between the IT and ISP, instrument deployments, and data evaluation by the IT. By the end of each of the exercises, each IT had located the site of the underground nuclear explosion (UNE). While this validated the methods employed by each of the ITS, the Evaluation Team noted that each IT employed different search strategies and that each strategy had both advantages and disadvantages. The exercises also highlighted ambiguities in interpretation of certain treaty provisions related to overflights and seismic monitoring. Likewise, a substantial number of lessons were learned relating to radionuclide monitoring and the impact of logistical constraints on successful OSI execution. These lessons are discussed more fully in the body of this report. Notwithstanding the overall positive assessment by the U.S. and RF participants, as well as by the Evaluation Team, that the exercise had met its objectives, there were a variety of areas identified that could be improved in subsequent OSI exercises. Some of these included reexamination of the methods used to convey visual observation data in an exercise; the amount of time compression employed; and the need for better verification of agreements pertaining to the structure, format, and other rules of the exercise. This report summarizes the lessons learned pertaining to both the technical and operational aspects of an OSI as well as to those pertaining to the planning and execution of an OSI exercise. It concludes with comments from the Evaluation Team and proposed next steps for future U.S./RF interactions on CTBT OSIs.

Filarowski, C; Kreek, S; Smith, A; Sweeney, J; Wild, J; Gough, R; Rockett, P; MacLeod, G; Hawkins, W; Wohletz, K; Knowles, S

1999-03-24

363

Impact on Scientific Inquiry of a Backwards-Faded Scaffolding Approach to Inquiry-based Space Science for Non-Science Majoring Undergraduates  

Science.gov (United States)

Exploring the impact of a novel inquiry-based earth and space science laboratory curriculum designed using the Backwards Faded Scaffolding inquiry teaching framework on non-science majoring undergraduate students' views of the nature of scientific inquiry (NOSI), this study focused on two aspects of NOSI: The Distinction between Data and Evidence (DvE), and The Multiple Methods of Science (MMS). In the first stage, student participant views of NOSI were measured using the VOSI-4 research instrument before and after the intervention. In the second stage, the quantitative results were used to strategically design a qualitative investigation, in which the four lab instructors were interviewed about their observations of how the student participants interacted with the intervention curriculum as compared to traditional lab activities, as well as their suggestions as to how the curriculum may or may not have contributed to the results of the first stage. These interviews were summarized and analyzed for common themes as to how the intervention curriculum influenced the students' understandings of the two aspect of NOSI. According to the results of a Wilcoxon Signed Rank test, there was a significant shift in the distributions of both samples toward a more informed understanding of DvE after the intervention curriculum was administered, while there was no significant change in either direction for understanding of MMS. The results of the instructor interview analysis suggested that the intervention curriculum provided multiple opportunities for students to evaluate and determine the relevance of data in the context of producing evidence-based conclusions directly related to specific research questions, thereby supporting the development of more informed views of DvE.

Lyons, D. J.; Slater, S. J.; Slater, T. F.

2011-12-01

364

Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-Learning Programs  

Science.gov (United States)

Planning, implementing, and assessing a service-learning project can be a complex task because service-learning projects often involve multiple constituencies and aim to meet both the needs of service providers and community partners. In this article, Stufflebeam's Context, Input, Process, and Product (CIPP) evaluation model is recommended as a…

Zhang, Guili; Zeller, Nancy; Griffith, Robin; Metcalf, Debbie; Williams, Jennifer; Shea, Christine; Misulis, Katherine

2011-01-01

365

Comprehensive Education Portfolio with a Career Focus  

Science.gov (United States)

There are many types of student portfolios used within academia: the prior learning portfolio, credentialing portfolio, developmental portfolio, capstone portfolio, individual course portfolio, and the comprehensive education portfolio. The comprehensive education portfolio (CEP), as used by the authors, is a student portfolio, developed over…

Kruger, Evonne J.; Holtzman, Diane M.; Dagavarian, Debra A.

2013-01-01

366

Leadership Lessons from Comprehensive School Reforms.  

