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Sample records for comprehensive inquiry-based learning

  1. Mobile Inquiry Based Learning

    Specht, Marcus

    2012-01-01

    Specht, M. (2012, 8 November). Mobile Inquiry Based Learning. Presentation given at the Workshop "Mobile inquiry-based learning" at the Mobile Learning Day 2012 at the Fernuniversität Hagen, Hagen, Germany.

  2. Does Artificial Tutoring Foster Inquiry Based Learning?

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

    2014-01-01

    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…

  3. My Journey with Inquiry-Based Learning

    Gonzalez, Joseph J.

    2013-01-01

    The author chronicles his experiments with inquiry-based learning (IBL) as he applied lessons from the literature and assessed the results. He describes a difficult journey with the result that, with the help of the literature, supportive colleagues and patient, creative students, he learned how to design courses that invite undergraduates to…

  4. Narrative Structure in Inquiry-Based Learning

    Kinsey, L. Christine; Moore, Teresa E.

    2015-01-01

    Our goal with this paper is three-fold. We want to increase awareness of inquiry-based learning by presenting the strategy we use to develop and implement lessons and activities. We describe our approach to structuring lessons in mathematics in a way that engages the students by using language and constructs with which they are familiar from other…

  5. The Invisible Hand of Inquiry-Based Learning

    Bennett, Mark

    2015-01-01

    The key elements of learning in a classroom remain largely invisible. Teachers cannot expect every student to learn to their fullest capacity; yet they can augment learning within a classroom through inquiry-based learning. In this article, the author describes inquiry-based learning and how to begin this process in the classroom.

  6. Inquiry based learning in physical education

    Østergaard, Lars Domino

    2014-01-01

    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......’ 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 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...

  7. The Role of Inquiry-Based Learning in Entrepreneurship Education

    Pittaway, Luke

    2009-01-01

    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…

  8. Inquiry-Based Learning in China: Lesson Learned for School Science Practices

    Nuangchalerm, Prasart

    2014-01-01

    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,…

  9. Personal Learning Environments for Inquiry-Based Learning

    Mikroyannidis, Alexander; Okada, Alexandra; Scott, Peter

    2013-01-01

    Personal Learning Environments have recently emerged as a novel approach to learning, putting learners in the spotlight and providing them with the tools for building their own learning environments according to their specific learning needs and aspirations. This approach enables learners to take complete control over their learning, thus becoming self-regulated and independent. This paper introduces a new European initiative for supporting and enhancing inquiry-based learning through Persona...

  10. Inquiry based learning as didactic model in distant learning

    Rothkrantz, L.J.M.

    2015-01-01

    Recent years many universities are involved in development of Massive Open Online Courses (MOOCs). Unfortunately an appropriate didactic model for cooperated network learning is lacking. In this paper we introduce inquiry based learning as didactic model. Students are assumed to ask themselves quest

  11. Inquiry based learning with a virtual microscope

    Kelley, S. P.; Sharples, M.; Tindle, A.; Villasclaras-Fernández, E.

    2012-12-01

    As part of newly funded initiative, the Wolfson OpenScience Laboratory, we are linking a tool for inquiry based learning, nQuire (http://www.nquire.org.uk) with the virtual microscope for Earth science (http://www.virtualmicroscope.co.uk) to allow students to undertake projects and gain from inquiry based study thin sections of rocks without the need for a laboratory with expensive petrological microscopes. The Virtual Microscope (VM) was developed for undergraduate teaching of petrology and geoscience, allowing students to explore rock hand specimens and thin sections in a browser window. The system is based on HTML5 application and allows students to scan and zoom the rocks in a browser window, view in ppl and xpl conditions, and rotate specific areas to view birefringence and pleochroism. Importantly the VM allows students to gain access to rare specimens such as Moon rocks that might be too precious to suffer loss or damage. Experimentation with such specimens can inspire the learners' interest in science and allows them to investigate relevant science questions. Yet it is challenging for learners to engage in scientific processes, as they may lack scientific investigation skills or have problems in planning their activities; for teachers, managing inquiry activities is a demanding task (Quintana et al., 2004). To facilitate the realization of inquiry activities, the VM is being integrated with the nQuire tool. nQuire is a web tool that guides and supports students through the inquiry process (Mulholland et al., 2011). Learners are encouraged to construct their own personally relevant hypothesis, pose scientific questions, and plan the method to answer them. Then, the system enables users to collect and analyze data, and share their conclusions. Teachers can monitor their students' progress through inquiries, and give them access to new parts of inquiries as they advance. By means of the integration of nQuire and the VM, inquiries that involve collecting data

  12. Teaching, learning, and assessing inquiry-based science education

    McLoughlin, Eilish; Finlayson, Odilla; van Kampen, Paul; McCabe, Deirdre; Brady, Sarah

    2015-12-01

    During the period 2008-2014, the European Commission funded several large-scale projects in science education that promoted the use of inquiry-based learning for engaging young people in science. All these projects were aimed at the introduction and broader use of inquiry-based science education (IBSE) through enriching the skills of teachers by delivering appropriate teacher education programs at both pre-service and in-service levels. This paper will present on the approach adopted by the SAILS project to support science teachers in the use and dissemination of Inquiry based approaches in their own classrooms with students aged 12-18 years.

  13. Inquiry-based early science teaching and learning

    Petek, Darija

    2015-01-01

    The inquiry-based approach has become well established at all school stages, especially with regard to science and environmental education, which are inherently connected. Inquiry-based didactic approach which is based on problem-solving is perceived as one of the basic personalized learning and teaching strategies. Thus, it is a modern and fresh approach in early childhood science education in Slovenia. It is considered also in the EU guidelines on education as the IBSE model (2007). Didacti...

  14. weSPOT: Inquiry based learning meets learning analytics

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

    2013-01-01

    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 ev...

  15. Promoting Higher Order Thinking Skills Using Inquiry-Based Learning

    Madhuri, G. V.; Kantamreddi, V. S. S. N; Prakash Goteti, L. N. S.

    2012-01-01

    Active learning pedagogies play an important role in enhancing higher order cognitive skills among the student community. In this work, a laboratory course for first year engineering chemistry is designed and executed using an inquiry-based learning pedagogical approach. The goal of this module is to promote higher order thinking skills in…

  16. GPIM: Google Glassware for inquiry-based learning

    Angel Suarez; Stefaan Ternier; Marco Kalz; Marcus Specht

    2015-01-01

    Wearable technology is a new genre of technology that is appearing to enhance learning in context. This manuscript introduces a Google Glass application to support Inquiry-based Learning (IBL). Applying Google Glass to IBL, we aim to transform the learning process into a more seamless, personal and meaningful learning experience. Google Glass aids users from a first person perspective with hands-free interaction. This paper first introduces the educational background and the framework behind ...

  17. Supporting Inquiry-based Learning with Google Glass (GPIM)

    Suarez, Angel; Ternier, Stefaan; KALZ Marco; Specht, Marcus

    2015-01-01

    Wearable technology is a new genre of technology that is appearing to enhance learning in context. This manuscript introduces a Google Glass application to support Inquiry-based Learning (IBL). Applying Google Glass to IBL, we aim to transform the learning process into a more seamless, personal and meaningful learning experience. Google Glass aids users from a first person perspective with hands-free interaction. This paper first introduces the educational background and the framework behind ...

  18. GPIM: Google Glassware for Inquiry-Based Learning

    Suarez, Angel; Ternier, Stefaan; Kalz, Marco; Specht, Marcus

    2014-01-01

    Over the past few years, the use of mobile personal devices has witnessed a widespread take-up. With wearable technology like head-up- displays a new genre of educational technology is appearing to enhance contextualized learning. This paper reports about a Google Glass prototype for Inquiry-Based L

  19. Inquiry-Based Learning and the Flipped Classroom Model

    Love, Betty; Hodge, Angie; Corritore, Cynthia; Ernst, Dana C.

    2015-01-01

    The flipped classroom model of teaching can be an ideal venue for turning a traditional classroom into an engaging, inquiry-based learning (IBL) environment. In this paper, we discuss how two instructors at different universities made their classrooms come to life by moving the acquisition of basic course concepts outside the classroom and using…

  20. Including Inquiry-Based Learning in a Flipped Class

    Capaldi, Mindy

    2015-01-01

    Flipped classrooms and inquiry-based learning (IBL) have each become popular in their own right, leading to a natural question: Why not combine these two great ideas? Although flipping a class usually involves students reading or watching videos before class, and IBL focuses on allowing and encouraging students to develop material on their own,…

  1. Inquiry-Based Learning and the Art of Mathematical Discourse

    von Renesse, Christine; Ecke, Volker

    2015-01-01

    Our particular flavor of inquiry-based learning (IBL) uses mathematical discourse, conversations, and discussions to empower students to deepen their mathematical thinking, building on strengths of students in the humanities. We present an organized catalog of powerful questions, discussion prompts, and talk moves that can help faculty facilitate…

  2. Inquiry-Based Learning on the Cloud

    Mikroyannidis, Alexander; Okada, Alexandra; Correa, Andre; Scott, Peter

    2016-01-01

    Cloud Learning Environments (CLEs) have recently emerged as a novel approach to learning, putting learners in the spotlight and providing them with the cloud-based tools for building their own learning environments according to their specific learning needs and aspirations. Although CLEs bring significant benefits to educators and learners, there is still little evidence of CLEs being actively and effectively used in the teaching and learning process. This chapter addresses this issue by intr...

  3. Environmental education and training using inquiry-based learning

    Šinigoj, Veronika; Avsec, Stanislav

    2015-01-01

    Inquiry-based learning (IBL) as inductive teaching method has originated in late 1960's. IBL is student centred learning process where teacher is only a mentor / instructor and offers help when is needed. Individuals actively construct their knowledge by solving real and authentic problems and searching appropriate information. Students build their knowledge on the base of their prior knowledge using critical thinking, reasoning and problem solving skills. The role of teacher i...

  4. GPIM: Google Glassware for inquiry-based learning

    Angel Suarez

    2015-05-01

    Full Text Available Wearable technology is a new genre of technology that is appearing to enhance learning in context. This manuscript introduces a Google Glass application to support Inquiry-based Learning (IBL. Applying Google Glass to IBL, we aim to transform the learning process into a more seamless, personal and meaningful learning experience. Google Glass aids users from a first person perspective with hands-free interaction. This paper first introduces the educational background and the framework behind the application. Next, the Personal Inquiry Manager (PIM of the weSPOT project is introduced. The design and functionalities of Glassware PIM (GPIM are explained in detail. The paper concludes with open issues for future research, especially focused on evaluation and further developments.

  5. Promoting higher order thinking skills using inquiry-based learning

    Madhuri, G. V.; S. S. N Kantamreddi, V.; Goteti, L. N. S. Prakash

    2012-05-01

    Active learning pedagogies play an important role in enhancing higher order cognitive skills among the student community. In this work, a laboratory course for first year engineering chemistry is designed and executed using an inquiry-based learning pedagogical approach. The goal of this module is to promote higher order thinking skills in chemistry. Laboratory exercises are designed based on Bloom's taxonomy and a just-in-time facilitation approach is used. A pre-laboratory discussion outlining the theory of the experiment and its relevance is carried out to enable the students to analyse real-life problems. The performance of the students is assessed based on their ability to perform the experiment, design new experiments and correlate practical utility of the course module with real life. The novelty of the present approach lies in the fact that the learning outcomes of the existing experiments are achieved through establishing a relationship with real-world problems.

  6. Development of an Inquiry-Based Learning Support System Based on an Intelligent Knowledge Exploration Approach

    Wu, Ji-Wei; Tseng, Judy C. R.; Hwang, Gwo-Jen

    2015-01-01

    Inquiry-Based Learning (IBL) is an effective approach for promoting active learning. When inquiry-based learning is incorporated into instruction, teachers provide guiding questions for students to actively explore the required knowledge in order to solve the problems. Although the World Wide Web (WWW) is a rich knowledge resource for students to…

  7. Can Inquiry-Based Learning Strengthen the Links between Teaching and Disciplinary Research?

    Spronken-Smith, Rachel; Walker, Rebecca

    2010-01-01

    Inquiry-based learning has been promoted as a student-centred approach that can strengthen the links between teaching and research. This article examines the potential of inquiry-based learning to strengthen the teaching-research nexus by analysing three case studies: a "structured inquiry" third-year endocrinology medicine module, a "guided…

  8. NGSS and Inquiry-Based Learning with The GLOBE Program

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

    2012-12-01

    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.

  9. Learning Outcomes of Project-Based and Inquiry-Based Learning Activities

    Panasan, Mookdaporn; Nuangchalerm, Prasart

    2010-01-01

    Problem statement: Organization of science learning activities is necessary to rely on various methods of organization of learning and to be appropriate to learners. Organization of project-based learning activities and inquiry-based learning activities are teaching methods which can help students understand scientific knowledge. It would be more…

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

    Kim, Dong Won; Yao, Jingtao

    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.

  11. Mobile inquiry-based learning with sensor-data in the school: Effects on student motivation

    Firssova, Olga; Kalz, Marco; Börner, Dirk; Prinsen, Fleur; Rusman, Ellen; Ternier, Stefaan; Specht, Marcus

    2014-01-01

    The paper discusses the design, implementation and evaluation of a pilot project that integrated inquiry-based learning with mobile game design and introduced mobile devices and sensors into classroom learning

  12. More questions than answers? A review of the effectiveness of inquiry based learning in higher education

    Sylvester, Cath

    2015-01-01

    The move towards a constructivist approach to learning in Higher Education has led to an increase in the use of inquiry -based learning in law and other disciplines. This article considers the theory behind the method and the key elements of inquiry-based learning. It reviews research in medical education into its effectiveness and considers the implications of this for its development in law. It argues that the development of inquiry-based learning in law will require a greater focus on the ...