Science.gov (United States)

This volume explores the role of leadership in comprehensive school reform (CSR). It consists of 12 chapters: (1) "The Development of Comprehensive School Reform" (Joseph Murphy and Amanda Datnow); (2) "Expeditionary Learning Schools: Tenacity, Leadership, and School Reform" (Greg Farrell); (3) "The Modern Red School House: Leadership in…

Murphy, Joseph, Ed.; Datnow, Amanda, Ed.

367

Teaching Reading Comprehension through Collaborative Strategic Reading.  

Science.gov (United States)

Provides an overview of collaborative strategic reading (CSR) as an approach to enhancing the reading-comprehension skills of students with learning disabilities. Procedures for implementing CSR with collaborative groups and techniques for teaching reading-comprehension skills are provided. The role of the teacher is described and sample teaching…

Vaughn, Sharon; Klingner, Janette Kettman

1999-01-01

368

Adventure Learning: Theory and Implementation of Hybrid Learning  

Science.gov (United States)

Adventure Learning (AL), a hybrid distance education approach, provides students and teachers with the opportunity to learn about authentic curricular content areas while interacting with adventurers, students, and content experts at various locations throughout the world within an online learning environment (Doering, 2006). An AL curriculum and online environment provides collaborative community spaces where traditional hierarchical classroom roles are blurred and learning is transformed. AL has most recently become popular in K-12 classrooms nationally and internationally with millions of students participating online. However, in the literature, the term "adventure learning" many times gets confused with phrases such as "virtual fieldtrip" and activities where someone "exploring" is posting photos and text. This type of "adventure learning" is not "Adventure Learning" (AL), but merely a slideshow of their activities. The learning environment may not have any curricular and/or social goals, and if it does, the environment design many times does not support these objectives. AL, on the other hand, is designed so that both teachers and students understand that their online and curriculum activities are in synch and supportive of the curricular goals. In AL environments, there are no disparate activities as the design considers the educational, social, and technological affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004); in other words, the artifacts of the learning environment encourage and support the instructional goals, social interactions, collaborative efforts, and ultimately learning. AL is grounded in two major theoretical approaches to learning - experiential and inquiry-based learning. As Kolb (1984) noted, in experiential learning, a learner creates meaning from direct experiences and reflections. Such is the goal of AL within the classroom. Additionally, AL affords learners a real-time authentic online learning experience concurrently as they study the AL curriculum. AL is also grounded in an inquiry- based approach to learning where learners are pursuing answers to questions they have posed rather than focusing on memorizing and regurgitating isolated, irrelevant facts. Both the curriculum and the online classroom are developed to foster students' abilities to inquire via "identifying and posing questions, designing and conducting investigations, analyzing data and evidence, using models and explanations, and communicating findings" (Keys and Bryan, 2001, p 121). The union of experiential and inquiry-based learning is the foundation of AL, guiding and supporting authentic learning endeavors. Based on these theoretical foundations, the design of the adventure learning experiences follows seven interdependent principles that further operationalize AL: researched curriculum grounded in inquiry; collaboration and interaction opportunities between students, experts, peers, and content; utilization of the Internet for curriculum and learning environment delivery; enhancement of curriculum with media and text from the field delivered in a timely manner; synched learning opportunities with the AL curriculum; pedagogical guidelines of the curriculum and the online learning environment; and adventure-based education. (Doering, 2006).

Doering, A.

2008-12-01

369

Research on teaching and learning processes in Earth Sciences education, particularly centred on the awareness on natural risks and hazards  

Science.gov (United States)

This research, main subject of a PhD now in progress, aims to promote the teaching - learning of Earth Sciences in schools of all levels of educations, with the interesting opportunity to experience innovative and effective practices in our local contest, sharing them between all the teachers as a community of practice and all schools as an open laboratory. Based on experiences already acted in other branches of science, we have made a work notebook freely downloadable from the internet, containing an archive of teaching tools, kits, interactive lessons, easy or complex, common and new, developing contents in a vertical approach, which are now shared and used by nearly all the teachers of our Region. The most important is that each teacher, if request, is initially supported in the practices, then trained and, finally, able to carry out the activity on his own. All the materials and kits necessary for carrying out the various activities are freely available at the regional Science Centre and ready to be used, with clear instructions for the use. Traditional educational scientific instruments, trolleys and trays with all the necessary materials, but mostly models and kits, organised in structured paths, sometime a bit naive but highly effective and able to interest, intrigue and involve, are proposed to students of all ages, sometimes in a peer-to-peer exchange of knowledge. Topics are linked to the curricula of Earth Science, such as minerals and rocks, air and water, plate tectonics, volcanoes and Earthquakes, but a special attention has been paid to the topic of natural hazards and risks: dealing with natural hazard and risks, so common in our Country, requires that local communities, starting from schools, become more and more aware of the natural phenomena, beneficial or catastrophic as they are, but always making a direct impact on the quality of life. For example, students can experience how and why landslides and floods occur, by varying on hands-on models natural and physical parameters, the usage of the landscape in known territories and the human impact of the local community , and identify appropriate solutions. The effort is now directed to transform the traditional hands-on methods used to manage instruments and laboratories, in an innovative inquiry-based approach. A quantitative monitoring is now in place to check the results of comprehension, learning and acquiring skills and sensitivity in many classes, even comparing results obtained by traditional practices and by inquiry-based approach. All these data and all the materials are available to all interested parties, thanks to already existing networks, as Unicamearth, ANISN- National Associations of Science Teachers, and IGEO, International Geoscience Education Org- promoter of IESO.

Occhipinti, Susanna

2013-04-01

370

Semantic Maps Capturing Organization Knowledge in e-Learning  

Science.gov (United States)

e-learning, shows much promise in accessibility and opportunity to learn, due to its asynchronous nature and its ability to transmit knowledge fast and effectively. However without a universal standard for online learning and teaching, many systems are proclaimed as “e-learning-compliant”, offering nothing more than automated services for delivering courses online, providing no additional enhancement to reusability and learner personalization. Hence, the focus is not on providing reusable and learner-centered content, but on developing the technology aspects of e-learning. This current trend has made it crucial to find a more refined definition of what constitutes knowledge in the e-learning context. We propose an e-learning system architecture that makes use of a knowledge model to facilitate continuous dialogue and inquiry-based knowledge learning, by exploiting the full benefits of the semantic web as a medium capable for supplying the web with formalized knowledge.

Mavridis, Androklis; Koumpis, Adamantios; Demetriadis, Stavros N.

371

Effectiveness of Workshop Style Teaching in Students' Learning of Introductory Electricity and Magnetism  

Science.gov (United States)

We have developed an interactive workshop-style course for our introductory calculus-based physics sequence at Trinity University. Lecture is limited to approximately 15 min. at the beginning of class, and the remainder of the 50-min. class is devoted to inquiry-based activities and problem solving. So far, lab is done separately and we have not incorporated the lab component into the workshop model. We use the Brief Electricity and Magnetism Assessment (BEMA) to compare learning gains between the workshop and traditional lecture-based course for the Spring 2012 semester. Both the workshop and lecture courses shared the same inquiry-based lab component that involved pre-labs, prediction-observation and post-lab activities. Our BEMA results indicate statistically significant improvement in overall learning gains compared to the traditional course. We compare our workshop BEMA scores both to traditional lecture scores here at Trinity and to those from other institutions.

Mehta, Nirav; Cheng, Kelvin

2012-10-01

372

The Development of Comprehension and Reading-Related Skills in Children Learning English as an Additional Language and Their Monolingual, English-Speaking Peers  

Science.gov (United States)

Background: A significant number of pupils in UK schools learn English as an additional language (EAL). Relative differences between the educational attainment of this group and monolingual, English-speaking pupils call for an exploration of the literacy needs of EAL learners. Aims: This study explores the developmental progression of reading and…

Burgoyne, K.; Whiteley, H. E.; Hutchinson, J. M.