  13. Designing for Inquiry-Based Learning with the Learning Activity Management System

    Levy, P.; Aiyegbayo, O.; Little, S.

    2009-01-01

    This paper explores the relationship between practitioners' pedagogical purposes, values and practices in designing for inquiry-based learning in higher education, and the affordances of the Learning Activity Management System (LAMS) as a tool for creating learning designs in this context. Using a qualitative research methodology, variation was…

  14. PENERAPAN INQUIRY BASED LEARNING UNTUK MENGETAHUI RESPON BELAJAR SISWA PADA MATERI KONSEP DAN PENGELOLAAN KOPERASI

    Heru Kusmaryono

    2015-03-01

    Full Text Available The objective of the study was to know the students' learning responsestoward Inquiry Based Learning method on the materials of Cooperative Concept andManagement. It was a qualitative descriptive approach and the research subjects were32 students of class X IIS 1 at SMA 1 Bae Kudus. The data were collected byobservation, documentation and interview. The results showed that students gavepositive responses toward the application of Inquiry Based Learning method sincestudents’ responses were very high at 85.51%.

  15. Phases of inquiry-based learning: definitions and the inquiry cycle

    Manoli, Constantinos,; Pedaste, Margus; Mäeots, Mario; Siiman, Leo; De Jong, Ton; Van Riesen, Siswa A. N.; Kamp, Ellen T.; Zacharia, Zacharias C.; Tsourlidaki, Eleftheria

    2015-01-01

    Inquiry-based learning is gaining popularity in science curricula, international research anddevelopment projects as well as teaching. One of the underlying reasons is that its successcan be significantly improved due to the recent technical developments that allow the inquiryprocess to be supported by electronic learning environments. Inquiry-based learning is oftenorganized into inquiry phases that together form an inquiry cycle. However, different variationson what is called the inquiry cy...

  16. Inquiry-based learning in the arts: a meta-analytical study

    Jamie WOOD

    2010-01-01

    This report summarises learning about inquiry-based learning (IBL) in the arts and humanities disciplines at the University of Sheffield during the period in which the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS) has been in operation. It draws upon impact evaluation data from curriculum development projects that have been funded by CILASS in departments in the Faculty of Arts and Humanities.

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

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

    2013-01-01

    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) implement...

  18. Learning How to Design a Technology Supported Inquiry-Based Learning Environment

    Hakverdi-Can, Meral; Sonmez, Duygu

    2012-01-01

    This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

  19. weSPOT: Working Environment with Social and Personal Open Tools for inquiry based learning

    Rusman, Ellen; Firssova, Olga; Prinsen, Fleur; Specht, Marcus; Ternier, Stefaan

    2014-01-01

    Presentation of the weSPOT model for Inquiry based learning developed by a EC-funded Research weSPOT project, held at a potential testbed - Sint-Jans College in Hoensbroek, Netherlands on May 20, 2014

  20. Teachers' perceptions and practices of inquiry-based learning in NSS liberal studies in Hong Kong

    Yuen, Wai-shun; 袁偉信

    2015-01-01

    The education of Hong Kong has long been criticized as spoon-feeding and exam-oriented. In response to this situation, Liberal Studies, a newly established subject, is implemented in the NSS Curriculum under revolutionary reform of education. The purpose of this research is to address the importance of inquiry-based learning emphasized in the NSS curriculum of Liberal Studies. Hence, the perceptions and practices of teachers on inquiry-based learning (IBL) are examined. A number of factors le...

  1. Scientific literacy through co-inquiry based on non-formal and informal learning

    Okada, Alexandra; Pinto, Sonia; Ribeiro, Silvar

    2014-01-01

    This paper presents a collaborative research on scientific citizenship developed by the Open University UK (OU) through the weSPOT project for inquiry based learning and the Universidade do Estado da Bahia (UNEB) responsible for coordinating the Telecentros.BR training programme for Digital Inclusion in Brazil. The European weSPOT project (2013-2015) is a working environment with social, personal and open technologies for inquiry based learning (IBL). The Telecentros.BR training programme (20...

  2. Inquiry based learning in science education and mathematics for developing bilinguals

    Nataliya H. Pavlova

    2015-09-01

    Full Text Available This article studies the problem of teaching bilingual children. A definition of “developing bilingual” is proposed. The article presents an example of the application of inquiry based learning through which students develop not only math skills but also lexical capabilities. This study offers levels of differentiation in different groups of students. The paper determines advantages and disadvantages of the use of Inquiry Based Learning in developing bilingual groups.

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

    Gunn, Kathryn E.; Christine Seitz McCauslin; Jennifer Staiger; Pirone, Dana M.

    2013-01-01

    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 stimul...

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

    Pam Austin; Paul Webb

    2007-01-01

    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 qualit...

  5. Inquiry-Based Learning in Higher Education: Administrators' Perspectives on Integrating Inquiry Pedagogy into the Curriculum

    Justice, Christopher; Rice, James; Roy, Dale; Hudspith, Bob; Jenkins, Herb

    2009-01-01

    Inquiry-based learning is one approach to improving the quality of undergraduate education by moving toward more student-directed, interactive methods of learning while focusing on learning how to learn. This paper deals with a missing component in the inquiry-related literature--the extra-pedagogical challenges of introducing and maintaining…

  6. Inquiry-Based Learning in Higher Education: Principal Forms, Educational Objectives, and Disciplinary Variations

    Aditomo, Anindito; Goodyear, Peter; Bliuc, Ana-Maria; Ellis, Robert A.

    2013-01-01

    Learning through inquiry is a widely advocated pedagogical approach. However, there is currently little systematic knowledge about the practice of inquiry-based learning (IBL) in higher education. This study examined descriptions of learning tasks that were put forward as examples of IBL by 224 university teachers from various disciplines in three…

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

    Maija Aksela

    2012-12-01

    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.

  8. weSPOT: a personal and social toolkit for inquiry-based learning

    Mikroyannidis, Alexander

    2014-01-01

    Personal Learning Environments have recently emerged as a novel approach to learning, putting learners in the spotlight and providing them with the tools for building their own learning environments according to their specific learning needs and aspirations. This approach enables learners to take complete control over their learning, thus becoming self-regulated and independent. This paper introduces a European initiative for supporting and enhancing inquiry-based learning via a personal and ...

  9. Assessing Long-Term Effects of Inquiry-Based Learning: A Case Study from College Mathematics

    Kogan, Marina; Laursen, Sandra L.

    2014-01-01

    As student-centered approaches to teaching and learning are more widely applied, researchers must assess the outcomes of these interventions across a range of courses and institutions. As an example of such assessment, this study examined the impact of inquiry-based learning (IBL) in college mathematics on undergraduates' subsequent grades…

  10. Inquiry-Based Learning for Older People at a University in Spain

    Martorell, Ingrid; Medrano, Marc; Sole, Cristian; Vila, Neus; Cabeza, Luisa F.

    2009-01-01

    With the increasing number of older people in the world and their interest in education, universities play an important role in providing effective learning methodologies. This paper presents a new instructional methodology implementing inquiry-based learning (IBL) in two courses focused on alternative energies in the Program for Older People at…

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

    Abdullah, Sopiah; Shariff, Adilah

    2008-01-01

    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…

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

    Kathryn E. Gunn

    2013-08-01

    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.

  13. Measuring the Impact of Inquiry-Based Learning on Outcomes and Student Satisfaction

    Zafra-Gómez, José Luis; Román-Martínez, Isabel; Gómez-Miranda, María Elena

    2015-01-01

    The aim of this study is to determine the impact of inquiry-based learning (IBL) on students' academic performance and to assess their satisfaction with the process. Linear and logistic regression analyses show that examination grades are positively related to attendance at classes and tutorials; moreover, there is a positive significant…

  14. Effectiveness of inquiry-based learning in an undergraduate exercise physiology course

    Nybo, Lars; May, Michael

    2015-01-01

    The present study was conducted to investigate the effects of changing a laboratory physiology course for undergraduate students from a traditional step-by-step guided structure to an inquiry-based approach. With this aim in mind, quantitative and qualitative evaluations of learning outcomes (ind...

  15. Use of Genomic Databases for Inquiry-Based Learning about Influenza

    Ledley, Fred; Ndung'u, Eric

    2011-01-01

    The genome projects of the past decades have created extensive databases of biological information with applications in both research and education. We describe an inquiry-based exercise that uses one such database, the National Center for Biotechnology Information Influenza Virus Resource, to advance learning about influenza. This database…

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

    Campbell, Jackie

    2012-01-01

    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…

  17. Wiki Laboratory Notebooks: Supporting Student Learning in Collaborative Inquiry-Based Laboratory Experiments

    Lawrie, Gwendolyn Angela; Grøndahl, Lisbeth; Boman, Simon; Andrews, Trish

    2016-01-01

    Recent examples of high-impact teaching practices in the undergraduate chemistry laboratory that include course-based undergraduate research experiences and inquiry-based experiments require new approaches to assessing individual student learning outcomes. Instructors require tools and strategies that can provide them with insight into individual…

  18. Life-Cycle Analysis and Inquiry-Based Learning in Chemistry Teaching

    Juntunen, Marianne; Aksela, Maija

    2013-01-01

    The purpose of this design research is to improve the quality of environmental literacy and sustainability education in chemistry teaching through combining a socio-scientific issue, life-cycle analysis (LCA), with inquiry-based learning (IBL). This first phase of the cyclic design research involved 20 inservice trained chemistry teachers from…

  19. The Effect of Inquiry-Based Learning Method on Students' Academic Achievement in Science Course

    Abdi, Ali

    2014-01-01

    The purpose of this study was to investigate the effects of inquiry-based learning method on students' academic achievement in sciences lesson. A total of 40 fifth grade students from two different classes were involved in the study. They were selected through purposive sampling method. The group which was assigned as experimental group was…

  20. Inquiry-Based Learning in Teacher Education: A Primary Humanities Example

    Preston, Lou; Harvie, Kate; Wallace, Heather

    2015-01-01

    Inquiry-based learning features strongly in the new Australian Humanities and Social Sciences curriculum and increasingly in primary school practice. Yet, there is little research into, and few exemplars of, inquiry approaches in the primary humanities context. In this article, we outline and explain the implementation of a place-based simulation…

  1. Effectiveness of Inquiry-Based Learning in an Undergraduate Exercise Physiology Course

    Nybo, Lars; May, Michael

    2015-01-01

    The present study was conducted to investigate the effects of changing a laboratory physiology course for undergraduate students from a traditional step-by-step guided structure to an inquiry-based approach. With this aim in mind, quantitative and qualitative evaluations of learning outcomes (individual subject-specific tests and group interviews)…

  2. Phases of inquiry-based learning: Definitions and the inquiry cycle

    Pedaste, Margus; Mäeots, Mario; Siiman, Leo A.; Jong, de A.J.M.; Riesen, van S.A.N.; Kamp, E.T.; Manoli, Constantinos C.; Zacharia, Zacharias C.; Tsourlidaki, Eleftheria

    2015-01-01

    Inquiry-based learning is gaining popularity in science curricula, international research and development projects as well as teaching. One of the underlying reasons is that its success can be significantly improved due to the recent technical developments that allow the inquiry process to be suppor

  3. Effects of Using Inquiry-Based Learning on Science Achievement for Fifth-Grade Students

    Maxwell, Deborah O.; Lambeth, Dawn T.; Cox, J. T.

    2015-01-01

    The purpose of this research was to examine the effects of Inquiry-Based Learning (IBL) on the academic achievement, attitudes, and engagement of fifth-grade science students. Participants were from two science classes (N = 42). The experimental group received IBL instruction, while the control group received traditional instruction. Pretests and…

  4. When Collaborative Learning Meets Nature: Collaborative Learning as a Meaningful Learning Tool in the Ecology Inquiry Based Project

    Rozenszayn, Ronit; Assaraf, Orit Ben-Zvi

    2011-01-01

    This research suggests utilizing collaborative learning among high school students for better performance on ecology inquiry-based projects. A case study of nine 12th grade students who participated in collaborative learning sessions in the open field and in class is examined. The results show that the students concentrated on discussing the…

  5. Orchestrating Inquiry-Based Learning Spaces: an Analysis of Teacher Needs

    Rodríguez-Triana, Maria Jesús; Holzer, Adrian; Voznuik, Andrii; Gillet, Denis

    2015-01-01

    The European Go-Lab project offers Inquiry Learning Spaces (ILSs) as open educational resources to support Inquiry-based Learning (IBL). To successfully exploit ILSs and implement IBL, proper support for orchestration is needed. Researchers have highlighted the complexity of orchestrating Technology Enhanced Learning (TEL) scenarios and the need for supporting participants in this endeavour. In this paper, we address this issue by analyzing the teacher needs when orchestrating IBL and relying...

  6. Assessment for Learning in Inquiry Based Science Education:From Individualistic to Socio-cultural Perspectives

    Fornaguera, Cristina Carulla

    2014-01-01

    The study looks at assessment for learning and Inquiry Based Science Education —IBSE— as concepts established in a diversity of geographical areas, where the traditional summative assessment shapes what most individuals share as being experienced as assessment. Based on Leontiev and Radford’s activity theory perspectives, this study looks critically at assessment for learning within IBSE activity research shaped by an individualistic approach to learning. The thesis proposed a movement toward...

  7. Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design

    Edelson, Daniel C.; Gordin, Douglas N.; Pea, Roy D.

    1999-01-01

    Inquiry experiences can provide valuable opportunities for students to improve their understanding of both science content and scientific practices. However, the implementation of inquiry learning in classrooms presents a number of significant challenges. We have been exploring these challenges through a program of research on the use of scientific visualization technologies to support inquiry-based learning in the geosciences. In this article, we describe 5 significant challenges to implemen...

  8. Assessment for Learning in Inquiry Based Science Education

    Fornaguera, Cristina Carulla

    ’s activity theory perspectives, this study looks critically at assessment for learning within IBSE activity research shaped by an individualistic approach to learning. The thesis proposed a movement towards an approach using a socio-cultural perspective. The researcher's process of learning structured the...... analytical process. The main contribution was the analysis and the results of researcher movement from a view of assessment considering learning as a psychological process in the mind, independent of the everyday life of individuals, towards one considering the inseparability of collective and individual...

  9. Teaching numerical methods with IPython notebooks and inquiry-based learning

    Ketcheson, David I.

    2014-01-01

    A course in numerical methods should teach both the mathematical theory of numerical analysis and the craft of implementing numerical algorithms. The IPython notebook provides a single medium in which mathematics, explanations, executable code, and visualizations can be combined, and with which the student can interact in order to learn both the theory and the craft of numerical methods. The use of notebooks also lends itself naturally to inquiry-based learning methods. I discuss the motivation and practice of teaching a course based on the use of IPython notebooks and inquiry-based learning, including some specific practical aspects. The discussion is based on my experience teaching a Masters-level course in numerical analysis at King Abdullah University of Science and Technology (KAUST), but is intended to be useful for those who teach at other levels or in industry.

  10. EFEKTIVITAS INQUIRY BASED LEARNING DAN MEDIA GAMBAR DALAM MENINGKATKAN HASIL BELAJAR KOMPETENSI DASAR MENGKLASIFIKASI KETENAGAKERJAAN

    Khoirun Nisa

    2016-02-01

    Full Text Available Pembelajaran yang berpusat pada guru, menjadikan siswa hanya menerima konsep jadi dari guru. Akibatnya, siswa hanya menghafal tanpa memahami konsep tersebut, sehingga siswa mudah lupa. Inquiry Based Learningdan media gambar menjadi alternatif pembelajaran student centered yang akan diuji cobakan dalam penelitian ini, dengan tujuan untuk mengetahui peningkatan hasil belajar dan keefektifannya dibanding metode ceramah.Penelitian ini menggunakan desain True Experimental Pretest-Posttes Control Group dengan objek penelitian siswa kelas XI IPS MAN 1 Semarang. Kelas XI IPS 3 ditetapkan sebagai kelas eksperimen dan kelas XI IPS 1 sebagai kelas kontrol. Data diambil melalui dokumentasi, observasi dan tes. Pengujian hipotesis menggunakan paired sample t test pada H1dan independent t test pada H2.Hasil penelitian diperoleh bahwa kelas eksperimen yang diajar menggunakan pembelajaran Inquiry Based Learning dan media gambar meningkat dari rata-rata 38,69 menjadi 78,45. Kefektifan pembelajaran Inquiry Based Learning dan media gambar dibuktikan dengan capaian ketuntasan hasil belajar kelas eksperimen yang mencapai 79,3% yang artinya mampu melebihi target ketuntasan yang diharapkan sekolah, sekaligus nilai rata-rata kelas eksperimen yang jauh lebih tinggi yaitu 78,45 sedangkan rata-rata kelas kontrol sebesar 70,37.Kesimpulanya terjadi peningkatan hasil belajar pada kelas eksperimen, dan peningkatan tersebut menunjukkan angka lebih tinggi dibandingkan capaian minimal yang diharapkan sekolah dan kelas kontrol sehingga disimpulkan metode Inquiry dan media gambar mampu meningkatkan hasil belajar dan lebih efektif dibandingkan metode konvensional berupa ceramah. Saran dari penelitian ini diharapkan guru dapat menerapkan metode Inquiry Based Learning dan media gambar sebagai upaya mengatasi kejenuhan pembelajaran dikelas. Teacher centered learning, make the students only accepted the instant concept from teacher. Finally, students to be memoried only without

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

    Suwondo Suwondo; Sri Wulandari

    2013-01-01

    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...

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

    Susan Bridges

    2012-06-01

    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.

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

    Anthony Michael Pellegrino; Jessica Kilday

    2013-01-01

    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...

  14. Inquiry-based learning to improve student engagement in a large first year topic

    Masha Smallhorn; Jeanne Young; Narelle Hunter; Karen Burke da Silva

    2015-01-01

    Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of ou...

  15. Primary four students’ development of reading ability through inquiry-based learning projects

    Fung, HF; Chow, K; Ng, HWR; Loh, EKY; Chu, SKW; Tse, SK

    2008-01-01

    This paper is part of a bigger study that investigates a collaborative instructional approach involving three kinds of teachers (Information Technology, General Studies, and Chinese) and the school librarian in guiding primary 4 (P4) students through two phases of inquiry-based learning (IBL) projects, each lasting for 2-3 months in 2006-2007. This collaborative approach in guiding students through the IBL projects has proven to be effective. Not only did the participating students signifi...

  16. Factors affecting students ' satisfaction with inquiry - based learning in science and technology class

    Šinigoj, Veronika; Avsec, Stanislav

    2014-01-01

    Inquiry-based learning is inductive teaching method which was very popular in 1960's, but in nowadays science and technology was not extended so much. Method differs from traditional instructional methods in developing a) students' self-regulation and efficacy, b) critical and logical thinking, and c) problem solving skills. European Union seventh framework project titled Chain Reaction makes effort to promote and exploit this method to science and technology with pre-...

  17. Effectiveness of inquiry-based learning : how do middle school students learn to maximise the efficacy of a water turbine?

    Avsec, Stanislav; Kocijančič, Slavko

    2015-01-01

    Inquiry-based learning (IBL) is an inductive pedagogy that best enables learners to construct knowledge, to develop high level reasoning skills, and to increase interest and learning motivation with the use of the contemporary technology-based learning environments. In IBL, students’ self-directed learning is centred on multi-parametric problems that do not have a single correct answer, but they need to find the most desirable behaviour/attitude. Therefore, clear evidence of IBL h...

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

    Mikroyannidis, Alexander; Okada, Alexandra; Scott, Peter; Rusman, Ellen; Specht, Marcus; Stefanov, Krassen; Boytchev, Pavel; Protopsaltis, Aristidis; Held, Paul; Hetzner, Sonia; Kikis-Papadakis, Kathy; Chaimala, Foteini

    2013-01-01

    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...

  19. Assessing the Effectiveness of Inquiry-based Learning Techniques Implemented in Large Classroom Settings

    Steer, D. N.; McConnell, D. A.; Owens, K.

    2001-12-01

    Geoscience and education faculty at The University of Akron jointly developed a series of inquiry-based learning modules aimed at both non-major and major student populations enrolled in introductory geology courses. These courses typically serve 2500 students per year in four to six classes of 40-160 students each per section. Twelve modules were developed that contained common topics and assessments appropriate to Earth Science, Environmental Geology and Physical Geology classes. All modules were designed to meet four primary learning objectives agreed upon by Department of Geology faculty. These major objectives include: 1) Improvement of student understanding of the scientific method; 2) Incorporation of problem solving strategies involving analysis, synthesis, and interpretation; 3) Development of the ability to distinguish between inferences, data and observations; and 4) Obtaining an understanding of basic processes that operate on Earth. Additional objectives that may be addressed by selected modules include: 1) The societal relevance of science; 2) Use and interpretation of quantitative data to better understand the Earth; 3) Development of the students' ability to communicate scientific results; 4) Distinguishing differences between science, religion and pseudo-science; 5) Evaluation of scientific information found in the mass media; and 6) Building interpersonal relationships through in-class group work. Student pre- and post-instruction progress was evaluated by administering a test of logical thinking, an attitude toward science survey, and formative evaluations. Scores from the logical thinking instrument were used to form balanced four-person working groups based on the students' incoming cognitive level. Groups were required to complete a series of activities and/or exercises that targeted different cognitive domains based upon Bloom's taxonomy (knowledge, comprehension, application, analysis, synthesis and evaluation of information). Daily

  20. Inquiry-based learning to improve student engagement in a large first year topic

    Masha Smallhorn

    2015-08-01

    Full Text Available Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

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

    Anthony Michael Pellegrino

    2013-11-01

    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.

  2. Scientific evaluation of an intra-curricular educational kit to foster inquiry-based learning (IBL)

    Debaes, Nathalie; Cords, Nina; Prasad, Amrita; Fischer, Robert; Euler, Manfred; Thienpont, Hugo

    2014-07-01

    Society becomes increasingly dependent on photonics technologies; however there is an alarming lack of technological awareness among secondary school students. They associate photonics with experiments and components in the class room that seem to bear little relevance to their daily life. The Rocard Report [5] highlights the need for fostering students' scientific skills and technological awareness and identifies inquiry based learning (IBL) as a means to achieve this. Students need to actively do science rather than be silent spectators. The `Photonics Explorer' kit was developed as an EU funded project to equip teachers, free-of-charge, with educational material designed to excite, engage and educate European secondary school students using guided inquiry based learning techniques. Students put together their own experiments using up-to-date versatile components, critically interpret results and relate the conclusions to relevant applications in their daily life. They work hands-on with the material, thus developing and honing their scientific and analytical skills that are otherwise latent in a typical class room situation. A qualitative and quantitative study of the impact of the kit in the classroom was undertaken with 50 kits tested in 7 EU countries with over 1500 students in the local language. This paper reports on the results of the EU wide field tests that show the positive impact of the kit in raising the self-efficacy, scientific skills and interest in science among students and the effectiveness of the kit in implementing IBL strategies in classrooms across EU.

  3. Adding Value to Education for Sustainability in Africa with Inquiry-Based Approaches in Open and Distance Learning

    Pretorius, Rudi; Lombard, Andrea; Khotoo, Anisa

    2016-01-01

    Purpose: Inquiry-based approaches can potentially enrich sustainability learning in any educational context, more so in open and distance learning (ODL--perceived as theoretically inclined) and in regions of educational need (such as the Global South, of which Africa forms part). The purpose of this paper is to map the benefits and challenges of…

  4. Linking Teacher Beliefs, Practices and Student Inquiry-Based Learning in a CSCL Environment: A Tale of Two Teachers

    Song, Yangjie; Looi, Chee-Kit

    2012-01-01

    The links uncovered by research connecting teacher beliefs to classroom practice and student inquiry-based learning are tenuous. This study aims at examining (a) "how" teacher beliefs influenced practices; and (b) "how" the influence on practices, in turn, impacted student inquiry learning in a CSCL environment. Through a fine-grained comparative…

  5. Are Dewey's Ideas Alive and Well in New Zealand Undergraduate Education? Kiwi Case Studies of Inquiry-Based Learning

    O'Steen, Billy

    2008-01-01

    Inquiry-based learning (IBL) is an approach that could be used by undergraduate educators that appears to meet the suggestions by Dewey to integrate students' interests and experiences with content knowledge. The IBL approach has been described as "a range of strategies used to promote learning through students' active, and increasingly…

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

    José G. Carriazo

    2011-01-01

    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.

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

    Catherine Anne Schmidt-Jones

    2012-01-01

    Full Text Available 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 ensemble participants, and casual learners. Most reported accessing individual modules on their own initiative, as part of a specific, immediate inquiry, rather than responding to institutional directives or following entire online courses. This was supported by computer-log records, which showed that most visitors to a module arrived from an Internet search for terms specific to that module. The study suggests that, for teachers and students as well as self-directed learners, one function of OERs is as a resource for just-in-time, inquiry-based learning.

  8. Wiki Laboratory Notebooks: Supporting Student Learning in Collaborative Inquiry-Based Laboratory Experiments

    Lawrie, Gwendolyn Angela; Grøndahl, Lisbeth; Boman, Simon; Andrews, Trish

    2016-01-01

    Recent examples of high-impact teaching practices in the undergraduate chemistry laboratory that include course-based undergraduate research experiences and inquiry-based experiments require new approaches to assessing individual student learning outcomes. Instructors require tools and strategies that can provide them with insight into individual student contributions to collaborative group/teamwork throughout the processes of experimental design, data analysis, display and communication of their outcomes in relation to their research question(s). Traditional assessments in the form of laboratory notebooks or experimental reports provide limited insight into the processes of collaborative inquiry-based activities. A wiki environment offers a collaborative domain that can potentially support collaborative laboratory processes and scientific record keeping. In this study, the effectiveness of the wiki in supporting laboratory learning and assessment has been evaluated through analysis of the content and histories for three consenting, participating groups of students. The conversational framework has been applied to map the relationships between the instructor, tutor, students and laboratory activities. Analytics that have been applied to the wiki platform include: character counts, page views, edits, timelines and the extent and nature of the contribution by each student to the wiki. Student perceptions of both the role and the impact of the wiki on their experiences and processes have also been collected. Evidence has emerged from this study that the wiki environment has enhanced co-construction of understanding of both the experimental process and subsequent communication of outcomes and data. A number of features are identified to support success in the use of the wiki platform for laboratory notebooks.

  9. Wiki Laboratory Notebooks: Supporting Student Learning in Collaborative Inquiry-Based Laboratory Experiments

    Lawrie, Gwendolyn Angela; Grøndahl, Lisbeth; Boman, Simon; Andrews, Trish

    2016-06-01

    Recent examples of high-impact teaching practices in the undergraduate chemistry laboratory that include course-based undergraduate research experiences and inquiry-based experiments require new approaches to assessing individual student learning outcomes. Instructors require tools and strategies that can provide them with insight into individual student contributions to collaborative group/teamwork throughout the processes of experimental design, data analysis, display and communication of their outcomes in relation to their research question(s). Traditional assessments in the form of laboratory notebooks or experimental reports provide limited insight into the processes of collaborative inquiry-based activities. A wiki environment offers a collaborative domain that can potentially support collaborative laboratory processes and scientific record keeping. In this study, the effectiveness of the wiki in supporting laboratory learning and assessment has been evaluated through analysis of the content and histories for three consenting, participating groups of students. The conversational framework has been applied to map the relationships between the instructor, tutor, students and laboratory activities. Analytics that have been applied to the wiki platform include: character counts, page views, edits, timelines and the extent and nature of the contribution by each student to the wiki. Student perceptions of both the role and the impact of the wiki on their experiences and processes have also been collected. Evidence has emerged from this study that the wiki environment has enhanced co-construction of understanding of both the experimental process and subsequent communication of outcomes and data. A number of features are identified to support success in the use of the wiki platform for laboratory notebooks.