2011-01-01

373

4E × 2 Instructional Model: Uniting Three Learning Constructs to Improve Praxis in Science and Mathematics Classrooms  

Science.gov (United States)

After decades of research endorsing inquiry-based learning, at best only moderate success has been noted in creating effective systemic implementation in K-12 classrooms. Thus, teachers need to be better equipped in how to bring this transformation to their own classrooms. Changing beliefs and overcoming external obstacles encourages the use of inquiry, but a clear, yet dynamic, instructional model is also needed for teachers to see the potential of inquiry-based instruction. The proposed 4E × 2 (read “4E by 2”) Instructional Model provides such a model for learning that links strong conceptual understanding of content with inquiry learning experiences. The 4E × 2 Model integrates what we know and understand about inquiry-based teaching and learning with effective assessment and metacognitive reflection. These three constructs, formative assessment, inquiry instructional models, and metacognitive reflection, are foundational to the Model. A synthesis of research tied to these three constructs provides the justification of both the need for and the value of such a model. An argument for the formation of the 4E × 2 Instructional Model is made based on the coherence and the resulting synergy that occurs when these three learning constructs are united.

Marshall, Jeff C.; Horton, Bob; Smart, Julie

2009-12-01

374

Propuesta metodológica para la investigación comprensiva: interacciones comunicativas en un entorno virtual de aprendizaje / A methodological proposal for comprehensive research: Communicative interactions in a virtual learning environment / Proposta metodológica para a investigação compreensiva: interações comunicativas num meio virtual de aprendizagem  

Scientific Electronic Library Online (English)

Full Text Available SciELO Colombia | Language: Spanish Abstract in portuguese Para compreender as interações comunicativas que surgem nas relações dos estudantes num Meio Virtual de Aprendizagem, desenvolveu-se o projeto "interações comunicativas num Meio Virtual de Aprendizagem" emoldurado na investigação compreensiva, a qual faz referência ao entrelaçado de decisões e atuaç [...] ões, de ordem epistemológico e metodológico, que permitem aceder compreensivamente ao sentido das práticas de vida. Partindo do enfoque etnometodológico se apresenta a obtenção dos dados, a rota de análise e os aspectos éticos. A investigação se realizou na Universidade de Medellín com estudantes da matéria eletiva "TIC" sob metodología blended em 2009-1. Abstract in spanish Para comprender las interacciones comunicativas que surgen en las relaciones de los estudiantes en un entorno virtual de aprendizaje, se desarrolló el proyecto "Interacciones comunicativas en un entorno virtual de aprendizaje" enmarcado en la investigación comprensiva, la cual hace referencia al ent [...] ramado de decisiones y actuaciones, de orden epistemológico y metodológico, que permiten acceder comprensivamente al sentido de las prácticas de vida. Partiendo del enfoque etnometodológico se presenta la obtención de los datos, la ruta de análisis y los aspectos éticos. La investigación se realizó en la Universidad de Medellín con estudiantes de la asignatura electiva "TIC" bajo metodología blended en 2009-1. Abstract in english To understand the communicative interactions that come up in the relationships of students in a virtual learning environment, the project "Communicative interactions in a virtual learning environment" was developed within a comprehensive research framework that refers to the structure of epistemolog [...] ical and methodological decisions and acts that allows a person to comprehensively access to the sense of life practices. Departing from an etnomethodological focus, the data obtaining, the analysis route and the ethical aspects are introduced. The research was made at Universidad de Medellín with students of the elective subject "TIC" under the blended method in the first semester of 2009-1.

Claudia, Vásquez Lopera; Sandra, Arango Vásquez.

375

Comprehension des textes: Une demarche interactive (Text Comprehension: An Interactive Approach).  

Science.gov (United States)

An interactive approach to teaching French second-language reading comprehension is described. The method emphasizes involving the readers in the comprehension process and encouraging them to draw on prior learning to create hypotheses about the text's content. A four-stage instructional process is outlined. (MSE)

Cicurel, Francine

1991-01-01

376

Learning  

Digital Repository Infrastructure Vision for European Research (DRIVER)

"A comprehensive introduction to psychology, this work will find a home in a broad range of library collections. Each topical entry includes notes on the type of psychology and field of study covered, a list of key concepts related to the essay, and an annotated list of sources for further study. Entries on mental disorders include sidebars with the characteristic criteria for that diagnosis. High school students, undergraduates, and others will find a wealth of information in this useful set...

Odum, Amy Laurie

2003-01-01

377

Lessons learned from the first U.S./Russian Federation joint tabletop exercise to prepare for conducting on-site inspections under the Comprehensive Nuclear Test Ban Treaty  

Energy Technology Data Exchange (ETDEWEB)

A U.S./Russian Federation Joint Tabletop Exercise took place in Snezhinsk, Russia, from 19 to 24 October 1998, whose objectives were the following: (1) To simulate the actions of the Inspection Team (IT), including interactions with the inspected State Party (ISP), in order to examine different ways the United States and Russian Federation (RF) approach inspections and develop appropriate recommendations for the international community. (2) To identify ambiguities and contradictions in the interpretation of Treaty and Protocol provisions that might become apparent in the course of an inspection and that need clarification in connection with the development of Operational Manuals and on-site inspection (OSI) infrastructure. (3) To confirm the efficacy of using bilateral tabletop exercises to assist in developing an effective Comprehensive Test Ban Treaty (CTBT) verification regime. (4) To identify strong and weak points in the preparation and implementation methods of such exercises for the purpose of further improving possible future exercises.

Filarowski, C; Gough, R; Hawkins, W; Knowles, S; Kreek, S; MacLeod, G; Rockett, P; Smith, A; Sweeney, J; Wild, J; Wohletz, K

1999-03-24

378

Genetically Modified Food in Perspective: An Inquiry-Based Curriculum to Help Middle School Students Make Sense of Tradeoffs. Research Report  

Science.gov (United States)

To understand how students learn about science controversy, this study examines students' reasoning about tradeoffs in the context of a technology-enhanced curriculum about genetically modified food. The curriculum was designed and refined based on the Scaffolded Knowledge Integration Framework to help students sort and integrate their initial…

Seethaler, Sherry; Linn, Marcia

2004-01-01

379

Reflection of light: a teaching and learning activity with primary school children  

Science.gov (United States)

Light and its properties is a subject that strongly attracts children from very early ages. Inquiry-based science teaching although addressed in the curricula of various countries and suggested by some international organizations, continues to have a very low expression in the teaching practices of the majority of primary school teachers and preschool educators. In this sense, we have organized several continuing training courses in order to encourage these education professionals to promote this approach to science teaching in the classroom, with the children. As part of this training process, teachers and educators put into practice, with their students, the didactic knowledge they have developed, in order to become aware of the virtues of an inquiry-based approach to children's learning. Through the implementation of the "Reflection of Light" activity, in this article, we intend to analyze the process of teaching and learning promoted in a 3rd grade class by one of the teachers participating in the training courses. The analysis of the process reveals that the teacher in training carried out a successful didactic integration of the inquiry-based science teaching approach recommended for children. In turn, the children also developed a good understanding of the contents of the activity explored in the classroom.

Varela, Paulo; Abreu, Cátia; Costa, Manuel F. M.

2014-08-01

380

The WebQuest: constructing creative learning.  