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

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

    2003-01-01

    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,…

  11. Evaluating the Effectiveness of a Practical Inquiry-Based Learning Bioinformatics Module on Undergraduate Student Engagement and Applied Skills

    Brown, James A. L.

    2016-01-01

    A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion,…

  12. An integrated approach to inquiry based science learning in a secondary school: Designing a colony on Mars

    Rusman, Ellen; Firssova, Olga; Janssen, Theo; Specht, Marcus

    2015-01-01

    This paper describes the learning design and the first phase evaluation results of a pilot with a technology-enhanced inquiry based approach (weSPOT) to Science learning in a secondary school. By piloting this learning design, the school strives to increase students’ motivation for the Science domain, in combination with developing several 21st century skills and applying domain knowledge to real world problems. This paper reports the first experiences with and effects on motivation of the pi...

  13. Facilitating inquiry-based science learning online in a virtual university

    Kam, Rosalind; Hoop, Bernard

    2013-01-01

    The authors reviewed their approaches to facilitating inquiry-based science courses from 2005 through 2010 in a fully online master's degree program at Walden University designed to help teachers bring inquiry-based science to their students. The purpose of this paper is to illustrate their interaction-engagement approach in facilitating online courses, which focused on a guided inquiry approach to build understanding of core science concepts using hands-on experimental science investigations.

  14. Cognitive Development, Analytical Thinking and Learning Satisfaction of Second Grade Students Learned through Inquiry-Based Learning

    Nuangchalerm, Prasart; Thammasena, Benjaporn

    2009-01-01

    Science teaching needs to be able students having knowledge and understanding. Also, students have to develop their thinking skills, it should help students meet real science through inquiry-based pedagogical process. This study aims to (i) investigate effective teaching criterion through inquiry-based teaching at 80/80, (ii) find out…

  15. The Impact of a Principle-Based Pedagogical Design on Inquiry-Based Learning in a Seamless Learning Environment in Hong Kong

    Kong, Siu Cheung; Song, Yanjie

    2014-01-01

    An inquiry-based learning pedagogy coupled with a seamless learning environment is a potential way to realise the educational goal of learner-centred learning in digital classrooms in the 21st century. An overarching research framework is proposed for preparing teachers to effectively develop pedagogical designs that are premised on theoretical…

  16. User-driven development of an inquiry-based learning platform: Formative evaluations in weSPOT

    Bedek, Michael; Firssova, Olga; Stefanova, Eliza; Prinsen, Fleur; Chamala, Foteini

    2015-01-01

    This paper describes the formative evaluation activities that were designed and implemented during the development of the weSPOT inquiry based learning platform. With the ambition to provide a platform that supports a broad range of inquiry activities in accordance with end-users needs, an agile software development approach was followed as a process of co-design between practitioners, researchers and developers. The paper focuses on the design of end-user centric evaluation activities for fu...

  17. Information fluency for undergraduate biology majors: applications of inquiry-based learning in a developmental biology course.

    Gehring, Kathleen M; Eastman, Deborah A

    2008-01-01

    Many initiatives for the improvement of undergraduate science education call for inquiry-based learning that emphasizes investigative projects and reading of the primary literature. These approaches give students an understanding of science as a process and help them integrate content presented in courses. At the same time, general initiatives to promote information fluency are being promoted on many college and university campuses. Information fluency refers to discipline-specific processing of information, and it involves integration of gathered information with specific ideas to form logical conclusions. We have implemented the use of inquiry-based learning to enhance and study discipline-specific information fluency skills in an upper-level undergraduate Developmental Biology course. In this study, an information literacy tutorial and a set of linked assignments using primary literature analysis were integrated with two inquiry-based laboratory research projects. Quantitative analysis of student responses suggests that the abilities of students to identify and apply valid sources of information were enhanced. Qualitative assessment revealed a set of patterns by which students gather and apply information. Self-assessment responses indicated that students recognized the impact of the assignments on their abilities to gather and apply information and that they were more confident about these abilities for future biology courses and beyond. PMID:18316808

  18. The AIA Solar Learning Center: Taking Inquiry-based EPO Online

    Wills-Davey, Meredith; Attrill, G. D. R.; Engell, A.

    2009-05-01

    The observations of the Atmospheric Imaging Assembly aboard the Solar Dynamics Observatory (SDO-AIA) are expected to be groundbreaking within the field of heliophysics. To properly promote and explain the data produced by AIA, it is important that an innovative EPO effort be put forth. This has led to the development of "The AIA Solar Learning Center” (SLC), an inquiry-based educational website geared towards teaching about AIA and the Sun in general. The goal of the SLC is to provide K-12 students, teachers, parents, and homeschoolers with information and education about the Sun, primarily through hands-on activity modules that explain different aspects of our nearest star and the methods of observing it. While each module ultimately aims to impart information about the Sun or some related physical process, the activities also range across a host of different disciplines, including geology, chemistry, history, music, and art. In order to make the content applicable and accessible, activities are tailored to multiple difficulty levels, catering to different age groups. There is also a strong push towards facilitating teachers; activities are designed to fulfill specific teaching standards, and a host of additional teaching material is provided, including lesson plans and powerpoint presentations. Ultimately, the SLC aims to make science and the Sun inviting and accessible. The "Meet the Scientists” page will provide pictures and personal bios of participating scientists. Students will have the opportunity to interactively ask solar-related questions. There is even a host of lighter fare, such as a solar music playlist and links to relevant Facebook pages.

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

    Reinen, L. A.

    2007-12-01

    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.

  20. Evaluation of a High School Fair Program for Promoting Successful Inquiry-based Learning

    Betts, Julia Nykeah

    The success of inquiry-based learning (IBL) in supporting science literacy can be challenged when students encounter obstacles in the absence of proper support. This research is intended to evaluate the effectiveness of an Oregon public school district's regional science fair coaching program in promoting inquiry skills and positive attitudes toward science in participating high school students. The purpose of this study was to better understand students' perception of program support, obstacles or barriers faced by students, and potential benefits of IBL facilitated by the science fair program. Data included responses to informal and semi-structured interviews, an anonymous survey, a Skills assessment of final project displays, and an in-depth case study on three students' experiences. Results suggest that the science fair program can properly engage participants in authentic IBL. However, when assessing the participant's final project displays, I found that previous fair experience did not significantly increase mean scores as identified by the official Oregon Department of Education (ODE) scoring guides. Based on results from the case study, it is suggested that participants' low science self-concept, poor understanding of inquiry skills, and inability to engage in reflective discourse may reduce students' abilities to truly benefit. Recommendations to address this discrepancy include identifying specific needs of students through a pre--fair survey to develop more targeted support, and providing new opportunities to develop skills associated with science-self concept, understanding of inquiry and reflective discourse. In addition, results suggest that students would benefit from more financial support in the form of grants, and more connections with knowledgeable mentors.

  1. Online Learning Students` Perceptions of the Community of Inquiry Based on Learning Outcomes and Demographic Variables

    Horzum, Mehmet Baris

    2015-01-01

    The aim of the study is to investigate online learning students’ perceptions of the community of inquiry according to learning outcomes such as perceived learning, willingness to participate in online learning and satisfaction, demographic variables such as age, gender, department, previous online learning experience and learning approach. In the research cross-sectional survey method was used. The sample consisted of 277 undergraduate online learning students. The result showed a high level ...

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

    Eliot, Michael H.

    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

  3. Zgodnje učenje in poučevanje naravoslovja z raziskovalnim pristopom: Inquiry-based early science teaching and learning:

    Petek, Darija

    2012-01-01

    The inquiry-based approach has become well established at all school stages, especially with regard to science and environmental education, which are inherently connected. Inquiry-based didactic approach which is based on problem-solving is perceived as one of the basic personalized learning and teaching strategies. Thus, it is a modern and fresh approach in early childhood science education in Slovenia. It is considered also in the EU guidelines on education as the IBSE model (2007). Didacti...

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

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

    2009-12-01

    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

  5. Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course

    Thomas E. Cooper; Brad Bailey; Briggs, Karen S.

    2015-01-01

    The authors conducted a two-semester quasi-experimental study in which each author taught a traditional lecture-based section of precalculus and a section using an inquiry-based approach called a Modified Moore Method in which the students worked through and presented the course material. A common final exam was used to compare student achievement. The results were compared for the overall population and by each instructor. Gender proved to be an important variable with the females performing...

  6. Teachers' Views on Inquiry-Based Learning in Science - A Case Study from an International School

    Panjwani, Neelam

    2015-01-01

    This thesis presents a study of teachers' perspectives on inquiry-oriented approaches and how they conceptualize them. Five teachers from an international school were interviewed. They were asked to describe how they interpret inquiry-based teaching, and to give examples of their own teaching practices in line with inquiry-oriented teaching. Additionally, the teachers were asked for the constraints they face in implementing an inquiry lesson. The results from the inductive analysis show that ...

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

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

    2010-01-01

    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…

  8. Evaluating the effectiveness of a practical inquiry-based learning bioinformatics module on undergraduate student engagement and applied skills.

    Brown, James A L

    2016-05-01

    A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion, qualitative student-based module evaluation and the novelty, scientific validity and quality of written student reports. Bioinformatics is often the starting point for laboratory-based research projects, therefore high importance was placed on allowing students to individually develop and apply processes and methods of scientific research. Students led a bioinformatic inquiry-based project (within a framework of inquiry), discovering, justifying and exploring individually discovered research targets. Detailed assessable reports were produced, displaying data generated and the resources used. Mimicking research settings, undergraduates were divided into small collaborative groups, with distinctive central themes. The module was evaluated by assessing the quality and originality of the students' targets through reports, reflecting students' use and understanding of concepts and tools required to generate their data. Furthermore, evaluation of the bioinformatic module was assessed semi-quantitatively using pre- and post-module quizzes (a non-assessable activity, not contributing to their grade), which incorporated process- and content-specific questions (indicative of their use of the online tools). Qualitative assessment of the teaching intervention was performed using post-module surveys, exploring student satisfaction and other module specific elements. Overall, a positive experience was found, as was a post module increase in correct process-specific answers. In conclusion, an inquiry-based peer-assisted learning module increased students' engagement, practical bioinformatic skills and process-specific knowledge. © 2016 by

  9. Developing scientific literacy through classroom instruction: Investigating learning opportunities across three modes of inquiry-based science instruction

    Khasnabis, Debi

    Despite wide research-based support for the implementation of inquiry-based science instruction, very few studies have closely examined its enactment across varied modes of instruction. Such studies can contribute to a finer understanding of the knowledge teachers must have in order to implement high-quality inquiry-based science instruction. This dissertation study investigated the enactment of three modes of inquiry-based science instruction by three guest teachers who were university-based researchers. The 50 fourth grade student participants were matched on achievement and prior content knowledge and randomly assigned to one of six small groups across three conditions employing different modes of inquiry-based science instruction: first-hand investigation, second-hand investigation, and an interplay of first- and second-hand investigation (Palincsar and Magnusson, 2001). Children in the first-hand investigation condition directly manipulated scientific phenomena, collected and reported data, and used these data to make knowledge claims. Children in the second-hand investigation condition studied the phenomena by following the investigations of a fictitious scientist who documents her study in an innovative notebook text. Children in the interplay condition experienced an interplay of the first- and second-hand investigations. Guided by sociocognitive theories of learning, the first phase of data analysis identified the differential opportunities for students to engage with scientific practices and conceptual claims across the modes of instruction. The findings from this analytical phase showed that in the context of this study, instruction featuring second-hand investigations provided students with richer opportunities for engaging with scientific practices and conceptual claims as compared to instruction featuring first-hand investigation. Following this, three sets of contrastive case studies were analyzed that demonstrated how opportunities for learning were

  10. 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

    Marulcu, Ismail

    2010-01-01

    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…

  11. Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course

    Thomas E. Cooper

    2015-08-01

    Full Text Available The authors conducted a two-semester quasi-experimental study in which each author taught a traditional lecture-based section of precalculus and a section using an inquiry-based approach called a Modified Moore Method in which the students worked through and presented the course material. A common final exam was used to compare student achievement. The results were compared for the overall population and by each instructor. Gender proved to be an important variable with the females performing significantly better in the Modified Moore Method sections than their counterparts in the traditional sections while there were no significant differences for the males.

  12. The effect of the use of an inquiry-based approach in an open learning middle school hydraulic turbine optimisation course

    Avsec, Stanislav; Kocijančič, Slavko

    2015-01-01

    Inquiry-based learning is an inductive pedagogy, which enables learners to construct knowledge, to develop high level reasoning skills, and to increase interest and learning motivation with the use of the contemporary technology-based learning environments. This article describes the design and experience of the new student-centred learning model in an open learning of technology education course, which enables a high level of active self-directed learning. A quantitative research methodology...

  13. Using Inquiry-Based Learning to Support the Mathematical Learning of Students with SEBD

    Jonathan Camenzuli

    2014-11-01

    Full Text Available This paper, which draws on action research methodology, explores the use of inquirybased learning (IBL in the teaching of mathematics to students with social, emotional and behavioural difficulties (SEBD. The year-long study was conducted in a Form 3 secondary class that grouped 13 male students with SEBD in a Maltese secondary school. After first creating an IBL-friendly classroom environment in the initial months, the actual implementation of IBL pedagogy in class began in the second term and spread over a 15 week period. The data included teacher observations that were recorded in a reflective research journal, two sessions of in-depth interviews with students, student journal writing, samples of students’ work and student marks in the school-based half yearly and annual mathematics examinations. The findings indicate that the use of IBL in the mathematics classroom can benefit students with SEBD in a number of ways. These include infusing a sense of enjoyment during lessons, improved student behaviour and motivation to learn, and facilitating the learning of mathematics which generally translated in higher achievement levels.