Science.gov (United States)

An exciting expansion of online educational opportunities is occurring in nursing. The use of a WebQuest as an inquiry-based learning activity can offer considerable opportunity for nurses to learn how to analyze and synthesize critical information. A WebQuest, as a constructivist, inquiry-oriented strategy, requires learners to use higher levels of thinking as a means to analyze and apply complex information, providing an exciting online teaching and learning strategy. A WebQuest is an inquiry-oriented lesson format in which most or all of the information learners work with comes from the web. This article provides an overview of the WebQuest as a teaching strategy and provides examples of its use. PMID:20506929

Sanford, Julie; Townsend-Rocchiccioli, Judith; Trimm, Donna; Jacobs, Mike

2010-10-01

 
 
 
 
381

The effect of learning styles and attitude on preservice elementary teachers' conceptual understanding of chemistry and the nature of matter in a simulation-based learning environment  

Science.gov (United States)

This causal-comparative descriptive study investigated the achievement of pre-service elementary teachers taking an introductory physical science course that integrates inquiry-based instruction with computer simulations. The study was intended to explore if pre-service elementary teachers with different attitudes towards science as well as students with different learning styles would benefit differentially. Four research questions including four hypotheses were developed. The first major question consist of four specific hypothesis that addressed preservice elementary teachers' learning styles (Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global) and their conceptual understanding of chemistry and the particulate nature of matter in a science class which use hands-on learning integrated with computer based simulated activities. The second major question pertained to the relationship between preservice teachers learning science and chemistry and their attitude towards science. The third major question related to preservice elementary teachers science and chemistry achievement gain scores and attitude average affected by their learning styles. Finally, the fourth question pertained to the dissipation or the minimization of preservice elementary teachers' science and chemistry misconceptions over the course of study. Three instruments were given to preservice elementary teachers in three different classes: pretest/posttest for the science conceptual understanding examination, and pretest-only for the science attitude and learning styles instruments. Total usable science attitude surveys returned was 67 out of 70. The overall average mean was 3.13 (SD = .51) on a five point scale. Total return of science achievement instrument was 65, with a total mean test score (quantitative and qualitative together) of 6.38 (SD = 3.05) on the pretest, with a post test mean of 9.06 (SD = 4.19). Results revealed no statistically significant achievement gain scores based on students' learning styles, entering in all 4-combined dimensions at the same time Visual/Verbal, Sensing/Intuitive, Sequential/Global, and Active/Reflective (p > .05), indicating the four learning styles dimensions cannot be used to predict students' achievement gain. Results also indicated that there was no significant relationship between achievement gain and students' attitude (p > .05). Attitude and learning style together were also not significantly related to achievement gain. Preservice elementary teachers' comprehension of chemical concepts in this study varied from no comprehension to fair comprehension, and included many misconceptions; no answer showed complete understanding of the concepts. Many of the preservice teachers held misconception related to evaporation. If not addressed in science content and methods courses, this could be a problem as this new generation of teachers goes out to teach. It is proposed that to fix preservice elementary teachers' conceptual problems, curriculum needs to specifically focus on misconceptions. The preservice elementary subjects of the study showed a variety of misconceptions on both pretest and posttest concerning the particulate and the kinetic nature of matter. Suggestions are made is that a science content course could more contribute to preservice students' conceptual change if curriculum designers incorporate a segment that specifically addresses misconceptions, especially those misconceptions that have been documented in the literature for decades. A robust cognitive model for science education is proposed to increase teachers' science knowledge and to decrease science misconceptions.

Al-Jaroudi, Mo H.

382

The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension  

Directory of Open Access Journals (Sweden)

Full Text Available Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central role of reading comprehension in education success. One solution to the problem of poor reading comprehension is the learning of metacognitive reading strategy skills. Metacognitive reading strategy ability needs to be focused in language learning and teaching. The present study is an attempt to find out whether "meta-cognitive reading strategy awareness" enhances EFL students’ reading comprehension. Furthermore, it attempts to detect the relationship between metacognitive reading strategy awareness and reading comprehension. This paper focuses on the four main issues. First, it discusses the definition of metacognitive reading strategy, the significance of metacognitive reading strategy. Second, it reviews the process of metacognitive reading strategy. Third, definition of reading comprehension and different models of reading comprehension are reviewed. Fourth, the relationship between metacognitive reading strategy and reading comprehension will be discussed. Findings based on the review of the literature along with analysis of the data are of great significance and can be advantageous to improve EFL learners' metacognitive reading comprehension skill. Metacognitive reading comprehension skill has a positive effect on learning a second language and learners can gain the skills they need for effective communication in English.

Mohammad Reza Ahmadi

2013-09-01

383

Comprehensive Psychiatric Evaluation  

Science.gov (United States)

... and print a PDF version of this document . Evaluation by a child and adolescent psychiatrist is appropriate ... emotional and behavioral problems need a comprehensive psychiatric evaluation. Comprehensive psychiatric evaluations usually require several hours over ...

384

Preservice elementary teachers learning of astronomy  

Science.gov (United States)

The dissertation presents a new approach for the study of preservice elementary teacher astronomy education. The approach suggests that learning astronomical concepts are facilitated by greater sophistication in scale perception and spatial-aptitude. This dissertation is underscored by the national call for elementary science education reform efforts and suggests certain strategies shown more effective for the development of accurate astronomical comprehension. The present research study describes how preservice elementary teachers conceptualize and communicate ideas about Space. Instead of assuming a universal mental conception of cosmic orientations and relationships, the dissertation claims that the perception of Space related dimensions vary among preservice elementary teachers. Furthermore, the dissertation suggests individual perceptions of the scale sizes and orientations of celestial systems have direct influences on mental models used to organize and communicate astronomical information. The development of inaccurate mental models of the scaled dimensions of Space may perpetuate the teacher-student cycle of misconception and naive-theory generation among children in elementary education settings. The ability to conceptualize the vast cosmos is facilitated by the minds ability to think about vast scales and orientations of celestial objects. The Earth-based perspective of astronomy education compels the learner to think about astronomical principles within imaginary frames of reference and across unfamiliar scaled dimensions. Therefore, mental astronomical model building is underscored by the perception of scale and cosmic spatiality. This study suggests these cognitive skill sets are interconnected and facilitate the learning of accurate astronomy principles; as well as play an important role when designing an astronomy education program for preservice elementary teachers. This research study is comprised of three separate standalone articles designed and formatted for journal submission. Chapter 1 outlines the intent, rationale, and design of the overall dissertation process and format. Chapter 2 describes an in-depth review of the specific astronomy curricula used for comparison by subsequent chapters and is not intended as a standalone article, but rather as an informative outline of events and activities to help the reader understand the differences of instruction between the two sections of sample populations. Chapter 3 uses qualitative interviews to explore the cosmic dimensions associated with learning of astronomy and finds diverse perceptions of astronomical scales may influence preservice teachers' mental organization of astronomical information. Chapter 4 further analyzes cosmic dimensions using quantitative analyses and specifically examines preservice teachers perceptions of scale and spatiality within the context of astronomy education. Findings from Chapter 4 show that perceptions of scale and spatiality are an interconnected set of learning skills which may greatly enhance the learning of astronomy. Chapter 5 describes how concepts of scale and spatiality may be operationalized within a secondary school science classroom in order to better understand the scaled distances of stars though an inquiry-based three-dimensional modeling activity. Chapter 6 briefly concludes the dissertation work. Due to the nature of this dissertation design, the conclusions chapter is quite succinct as previous chapters are designed with conclusions sections embedded within the body of the text as outlined by specific journal submission guidelines. These dissertation ideas are presented in a formal setting so that the various research undertakings can be studied and analyzed. Qualitative and quantitative analyses of research data are present to support the claims made in this study. The results of this research combine with features of previous research in order to advance our understanding of how preservice elementary teachers think about and learn astronomy.

Fidler, Chuck Gary

385

Evaluating the Learning in Learning Objects  

Science.gov (United States)

A comprehensive review of the literature on the evaluation of learning objects revealed a number of problem areas, including emphasizing technology ahead of learning, an absence of reliability and validity estimates, over-reliance on informal descriptive data, a tendency to embrace general impressions of learning objects rather than focusing on…

Kay, Robin H.; Knaack, Liesel

2007-01-01

386

Production, Usage, and Comprehension in Animal Vocalizations  

Science.gov (United States)

In this review, we place equal emphasis on production, usage, and comprehension because these components of communication may exhibit different developmental trajectories and be affected by different neural mechanisms. In the animal kingdom generally, learned, flexible vocal production is rare, appearing in only a few orders of birds and few…

Seyfarth, Robert M.; Cheney, Dorothy L.