  14. User-driven Development of an Inquiry-Based Learning Platform: Qualitative Formative Evaluations in weSPOT

    Michael A. Bedek

    2015-02-01

    Full Text Available This paper describes the formative evaluation activities that were designed and implemented during the development of the weSPOT1 inquiry based learning platform. With the ambition to provide a platform that supports a broad range of inquiry activities in accordance with end-users needs, an agile software development approach was followed as a process of co-design between practitioners, researchers and developers. The paper focuses on the design of end-user centric evaluation activities for fully exploiting the potential of agile development. A detailed overview of several case studies is presented to demonstrate how implementing a continuous evaluation cycle allowed to pinpoint and help resolve arising issues in a process of collaboration between technology development and pedagogy.

  15. Investigating the Effectiveness of an Inquiry-Based Intervention on Human Reproduction in Relation to Students' Gender, Prior Knowledge and Motivation for Learning in Biology

    Hadjichambis, Andreas Ch.; Georgiou, Yiannis; Paraskeva-Hadjichambi, Demetra; Kyza, Eleni A.; Mappouras, Demetrios

    2016-01-01

    Despite the importance of understanding how the human reproductive system works, adolescents worldwide exhibit weak conceptual understanding, which leads to serious risks, such as unwanted pregnancies and sexually transmitted diseases. Studies focusing on the development and evaluation of inquiry-based learning interventions, promoting the…

  16. 为自主、合作、探究学习正名%On Autonomous Learning, Collaborative and Inquiry-based Learning

    禹旭红

    2009-01-01

    真正意义上的自主学习往往是以探究学习的方式展开的,一般意义上的探究学习必然是学生自主学习的过程.在基础教育阶段, "大量的学习可以是学生个体独立完成"的, "并不是所有的学习领域和学习主题都需要用合作学习的方式来进行."实质上,自主、合作、探究学习是一种学习方式.%The true sense of Autonomous Learning is often explored in the manner of learning. The general sense of Inquiry-based Learning must be the process of students' independent learning. In the stage of basic education, "a great deal of learning can be completed by individual student, but not all fields of study and learning theme are carried out in the Collaborative way." In essence, the combination of Autonomous Learning, Collaborative and Inquiry-based Learning is a kind of Learning approach.

  17. Implementation and outcomes of inquiry-based learning in mathematics content courses for pre-service teachers

    Laursen, Sandra L.; Hassi, Marja-Liisa; Hough, Sarah

    2016-02-01

    This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities, separately targeting elementary and secondary pre-service teachers. Classroom observation established that the courses were taught with student-centred methods that were comparable to those used in IBL courses for students in mathematics-intensive fields at the same institutions. To measure pre-service teachers' gains in mathematical knowledge for teaching, we administered the Learning Mathematics for Teaching (LMT) instrument developed by Hill, Ball and Schilling for in-service teacher professional development. Results from the LMT show that pre-service teachers made significant score gains from beginning to end of their course, while data from interviews and from surveys of learning gains show that pre-service teachers viewed their gains as relevant to their future teaching work. Measured changes on pre-/post-surveys of attitudes and beliefs were generally supportive of learning mathematics but modest in magnitude. The study is distinctive in applying the LMT to document pre-service teachers' growth in mathematical knowledge for teaching. The study also suggests IBL is an approach well suited to mathematics departments seeking to strengthen their pre-service teacher preparation offerings in ways consistent with research-based recommendations.

  18. An Analysis of Didactic and Inquiry-Based Teaching and Learning on Student Achievement in Urban Elementary Schools

    Varnado, Jacqueline

    2011-01-01

    Limited research has been conducted on inquiry based teaching strategies on language arts and mathematics instruction. The research problem at the study site was the lack of research-based findings on the effectiveness of traditional and inquiry based teaching strategies on language arts and mathematics instruction. The purpose of this case study…

  19. New Evaluation Vector through the Stanford Mobile Inquiry-Based Learning Environment (SMILE) for Participatory Action Research

    An, Ji-Young

    2016-01-01

    Objectives This article reviews an evaluation vector model driven from a participatory action research leveraging a collective inquiry system named SMILE (Stanford Mobile Inquiry-based Learning Environment). Methods SMILE has been implemented in a diverse set of collective inquiry generation and analysis scenarios including community health care-specific professional development sessions and community-based participatory action research projects. In each scenario, participants are given opportunities to construct inquiries around physical and emotional health-related phenomena in their own community. Results Participants formulated inquiries as well as potential clinical treatments and hypothetical scenarios to address health concerns or clarify misunderstandings or misdiagnoses often found in their community practices. From medical universities to rural village health promotion organizations, all participatory inquiries and potential solutions can be collected and analyzed. The inquiry and solution sets represent an evaluation vector which helps educators better understand community health issues at a much deeper level. Conclusions SMILE helps collect problems that are most important and central to their community health concerns. The evaluation vector, consisting participatory and collective inquiries and potential solutions, helps the researchers assess the participants' level of understanding on issues around health concerns and practices while helping the community adequately formulate follow-up action plans. The method used in SMILE requires much further enhancement with machine learning and advanced data visualization. PMID:27525157

  20. Open inquiry-based learning experiences: a case study in the context of energy exchange by thermal radiation

    An open inquiry (OI)-based teaching/learning experience, regarding a scientific investigation of the process of energy exchange by thermal radiation, is presented. A sample of upper secondary school physics teachers carried out this experience at the University of Palermo, Italy, in the framework of ESTABLISH, a FP7 European Project aimed at promoting and developing inquiry-based science education. The teachers had the opportunity to personally experience an OI-based learning activity, with the aim of exploring the pedagogical potentialities of this teaching approach to promote both the understanding of difficult concepts and a deeper view of scientific practices. The teachers were firstly engaged in discussions concerning real-life problematic situations, and then stimulated to design and carry out their own laboratory activities, aimed at investigating the process of energy exchange by thermal radiation. A scientific study on the energy exchange between a powered resistor and its surrounding environment, during the heating and cooling processes, was designed and performed. Here we report the phases of this experiment by following the teachers' perspective. A structured interview conducted both before and after the OI experience allowed us to analyze and point out the teachers' feedback from a pedagogical point of view. The advantages and limits of an OI-based approach to promote the development of more student-centred inquiry-oriented teaching strategies are finally discussed. (paper)

  1. Open inquiry-based learning experiences: a case study in the context of energy exchange by thermal radiation

    Pizzolato, Nicola; Fazio, Claudio; Rosario Battaglia, Onofrio

    2014-01-01

    An open inquiry (OI)-based teaching/learning experience, regarding a scientific investigation of the process of energy exchange by thermal radiation, is presented. A sample of upper secondary school physics teachers carried out this experience at the University of Palermo, Italy, in the framework of ESTABLISH, a FP7 European Project aimed at promoting and developing inquiry-based science education. The teachers had the opportunity to personally experience an OI-based learning activity, with the aim of exploring the pedagogical potentialities of this teaching approach to promote both the understanding of difficult concepts and a deeper view of scientific practices. The teachers were firstly engaged in discussions concerning real-life problematic situations, and then stimulated to design and carry out their own laboratory activities, aimed at investigating the process of energy exchange by thermal radiation. A scientific study on the energy exchange between a powered resistor and its surrounding environment, during the heating and cooling processes, was designed and performed. Here we report the phases of this experiment by following the teachers' perspective. A structured interview conducted both before and after the OI experience allowed us to analyze and point out the teachers' feedback from a pedagogical point of view. The advantages and limits of an OI-based approach to promote the development of more student-centred inquiry-oriented teaching strategies are finally discussed.

  2. Inquiry-Based Learning and Technology--Supporting Institutional TEL within One Pedagogical Context

    Little, Sabine

    2008-01-01

    Following the establishment of Centres for Excellence in Teaching and Learning in England and Northern Ireland in 2005, several institutions have used these to pursue specific pedagogical approaches at a strategic level, in line with and building on existing institutional strategic thinking. Technology-enhanced learning is often one of the…

  3. Participant Comfort with and Application of Inquiry-Based Learning: Results from 4-H Volunteer Training

    Haugen, Heidi; Stevenson, Anne; Meyer, Rebecca L.

    2016-01-01

    This article explores how a one-time training designed to support learning transfer affected 4-H volunteers' comfort levels with the training content and how comfort levels, in turn, affected the volunteers' application of tools and techniques learned during the training. Results of a follow-up survey suggest that the training participants…

  4. Advancing Higher Education with Mobile Learning Technologies: Cases, Trends, and Inquiry-Based Methods

    Keengwe, Jared, Ed.; Maxfield, Marian B., Ed.

    2015-01-01

    Rapid advancements in technology are creating new opportunities for educators to enhance their classroom techniques with digital learning resources. Once used solely outside of the classroom, smartphones, tablets, and e-readers are becoming common in many school settings. "Advancing Higher Education with Mobile Learning Technologies: Cases,…

  5. Towards an Online Lab Portal for Inquiry-based STEM Learning at School

    Govaerts S.; Cao Y; Vozniuk A.; Holzer A.; Zutin D.G.; Ruiz E.S.C.; Bollen L.; Manske S.; Faltin N.; Salzmann C.

    2013-01-01

    Nowadays, the knowledge economy is growing rapidly. To sustain future growth, more well educated people in STEM (science, technology, engineering and mathematics) are needed. In the Go-Lab project we aim to motivate and orient students from an early age on to study STEM fields in their future educational path by applying inquiry learning using online labs. This paper presents an inquiry learning portal where teachers can discover, use and enhance online labs appropriate for their courses and ...

  6. Proposing an Educational Scaling-and-Diffusion Model for Inquiry-Based Learning Designs

    Hung, David; Lee, Shu-Shing

    2015-01-01

    Education cannot adopt the linear model of scaling used by the medical sciences. "Gold standards" cannot be replicated without considering process-in-learning, diversity, and student-variedness in classrooms. This article proposes a nuanced model of educational scaling-and-diffusion, describing the scaling (top-down supports) and…

  7. Implementation of Structured Inquiry Based Model Learning toward Students' Understanding of Geometry

    Salim, Kalbin; Tiawa, Dayang Hjh

    2015-01-01

    The purpose of this study is implementation of a structured inquiry learning model in instruction of geometry. The model used is a model with a quasi-experimental study amounted to two classes of samples selected from the population of the ten classes with cluster random sampling technique. Data collection tool consists of a test item…

  8. Capturing Teacher Students' Emotional Experiences in Context: Does Inquiry-Based Learning Make a Difference?

    Litmanen, Topi; Lonka, Kirsti; Inkinen, Mikko; Lipponen, Lasse; Hakkarainen, Kai

    2012-01-01

    In the present study teacher students' contextual learning experiences were examined longitudinally in authentic study environments using the contextual activity sampling system, a means of mobile-supported experience sampling. The students' (n = 9) experiences were first recorded during a 2 week period in their first year of study. The same…

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

    Sibbernsen, Kendra J.

    2014-01-01

    A mixed-method quasi-experimental study was designed to determine how 130 undergraduates in an introductory astronomy survey course laboratory changed their understanding of scientific inquiry working as individuals in relative isolation compared to working in small, collaborative learning groups when using specially designed astronomy curricula…

  10. Effect of Robotics-Enhanced Inquiry-Based Learning in Elementary Science Education in South Korea

    Park, Jungho

    2015-01-01

    Much research has been conducted in educational robotics, a new instructional technology, for K-12 education. However, there are arguments on the effect of robotics and limited empirical evidence to investigate the impact of robotics in science learning. Also most robotics studies were carried in an informal educational setting. This study…

  11. Increasing Bellevue School District's elementary teachers' capacity for teaching inquiry-based science: Using ideas from contemporary learning theory to inform professional development

    Maury, Tracy Anne

    This Capstone project examined how leaders in the Bellevue School District can increase elementary teachers' capacity for teaching inquiry-based science through the use of professional learning activities that are grounded in ideas from human learning theory. A framework for professional development was constructed and from that framework, a set of professional learning activities were developed as a means to support teacher learning while project participants piloted new curriculum called the Isopod Habitat Challenge. Teachers in the project increased their understanding of the learning theory principles of preconceptions and metacognition. Teachers did not increase their understanding of the principle of learning with understanding, although they did articulate the significance of engaging children in student-led inquiry cycles. Data from the curriculum revision and professional development project coupled with ideas from learning theory, cognition and policy implementation, and learning community literatures suggest Bellevue's leaders can encourage peer-to-peer interaction, link professional development to teachers' daily practice, and capitalize on technology as ways to increase elementary teachers' capacity for teaching inquiry-based science. These lessons also have significance for supporting teacher learning and efficacy in other subject areas and at other levels in the system.

  12. Project HEAT: Temperature as an Organizing Theme for Inquiry-Based Learning in the Environmental Sciences

    Albright, T. P.; Howard, K. L.; Ewing-Taylor, J.

    2014-12-01

    Professionals in science, technology, engineering, and mathematics (STEM) fields do not reflect the diversity of the US population. Among the most effective ways to attract and retain underrepresented students in STEM disciplines is to provide opportunities for participation in the scientific process and interaction with practicing scientists. Project HEAT (Hot Environments, Animals, & Temperature) is "boot-camp"-style workshop aimed at increasing interest in STEM topics among underrepresented, first-generation, college-bound middle school students. Linking to our NASA-funded research project "Desert Birds in a Warming World", we focused on how surprisingly variable temperature is in space and time, why temperature is important to plants, animals, and people, and how we measure temperature in the field and from space. Perhaps more importantly, this theme was a vehicle for students to experience science as a process: field observations, brainstorming questions and hypotheses, designing experiments to test them, and analyzing and reporting their data. The centerpiece was a set of experiments with small temperature sensors and radiation shields that teams of students designed, executed at a local park, analyzed, and reported. Two years of pre and post assessments revealed that Project HEAT participants increased understanding in content areas and showed slight increases in STEM interest. Year two results were markedly stronger than year one in both assessments as well as our perception. We attribute this to earlier summer timing of the workshop, a change from two half-day weeks to one full-day week, and a more age-homogeneous selection of students. In comments, participants expressed their special enjoyment of the hands-on nature of the program and the outdoor learning. Though providing such opportunities can be challenging, our experience here suggests that it can be worth while. Project HEAT also benefited our cadre of graduate student mentors by providing exposure

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

    Lin Ching Chen

    2014-07-01

    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.