2010-01-01

387

A Comprehensible Input Sequence for ESL.  

Science.gov (United States)

The concept of comprehensible input in second language learning is applied to the teaching of English as a Second Language. Techniques for teacher adaptation of materials and classroom presentation are outlined. The first step is assembly of topic-appropriate pictures and the production of simple third-person statements to accompany them. Leisure…

Pino, Barbara Gonzalez

388

Enabling a Comprehensive Teaching Strategy: Video Lectures  

Science.gov (United States)

This study empirically tests the feasibility and effectiveness of video lectures as a form of video instruction that enables a comprehensive teaching strategy used throughout a traditional classroom course. It examines student use patterns and the videos' effects on student learning, using qualitative and nonparametric statistical analyses of…

Brecht, H. David; Ogilby, Suzanne M.

2008-01-01

389

Improving Early Reading Comprehension Using Embodied CAI  

Science.gov (United States)

An embodied approach to reading comprehension suggests that emerging readers must learn to map words and phrases onto their remembered experiences, but this is made difficult by the necessity of focusing attention on decoding. Having children manipulate toys to correspond to what they are reading overcomes this problem, but introduces its own…

Glenberg, Arthur M.; Goldberg, Andrew B.; Zhu, Xiaojin

2011-01-01

390

Computing a Comprehensible Model for Spam Filtering  

Science.gov (United States)

In this paper, we describe the application of the Desicion Tree Boosting (DTB) learning model to spam email filtering.This classification task implies the learning in a high dimensional feature space. So, it is an example of how the DTB algorithm performs in such feature space problems. In [1], it has been shown that hypotheses computed by the DTB model are more comprehensible that the ones computed by another ensemble methods. Hence, this paper tries to show that the DTB algorithm maintains the same comprehensibility of hypothesis in high dimensional feature space problems while achieving the performance of other ensemble methods. Four traditional evaluation measures (precision, recall, F1 and accuracy) have been considered for performance comparison between DTB and others models usually applied to spam email filtering. The size of the hypothesis computed by a DTB is smaller and more comprehensible than the hypothesis computed by Adaboost and Naïve Bayes.

Ruiz-Sepúlveda, Amparo; Triviño-Rodriguez, José L.; Morales-Bueno, Rafael

391

Comprehension of Discourse Markers and Reading Comprehension  

Directory of Open Access Journals (Sweden)

Full Text Available According to many research findings, the presence of discourse markers (DMs enhances readers’ comprehension of the texts they read. However, there is a paucity of research on the relationship between knowledge of DMs and reading comprehension (RC and the present study explores the relationship between them. Knowledge of DMs is measured through examining the subjects’ recognition of DMs. To carry out the research, 86 Iranian sophomores majoring in English took a test of DMs alongside a RC test. The correlation between their scores on the two tests was calculated using the software SPSS. The analysis revealed that there is high correlation between the students’ knowledge of DMs (i.e., their correct recognition of discourse markers and their reading comprehension (rxy = .71. Moreover, high correlation carries a strong regression power and scores on a test of DMs could be a good indicator of the test takers’ reading ability.

Mohamad Khatib

2011-08-01

392

Learning to do science experiments in school - by inquiry or by example?  

DEFF Research Database (Denmark)

The purpose of the paper is to discuss the definition of learning in inquiry-based science education (IBSE) with a special focus on how to teach students to learn from doing experiments in science classrooms at lower secondary school-level. Building on two case studies showing how science teachers see a great importance in the amount of guidance they give their students we will discuss the controversy between Cognitive Load Theory and a social constructivist position and the differences and possible integration of the concept of worked examples on the one hand and the concept of scaffolding on the other hand.

Albrechtsen, Thomas R. S.; Petersen, Morten Rask