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

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

    2010-08-01

    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.

  15. Optimizing students' motivation in inquiry-based learning environments: The role of instructional practices

    Kempler, Toni M.

    The influence of inquiry science instruction on the motivation of 1360 minority inner-city seventh graders was examined. The project-based curriculum incorporates motivating features like real world questions, collaboration, technology, and lesson variety. Students design investigations, collect and analyze data, and create artifacts; challenging tasks require extensive use of learning and metacognitive strategies. Study 1 used Structural Equation Modeling to investigate student perceptions of the prevalence of project-based features, including real world connections, collaboration, academic press, and work norms, and their relation to interest, efficacy, cognitive engagement, and achievement. Perceptions of features related to different motivational outcomes, indicating the importance of using differentiated rather than single measures to study motivation in context. Cognitive engagement was enhanced by interest and efficacy but did not influence achievement, perhaps because students were not proficient strategy users and were new to inquiry. Study 2 examined the relationship between instructional practices and motivation. The 23 teachers in study 1 were observed six times during one unit. Observations focused on curriculum congruence, content accuracy, contextualization, sense making, and management and climate. A majority of teacher enactment was congruent with the curriculum, indicating that students experienced motivating features of project-based science. Hierarchical Linear Modeling showed that contextualization accounted for between-teacher variance in student interest, efficacy, and cognitive engagement; Teachers encouraged motivation through extended real world examples that related material to students' experiences. Cluster analysis was used to determine how patterns of practice affected motivation. Unexpectedly these patterns did not differentially relate to cognitive engagement. Findings showed that interest and efficacy were enhanced when teachers

  16. Changes in Teachers' Beliefs about Reformed Science Teaching and Learning, and Their Inquiry-Based Instructional Practices Following a Year-Long RET-PLC Professional Development Program

    Miranda, R.

    2014-12-01

    This study investigates the extent to which teachers' beliefs and classroom practices concerning inquiry-based instruction change following participation in a large mid-Atlantic university's year-long Research Experiences for Teachers (RET) - Professional Learning Community (PLC) professional development program. Mixed methods were used to explore this study's research questions. Supported with NASA funding, twelve secondary science teachers participated in the study. Study findings suggest that RET programs that incorporate a PLC component can help to shift teachers' beliefs and classroom practices concerning inquiry-based instruction, and help them to increase the level of inquiry in their science lessons. An implication of this research is that teacher professional development models need to be developed to help teachers effectively plan more time for students to conduct inquiry-based activities, to communicate findings based on evidence, and to develop questions to investigate themselves. Moreover, the findings of this study can help to inform science teacher education and professional development programs in creating more fruitful experiences for these professionals, and help them to align their beliefs and practice more toward the constructivist visions of current reform efforts.

  17. INQUIRY-BASED SCIENCE COMIC PHYSICS SERIES INTEGRATED WITH CHARACTER EDUCATION

    D Yulianti

    2016-04-01

    Full Text Available This study aimed to test the level of readability and feasibility of science comic, to knowcharacter development through a small test in some schools. The research design was Research & Development, trials were using quasi-experimental pre-test-post-test experimental design. The instruments to measure attitudes were: a questionnaire and observation sheet, a test used to measure comprehension of the material. The results showed that learning science by inquiry-based science comic can improvecharacters and cognitive achievement of primary school students. Results in the form of inquiry-based science comic can be utilized in learning science as a companion teaching materials.

  18. Impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines

    Marulcu, Ismail; Barnett, Michael

    2016-01-01

    Background: Elementary Science Education is struggling with multiple challenges. National and State test results confirm the need for deeper understanding in elementary science education. Moreover, national policy statements and researchers call for increased exposure to engineering and technology in elementary science education. The basic motivation of this study is to suggest a solution to both improving elementary science education and increasing exposure to engineering and technology in it. Purpose/Hypothesis: This mixed-method study examined the impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. We hypothesize that the LEGO-engineering design unit is as successful as the inquiry-based unit in terms of students' science content learning of simple machines. Design/Method: We used a mixed-methods approach to investigate our research questions; we compared the control and the experimental groups' scores from the tests and interviews by using Analysis of Covariance (ANCOVA) and compared each group's pre- and post-scores by using paired t-tests. Results: Our findings from the paired t-tests show that both the experimental and comparison groups significantly improved their scores from the pre-test to post-test on the multiple-choice, open-ended, and interview items. Moreover, ANCOVA results show that students in the experimental group, who learned simple machines with the design-based unit, performed significantly better on the interview questions. Conclusions: Our 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' science content learning.

  19. The Impact of Computational Experiment and Formative Assessment in Inquiry-Based Teaching and Learning Approach in STEM Education

    Psycharis, Sarantos

    2016-04-01

    In this study, an instructional design model, based on the computational experiment approach, was employed in order to explore the effects of the formative assessment strategies and scientific abilities rubrics on students' engagement in the development of inquiry-based pedagogical scenario. In the following study, rubrics were used during the model development, based on prompts provided to students during the development of their models. Our results indicate that modelling is a process that needs sequencing and instructional support, in the form of rubrics, focused on the scientific abilities needed for the inquiry process. In this research, eighty (80) prospective primary school teachers participated, and the results of the research indicate that the development of inquiry-based scenario is strongly affected by the scientific abilities rubrics.

  20. Impact of inquiry based distance learning and availability of classroom materials on physical science content knowledge of teachers and students in central Appalachia

    Bradshaw, Timothy John

    Physical science is important for developing scientific literacy yet a majority of teachers responsible for physical science courses do not have an academic degree in physical science. Programs aimed at increasing teacher content knowledge can be time consuming. This dissertation examines the impact of an inquiry based, professional development program offered via distance learning on teacher content knowledge and the role of teacher content knowledge on student understanding and attitudes toward science. Seventy-three teachers participated in the study, including Group I teachers (n = 39) who completed a distance learning course, a control group (Group II) with no intervention (n = 17), and Group III teachers (n = 17) who received classroom materials and no course intervention. A multiple-choice assessment was administered to teachers at the beginning and end of the summer. A similar multiple-choice assessment was administered during the school year to students (n=3,790) of those teachers. A teacher survey assessing the frequency of activity use and teachers' perceptions of the kit was administered to teachers at the end of the school year. A student survey assessing frequency of activities in the classroom, opinions of how to learn science, and attitudes toward science was administered to students during the school year. While Group II (50.6%) and Group III (52.2%) teacher scores were both lower than Group I teacher scores (67.4%), students in Group III (42.9%) outperformed students in Group II (39.4%) following instruction, at a level equal to Group I students (43.6%). Thus, providing materials/activities was as effective at increasing student understanding as providing materials/activities and increasing teacher understanding. However, while teachers in Group I and III report similar use of and satisfaction with the materials/activities, the percentage of Group I students reporting frequent use of inquiry based activities in the classroom, strong belief that

  1. Inquiry-Based Learning Approach in Physical Education: Stimulating and Engaging Students in Physical and Cognitive Learning

    Østergaard, Lars Domino

    2016-01-01

    Inquiry is an approach that promotes engagement, motivation and learning, and which involves use of cognitive knowledge, bodily experience and communicative skills. Usually the inquiry method with skills like observations, planning, investigations, experimenting and drawing conclusions is related to natural sciences, but this paper describes an…

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

    Kelley, Sybil Schantz

    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

  3. Conceptualising inquiry based education in mathematics

    Blomhøj, Morten; Artigue, Michéle

    2013-01-01

    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...... 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...... 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...

  4. Exploring Teachers' Inquiry-Based Attitude

    Meijer, Marie-Jeanne; Geijsel, Femke; Kuijpers, Marinka; Boei, Fer; Vrieling, Emmy

    2016-01-01

    Having a well-founded insight into the characteristics of teachers inquiry-based attitude (IA) supports operationalising IA as a learning goal in teacher education (TE). The aim of this study is to refine the notion of IA from an ill-defined global concept into something with reliable and valid characteristics. To do so, data were gathered on…

  5. The Impact of High School Science Teachers' Beliefs, Curricular Enactments and Experience on Student Learning During an Inquiry-based Urban Ecology Curriculum

    McNeill, Katherine L.; Silva Pimentel, Diane; Strauss, Eric G.

    2013-10-01

    Inquiry-based curricula are an essential tool for reforming science education yet the role of the teacher is often overlooked in terms of the impact of the curriculum on student achievement. Our research focuses on 22 teachers' use of a year-long high school urban ecology curriculum and how teachers' self-efficacy, instructional practices, curricular enactments and previous experience impacted student learning. Data sources included teacher belief surveys, teacher enactment surveys, a student multiple-choice assessment focused on defining and identifying science concepts and a student open-ended assessment focused on scientific inquiry. Results from the two hierarchical linear models indicate that there was significant variation between teachers in terms of student achievement. For the multiple-choice assessment, teachers who spent a larger percentage of time on group work and a smaller percentage of time lecturing had greater student learning. For the open-ended assessment, teachers who reported a higher frequency of students engaging in argument and sharing ideas had greater student learning while teachers who adapted the curriculum more had lower student learning. These results suggest the importance of supporting the active role of students in instruction, emphasising argumentation, and considering the types of adaptations teachers make to curriculum.

  6. Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A call for scientist-science teacher partnerships to promote inquiry-based learning

    Mansour, Nasser

    2015-07-01

    Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists' practices is very much needed. Within this context there is a need to re-examine the science teachers' views of scientists and the cultural factors that might have an impact on teachers' views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative-qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers' cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists.

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

    Uğur Sarı, Gamze

    2013-12-01

    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.

  8. Developing inquiry-based education through forensics at science class

    Slanc, Ana

    2014-01-01

    The thesis discusses the development of inquiry-based learning through forensics. Theoretical part defines the concept of inquiry-based learning and comparison with the classical teaching, different teaching methods such as simulation, fieldwork, project work, demonstration and experiment. Role play, group work and procedure of forming groups are also described in the thesis. This is followed by the contents of forensics that can be used in school as part of a lesson or as a science day: fing...

  9. Learning Environment, Attitudes and Achievement among Middle-School Science Students Using Inquiry-Based Laboratory Activities

    Wolf, Stephen J.; Fraser, Barry J.

    2008-01-01

    This study compared inquiry and non-inquiry laboratory teaching in terms of students' perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in…

  10. Targeted Teaching: Engaged Learning with the Inquiry-Based Question Cluster Discussion Technique: Student Outcomes in a History of Economic Thought Course

    Kirsten K. Madden

    2010-01-01

    Twenty-six undergraduate students explored the meaning of the classics (Adam Smith and Karl Marx) and two lesser-known contributions in ethics and economics (Robert Owen and John Ruskin) in a spring 2007 history of economic thought course. This article introduces the inquiry-based discussion technique used in the course and presents five question clusters fulfilling requirements for an inquiry-based discussion. A proposed hypothesis is that the technique increases student understanding of cha...

  11. The Effect of Students' Perceptions of Internet Information Quality on Their Use of Internet Information in Inquiry-Based Learning

    Pow, Jacky; Li, Sandy C.

    2015-01-01

    In Web 2.0 environments, the quality of published information can vary significantly and much of the information on the Internet is unproven. This unverified information hinders rather than facilitates student learning, especially among undergraduate students who depend heavily on Internet resources for their studies. Currently, we do not have…

  12. The Role of Computer Simulation in an Inquiry-Based Learning Environment: Reconstructing Geological Events as Geologists

    Lin, Li-Fen; Hsu, Ying-Shao; Yeh, Yi-Fen

    2012-01-01

    Several researchers have investigated the effects of computer simulations on students' learning. However, few have focused on how simulations with authentic contexts influences students' inquiry skills. Therefore, for the purposes of this study, we developed a computer simulation (FossilSim) embedded in an authentic inquiry lesson. FossilSim…

  13. Planning, Enactment, and Reflection in Inquiry-Based Learning: Validating the McGill Strategic Demands of Inquiry Questionnaire

    Shore, Bruce M.; Chichekian, Tanya; Syer, Cassidy A.; Aulls, Mark W.; Frederiksen, Carl H.

    2012-01-01

    Tools are needed to track the elements of students' successful engagement in inquiry. The "McGill Strategic Demands of Inquiry Questionnaire" (MSDIQ) is a 79-item, criterion-referenced, learner-focused questionnaire anchored in Schon's model and related models of self-regulated learning. The MSDIQ addresses three phases of inquiry…

  14. Innovation Learning in Comprehensive Education?

    Lindfors, Eila; Hilmola, Antti

    2016-01-01

    The goal of this article is to clarify the concept of innovation and by presenting a research on the basic education outcome assessment data from an innovation learning perspective, answer to a question: Do students learn innovation in comprehensive education? The empirical information in this research is based on data collected in the national…

  15. Teacher practice in an inquiry-based Mathematics classroom

    Menezes, Luís; Oliveira, Hélia; Canavarro, Ana Paula

    2012-01-01

    This paper presents a framework for an inquiry-based approach to mathematics teaching. It was developed by combining theoretical perspectives and case studies of experienced teacher that usually conduct inquiry based teaching of mathematics. This framework describes the actions teachers intentionally perform with two identified purposes: to promote the mathematical learning of the students and to manage the students and the class as a whole.

  16. An inquiry-based laboratory on friction

    Montalbano, Vera

    2013-01-01

    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.

  17. An inquiry-based programming lesson

    Douglas, Stephanie; Rice, Emily; Derdzinski, Andrea

    2016-03-01

    We designed a 2-day inquiry activity where students learned about error analysis and coding practices in Python. Inquiry-based lessons provide students with opportunities to independently investigate scientific concepts and tools. A general structure is developed ahead of time and minimal, careful guidance provided during the activity, but students are given as much freedom as possible to explore the concepts at their own pace. We designed our activity to help students learn to write flexible, re-usable, and readable code. I will describe the lesson structure we initially designed, as well as what aspects worked for our students (or didn't) and our experience leading the activity.

  18. Impact of Inquiry Based Distance Learning and Availability of Classroom Materials on Physical Science Content Knowledge of Teachers and Students in Central Appalachia

    Bradshaw, Timothy John

    2012-01-01

    Physical science is important for developing scientific literacy yet a majority of teachers responsible for physical science courses do not have an academic degree in physical science. Programs aimed at increasing teacher content knowledge can be time consuming. This dissertation examines the impact of an inquiry based, professional development…

  19. Inquiry-based science education

    Østergaard, Lars Domino; Sillasen, Martin Krabbe; Hagelskjær, Jens;

    2010-01-01

    Inquiry-based science education (IBSE) er en internationalt afprøvet naturfagsdidaktisk metode der har til formål at øge elevernes interesse for og udbytte af naturfag. I artiklen redegøres der for metoden, der kan betegnes som en elevstyret problem- og undersøgelsesbaseret naturfagsundervisnings......Inquiry-based science education (IBSE) er en internationalt afprøvet naturfagsdidaktisk metode der har til formål at øge elevernes interesse for og udbytte af naturfag. I artiklen redegøres der for metoden, der kan betegnes som en elevstyret problem- og undersøgelsesbaseret...

  20. Engaging Nature of Science to Preservice Teachers through Inquiry-Based Classroom

    Nuangchalerm, Prasart

    2013-01-01

    Inquiry-based classroom is widely distributed in the school science based on its useful and effective instruction. Science teachers are key elements allowing students to have scientific inquiry. If teachers understand and imply inquiry-based learning into science classroom, students will learn science as scientific inquiry and understand nature of…

  1. “Integrating innovative techniques in library science and guided inquiry based Science learning through undergraduate student self-directed primary research: A new approach.”

    Lesmes Celorrio, Marta; Rodríguez-Martín, Iván

    2011-01-01

    We have introduced an inquiry based, student centered mode of instruction in a general Science introductory course of first year Odontology. We present here the definitive results and conclusions from a two years research experience about the integration of new techniques to teach different science subjects. Students have acquired course´s competencies by designing and carrying out their own primary research in a dentistry topic of their choice conducting a cross sectional statistical study. ...

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

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

    2014-01-01

    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 majori...

  3. Student Responses to a Context- and Inquiry-Based Three-Step Teaching Model

    Walan, Susanne; Rundgren, Shu-Nu Chang

    2015-01-01

    Research has indicated that both context- and inquiry-based approaches could increase student interest in learning sciences. This case study aims to present a context- and inquiry-based combined teaching approach, using a three-step teaching model developed by the PROFILES project, and investigates Swedish students' responses to the activity. A…

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

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

    2008-01-01

    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…

  5. Development of questioning in inquiry-based pedagogy. Pilot study

    Sovicová, Miroslava; Šunderlík, Ján; Ceretková, Sona

    2011-01-01

    In our contribution, we analyse the possibilities for professional development within several seminars which were taught using an IBL [Inquiry-Based Learning] material. We focus on the way the material was taught to the prospective teachers of mathematics during the course Methods of Solving Mathematical Problems. We orientate ourselves on the identification of different levels of questioning during the seminar. In the discussion, we suggest the possibilities of using these findings in the pr...

  6. Comprehensible input and learning outcomes

    Salazar Campillo, Patricia

    1996-01-01

    Segones Jornades de Foment de la Investigació de la FCHS (Any 1996-1997) In Krashen’s terms, optimal input has to be comprehensible to the learner if we want acquisition to take place. An overview of the literature on input indicates two ways of making input comprehensible: the first one is to premodify input before it is offered to the learner, (premodified input), and the second one is to negotiate the input through interaction (interactionally modified input). The aim of the...

  7. Inquiry-Based Learning in College Mathematics in the US , Its Past and Present%美国大学数学询问式教学法的过去和现在

    韩舒平; 鲁斌; 杜淑仪; 钟建媛

    2015-01-01

    以询问式为基础的数学教学方法在美国大学数学教学中是一个著名的方法 .这个方法起源于美国著名数学家摩尔博士 .与传统授课方式不同 ,这个方法著重于培养学生独立获取知识 ,独立思考 ,创造和批判式思维方面的能力 .作者在本文对于询问式教学法及课堂运用进行介绍 ,给出几个典型使用此方法设计课程的实例 ,并对在运用中可能出现的问题做出讨论 .%Inquiry-based learning (IBL) is a well-known teaching method in college mathematics in the US .Its origin is from Dr .R .L .Moore of University of Texas ,Austin .Compared to traditional lecture-based teaching ,the IBL method makes students problem solvers and help students develop abilities in independent acquiring knowledge ,critical and independent thinking , and creativity . Here in this paper we introduce IBL , its pedagogy and its classroom implementation .We also provide some examples of IBL course designs .In addition ,we discuss some typical situations encountered when using IBL in a class .

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

    Goodwillie, A. M.; Kluge, S.

    2011-12-01

    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

  9. Using Comparative Genomics for Inquiry-Based Learning to Dissect Virulence of "Escherichia coli" O157:H7 and "Yersinia pestis"

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

    2012-01-01

    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…

  10. 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

    Samuel, David F.; Ogunkola, Babalola J.

    2013-01-01

    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…

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

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

    2004-12-01

    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

  12. 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

    Towne, Forrest S.

    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

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

    Lin Ching Chen

    2013-06-01

    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

  14. A Science Teacher's Wisdom of Practice in Teaching Inquiry-Based Oceanography.

    Nelson, Tamara Holmlund

    Inquiry-based research is recommended as a method for helping more students understand the nature of science as well as learn the substance of scientific knowledge, yet there is much to learn about how teachers might adapt inquiry for science teaching and what teachers need to know in order to do this. This case study of an exemplary teacher's…

  15. Beverage-Agarose Gel Electrophoresis: An Inquiry-Based Laboratory Exercise with Virtual Adaptation

    Cunningham, Steven C.; McNear, Brad; Pearlman, Rebecca S.; Kern, Scott E.

    2006-01-01

    A wide range of literature and experience has shown that teaching methods that promote active learning, such as inquiry-based approaches, are more effective than those that rely on passive learning. Gel electrophoresis, one of the most common laboratory techniques in molecular biology, has a wide range of applications in the life sciences. As…

  16. Inquiry and groups: student interactions in cooperative inquiry-based science

    Woods-McConney, Amanda; Wosnitza, Marold; Sturrock, Keryn L.

    2016-03-01

    Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic inquiry based primary science class setting. Thirty-one upper primary students were videotaped working in cooperative inquiry based science activities. Cooperative talk and negotiation of the science content was analysed to identify any high-level group interactions. The data show that while all groups have incidences of high-level content-related group interactions, the frequency and duration of these interactions were limited. No specific pattern of preceding events was identified and no episodes of high-level content-related group interactions were immediately preceded by the teacher's interactions with the groups. This in situ study demonstrated that even without any kind of scaffolding, specific skills in knowing how to implement cooperative inquiry based science, high-level content-related group interactions did occur very briefly. Support for teachers to develop their knowledge and skills in facilitating cooperative inquiry based science learning is warranted to ensure that high-level content-related group interactions and the associated conceptual learning are not left to chance in science classrooms.

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

    Miller, Donna Kaye Green

    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.

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

    Marianne Juntunen; Maija Aksela

    2013-01-01

    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 ...

  19. The Development of a Comprehensive and Coherent Theory of Learning

    Illeris, Knud

    2015-01-01

    This article is an account of how the author developed a comprehensive understanding of human learning over a period of almost 50 years. The learning theory includes the structure of learning, different types of learning, barriers of learning as well as how individual dispositions, age, the learning environment and general social and societal…

  20. The meaning making about inquiry based teaching in a science teacher preparation program

    Eliane Ferreira de Sá

    2011-09-01

    Full Text Available In this work we present an analysis of the effort that a group of tutors and professors have made to share a meaning of the notions “inquiry based teaching” and “inquiry based learning”. For this, we made an analysis of the data produced from notes elaborated in several meetings of this group for two years and in interviews that we did with tutors. We draw on the Theory of the Enunciation of Bakhtin to identify the meanings put into circulation by the participants, considering the positions of the participants and the specific conditions of enunciation. The results of our analysis point to some tensions among point of views of these persons about inquiry based teaching and learning. And addition, it point out the existence of some parameters that can help us to define a way to understand these notions conceived by this group.

  1. Inquiry-Based Laboratory Practices in a Science Teacher Training Program

    Yakar, Zeha; Baykara, Hatice

    2014-01-01

    In this study, the effects of inquiry-based learning practices on the scientific process skills, creative thinking, and attitudes towards science experiments of preservice science teachers have been analyzed. A non-experimental quantitative analysis method, the single-group pre test posttest design, has been used. In order to observe the…

  2. Inquiry-Based Science Education: Towards a Pedagogical Framework for Primary School Teachers

    van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke

    2016-01-01

    Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open…

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

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

    2007-01-01

    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…

  4. Investigating the Use of a Digital Library in an Inquiry-Based Undergraduate Geology Course

    Apedoe, Xornam S.

    2007-01-01

    This paper reports the findings of a qualitative research study designed to investigate the opportunities and obstacles presented by a digital library for supporting teaching and learning in an inquiry-based undergraduate geology course. Data for this study included classroom observations and field-notes of classroom practices, questionnaires, and…

  5. Inquiry-based science education : towards a pedagogical framework for primary school teachers

    van Uum, Martina S J; Verhoeff, Roald P.; Peeters, Marieke

    2016-01-01

    Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their

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

    Pyatt, Kevin; Sims, Rod

    2012-01-01

    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…

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

    Østergaard, Lars Domino

    2012-01-01

    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...

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

    Aso, Eze

    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.

  9. An Inquiry-based Astronomy Summer School in West Africa

    Strubbe, Linda; Okere, Bonaventure; Chibueze, James; Lepo, Kelly; White, Heidi; Zhang, Jielai; Okoh, Daniel; Reid, Mike; Hunter, Lisa

    2015-01-01

    In October 2013 over 75 undergraduate science students and teachers from Nigeria and Ghana attended the week-long West African International Summer School for Young Astronomers. The school was organized by a collaboration of astronomers from the University of Toronto, the University of Nigeria, and the Nigerian National Space Research and Development Agency. We designed and led activities that taught astronomy content, promoted students' self-identity as scientists, and encouraged students to think critically and figure out solutions themselves. I will describe the inquiry-based and active learning techniques used in the school, share results from the qualitative and quantitative evaluations of student performance, and describe future plans for holding the school in 2015, supporting our alumni, and building a sustainable partnership between North American and Nigerian universities.

  10. Beverage-Agarose Gel Electrophoresis: An Inquiry-based Laboratory Exercise with Virtual Adaptation1

    Cunningham, Steven C.; McNear, Brad; Rebecca S. Pearlman; Kern, Scott E.

    2006-01-01

    A wide range of literature and experience has shown that teaching methods that promote active learning, such as inquiry-based approaches, are more effective than those that rely on passive learning. Gel electrophoresis, one of the most common laboratory techniques in molecular biology, has a wide range of applications in the life sciences. As such, we chose it as a platform to expose high school and undergraduate students to the active process of scientific inquiry in general, while specifica...

  11. Inquiry-Based Instruction: Does School Environmental Context Matter?

    Pea, Celestine H.

    2012-01-01

    In a larger study on teachers' beliefs about science teaching, one component looks at how school environmental context factors influence inquiry-based science instruction. Research shows that three broad categories of school environmental factors (human, sociocultural, design) impact inquiry-based teaching in some way. A mixed-method, sequential,…

  12. Facilitating Chemistry Teachers to Implement Inquiry-Based Laboratory Work

    Cheung, Derek

    2008-01-01

    Science teachers generally find inquiry-based laboratory work very difficult to manage. This research project aimed at facilitating chemistry teachers to implement inquiry-based laboratory work in Hong Kong secondary schools. The major concerns of seven chemistry teachers were identified. They were most concerned about the lack of class time,…

  13. Inquiry-Based Examination of Chemical Disruption of Bacterial Biofilms

    Redelman, Carly V.; Hawkins, Misty A. W.; Drumwright, Franklin R.; Ransdell, Beverly; Marrs, Kathleen; Anderson, Gregory G.

    2012-01-01

    Inquiry-based instruction in the sciences has been demonstrated as a successful educational strategy to use for both high school and college science classrooms. As participants in the NSF Graduate STEM Fellows in K-12 Education (GK-12) Program, we were tasked with creating novel inquiry-based activities for high school classrooms. As a way to…

  14. An Inquiry-Based Approach to Teaching Photosynthesis & Cellular Respiration

    O'Connell, Dan

    2008-01-01

    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…

  15. On Learning and Teaching Strategies Involved in Listening Comprehension

    蒲艳春

    2009-01-01

    Listening comprehension plays a very important role in Second Language Acquisition.This article focuses on the linguistic and non-linguistic factors that influence listening comprehension,and then give some learning and teaching strategies that will positively assist listening comprehension.

  16. Inquiry-based training improves teaching effectiveness of biology teaching assistants

    Hughes, P William; Ellefson, Michelle R.

    2013-01-01

    Graduate teaching assistants (GTAs) are used extensively as undergraduate science lab instructors at universities, yet they often have having minimal instructional training and little is known about effective training methods. This blind randomized control trial study assessed the impact of two training regimens on GTA teaching effectiveness. GTAs teaching undergraduate biology labs (n = 52) completed five hours of training in either inquiry-based learning pedagogy or general instructional “b...

  17. Inquiry-based mathematics teaching: The case of Célia.

    Menezes, Luis; Oliveira, Hélia; Canavarro, Ana Paula

    2015-01-01

    This chapter discusses the instructional practice of a primary school teacher. It is based on a framework that we developed in the project “Professional Practices of Mathematics Teachers”, which relates the teacher’s intentions to her actions in an inquiry-based mathematics classroom. The framework covers the promotion of mathematics learning as well as the class management. It details the instructional actions of the teacher in terms of the launching of the mathematical tas...

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

    Nikolova, Nikolina; Stefanova, Eliza

    2013-01-01

    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...

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

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

    2010-12-01

    -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.

  20. THE PQRST STRATEGY, READING COMPREHENSION, AND LEARNING STYLES

    Alfi Hidayatu Miqowati; Gunadi Harry Sulistyo

    2014-01-01

    Abstract: This study aims at investigating the effectiveness of the PQRST strategy in students’ reading comprehension, the effectiveness of the PQRST strategy in reading comprehension of students with different learning styles, and the interaction between the PQRST strategy and the students’ learning styles. This study employed a 2x2 factorial design. The subjects were the second semester students of Public Administration Department, Faculty of Political and Social Science, University of Bond...

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

    Rogers, Jessica

    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.

  2. The Impact of an Inquiry-Based Geoscience Field Course on Pre-service Teachers

    Nugent, Gwen; Toland, Michael D.; Levy, Richard; Kunz, Gina; Harwood, David; Green, Denise; Kitts, Kathy

    2012-08-01

    The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers' geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to observe, compare, and investigate geological structures in their natural environment and to gain an understanding of inquiry via hands-on learning activities designed to immerse students in authentic scientific investigation. ANCOVA and MANCOVA analyses examining differences in outcome measures between students in the field experience ( n = 25) and education students enrolled in the traditional, classroom-based course ( n = 37) showed that students in the field course generally had significantly higher scores. Results provide evidence of the value of the field and inquiry-based approach in helping pre-service teachers develop the needed skills and knowledge to create effective inquiry-based science lessons.

  3. Inquiry-Based Projects Within the Local Watersheds

    Nikitina, D.

    2006-12-01

    Hydrological and geomorphologic characteristics of local watersheds are being investigated by undergraduate students in different Geoscience classes at California University of Pennsylvania. Local stream assessments, water quality monitoring, assessment of drinking water supply, non-point source pollution, stream bank erosion, mass wasting, environmental impact of different land use practices are among topics of laboratory reports, individual and group course long projects of students in the Department of Earth Sciences at California University of Pennsylvania. These projects have two folded educational benefits. Students gain unique educational opportunities being involved into service-learning projects, residents of the community are being educated as students present results of their studies on the website and in the Newsletter. Local environmental groups benefit from students projects as student contribute their time to organizational activities, collect and analyze data, make recommendations, propose future study designs, and staying involved with organizations as officers after the course of study or though internship programs. This paper will present several examples of inquiry-based hands-on educational opportunities conducted by students within local watersheds in Southwestern Pennsylvania.

  4. "Me? Teach Science?" Exploring EC-4 Pre-Service Teachers' Self Efficacy in an Inquiry-Based Constructivist Physics Classroom

    Narayan, Ratna; Lamp, David

    2010-01-01

    In this qualitative and interpretive study, we investigated factors that influenced elementary preservice teachers' self-efficacy in a constructivist, inquiry-based physics class. Bandura's (1977) theory of social learning was used as a basis to examine preservice teacher's self-efficacy. Participants included 70 female EC-4 preservice teachers…

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

    Cohen, Edward Charles

    2013-01-01

    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…

  6. Understanding the Influence of Intrinsic and Extrinsic Factors on Inquiry-Based Science Education at Township Schools in South Africa

    Ramnarain, Umesh

    2016-01-01

    This mixed-methods research investigated teachers' perceptions of intrinsic factors (personal attributes of the teacher) and extrinsic factors (environmental) influencing the implementation of inquiry-based science learning at township (underdeveloped urban area) high schools in South Africa. Quantitative data were collected by means of an adapted…

  7. Putting the Cart before the Horse: The Role of a Socio-Moral Atmosphere in an Inquiry-Based Curriculum

    Geiken, Rosemary; Van Meeteren, Beth Dykstra; Kato, Tsuguhiko

    2009-01-01

    Research lends support to inquiry-based curriculum demonstrating how social interaction, such as discussion and presentation, positively affects children's learning. As a result, teachers spend an inordinate amount of time and effort in planning investigations to develop skills in inquiry. However, many of them overlook the necessary foundation…

  8. Self-Reported Student Confidence in Troubleshooting Ability Increases after Completion of an Inquiry-Based PCR Practical

    Cook, Anthony L.; Snow, Elizabeth T.; Binns, Henrica; Cook, Peta S.

    2015-01-01

    Inquiry-based learning (IBL) activities are complementary to the processes of laboratory discovery, as both are focused on producing new findings through research and inquiry. Here, we describe the results of student surveys taken pre- and postpractical to an IBL undergraduate practical on PCR. Our analysis focuses primarily student perceptions of…

  9. Learning Styles, Personality Types and Reading Comprehension Performance

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

    2012-01-01

    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…

  10. Investigation of Inquiry-based Science Pedagogy among Middle Level Science Teachers: A Qualitative Study

    Weiland, Sunny Minelli

    This study implemented a qualitative approach to examine the phenomenon of "inquiry-based science pedagogy or inquiry instruction" as it has been experienced by individuals. Data was collected through online open-ended surveys, focus groups, and teacher reported self-reflections to answer the research questions: 1) How do middle level science teachers conceptualize "inquiry-based instruction?" 2) What are preferred instructional strategies for implementation in middle level science classrooms? And 3) How do middle level science teachers perceive the connection between science instruction and student learning? The participants within this research study represent 33 percent of teachers in grades 5 through 9 within six school districts in northeastern Pennsylvania. Of the 12 consent forms originally obtained, 10 teachers completed all three phases of the data collection, including the online survey, participation in focus groups, and teacher self-reflection. 60 percent of the participants taught only science, and 40 percent taught all content areas. Of the ten participants, 50 percent were certified teachers of science and 50 percent were certified as teachers of elementary education. 70 percent of the research participants reflected having obtained a master's, with 60 percent of these degrees being received in areas of education, and 10 percent in the area of science. The research participants have a total of 85 collective years of experience as professional educators, with the average years of experience being 8.5 years. Analysis of data revealed three themes related to research question #1) How do middle-level science teachers conceptualize inquiry-based instruction? and sub-question #1) How do middle-level science teachers characterize effective instruction? The themes that capture the essence of teachers' formulation of inquiry-based instruction that emerged in this study were student centered, problem solving, and hands-on . Analysis of data revealed one theme

  11. Promoting Student Comprehension with Cooperative Learning

    Fernsten, Linda A.

    2012-01-01

    One study, covering the last 25 years, reports that undergraduates in college complete about 30 percent of assigned work. Would it be surprising--in these days of DVRs, Internet, texting, email, and video games--if high school and middle school students' homework completion rates were even less? What are teachers to do? Comprehension strategies,…

  12. THE PQRST STRATEGY, READING COMPREHENSION, AND LEARNING STYLES

    Alfi Hidayatu Miqowati

    2014-07-01

    Full Text Available Abstract: This study aims at investigating the effectiveness of the PQRST strategy in students’ reading comprehension, the effectiveness of the PQRST strategy in reading comprehension of students with different learning styles, and the interaction between the PQRST strategy and the students’ learning styles. This study employed a 2x2 factorial design. The subjects were the second semester students of Public Administration Department, Faculty of Political and Social Science, University of Bondowoso. Two classes were randomly selected as the samples of this study. The experimental class was taught by using the PQRST strategy and the non-experimental class by translation and reading aloud. The data were analysed by utilizing non parametric testing: Mann–Whitney U and Kruskall-Wallis. The findings showed that the PQRST strategy statistically impacted students’ reading comprehension compared to the one taught using the translation and reading aloud. But, it was revealed that there was no difference in the reading comprehension of students with different learning styles taught under the PQRST strategy and translation and reading aloud, and there was no interaction between teaching strategies and students’ learning styles.   Keywords: PQRST, learning styles, reading comprehension

  13. How Learning Logic Programming Affects Recursion Comprehension

    Haberman, Bruria

    2004-01-01

    Recursion is a central concept in computer science, yet it is difficult for beginners to comprehend. Israeli high-school students learn recursion in the framework of a special modular program in computer science (Gal-Ezer & Harel, 1999). Some of them are introduced to the concept of recursion in two different paradigms: the procedural programming…

  14. Science for all: Experiences and outcomes of students with visual impairment in a guided inquiry-based classroom

    Rooks, Deborah L.

    The purpose of this study was to examine instructional experiences of students with visual impairment in an guided inquiry-based science classroom. Drawing from social constructive perspectives about teaching and learning, I focused on the initial attempts of students to participate fully in an inquiry-based astronomy unit. The astronomy unit incorporated features of project-based science inquiry and aligned with national standards. This study described the opportunities provided to and challenges faced by students with visual impairment as they participated in the guided inquiry-based learning environment. Additionally, discursive practices of students including student-generated questions, student discussions, and students' science notebook writing were examined. Also, students' alternative conceptions about scientific phenomena and changes in students' thinking during the course of instruction, if any, were described. Methods of data collection included classroom observations, video records, pre- and post-curriculum assessments, attitudes toward science measurement, student interviews, and student artifacts (i.e., science notebook entries, student-constructed models). Findings showed that student learning was enhanced when the instructor-researcher guided students in accomplishing inquiry tasks and in making sense of their inquiry experiences. Additionally, the use of appropriate reflective prompts assisted students with visual impairment to fully participate in the writing tasks of the inquiry-based learning environment. Results suggested that the quantity and quality of student-generated questions increased with extended inquiry instruction. Also, students used questions to not only establish verbal communication, but to elaborate on their own thinking and expand or explain the thinking of others. Findings suggested also that students with visual impairment have similar alternative frameworks about scientific phenomena (i.e., causes of lunar phases, reason for

  15. Beliefs about learning and constructive strategies in text comprehension

    Chan, CKK; Law, YK

    2005-01-01

    This study investigated the roles of epistemological beliefs and constructive strategies in text comprehension among elementary-school children in Hong Kong. Specifically, three questions were addressed: (a) What characterized children s beliefs and did they vary with age, gender, and ability? (b) What strategies did children use when they learned from text and did these strategies vary with age, gender, and ability? And (c) Did beliefs contribute to text comprehension over and above the effe...

  16. Implementing inquiry-based kits within a professional development school model

    Jones, Mark Thomas

    2005-07-01

    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.

  17. Analysis of Virtual Learning Environments from a Comprehensive Semiotic Perspective

    Gloria María Álvarez Cadavid; Guadalupe Alvarez

    2012-01-01

    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...

  18. Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher's Journey Through Reflections on Classroom Practice

    Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer

    2016-04-01

    This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher's reflections on her teaching and her students' learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.

  19. Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher's Journey Through Reflections on Classroom Practice

    Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer

    2016-03-01

    This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher's reflections on her teaching and her students' learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.

  20. Inter-Disciplinary Inquiry-Based Science Experiences for the 21st Century

    Suzanne Lunsford

    2014-08-01

    Full Text Available Inter-disciplinary Inquiry-Based Science Experiences that have Science Technology Engineering and Mathematics (STEM in the undergraduate learning experiences are the learning experiences needed for the 21st century. The laboratory research experiences for my undergraduate science education students working on development of sensors to analysis of field samples changes a typical traditional classroom into a highly interactive learning environment. The inquiry-based labs are required to engage students into problem solving with the process of critical thinking skills. These problem-based skills enable students to generate, evaluate and share their research findings for their sensors developed. The students are required to design the sensor to analyze a sample collected on a field trip. The sensor(s developed to the samples collected on a field trip are analyzed by technology such as cyclic voltammetry (CV, differential pulse voltammetry (DPV, square-wave anodic stripping voltammetry (SWASV, Scanning Electron Microscopy (SEM, Fourier Transform Infrared Spectroscopy (FTIR, X-Ray Fluorescence (XRF and Raman Spectroscopy [1-3]. The results of the SWASV will be shared to show the students success at learning how to utilize and develop novel sensors in this talk related to heavy metal detection in water sampling.

  1. Abstract algebra an inquiry based approach

    Hodge, Jonathan K; Sundstrom, Ted

    2013-01-01

    ""This book arose from the authors' approach to teaching abstract algebra. They place an emphasis on active learning and on developing students' intuition through their investigation of examples. … The text is organized in such a way that it is possible to begin with either rings or groups.""-Florentina Chirtes, Zentralblatt MATH 1295

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

    Pan, Ching-Ying; Wu, Hui-Yi

    2013-01-01

    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,…

  3. Discovering Biofilms: Inquiry-Based Activities for the Classroom

    Redelman, Carly V.; Marrs, Kathleen; Anderson, Gregory G.

    2012-01-01

    In nature, bacteria exist in and adapt to different environments by forming microbial communities called "biofilms." We propose simple, inquiry-based laboratory exercises utilizing a biofilm formation assay, which allows controlled biofilm growth. Students will be able to qualitatively assess biofilm growth via staining. Recently, we developed a…

  4. An Inquiry-Based Density Laboratory for Teaching Experimental Error

    Prilliman, Stephen G.

    2012-01-01

    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…

  5. Investigating Toothpastes through Inquiry-Based Practical Work

    Cheung, Derek

    2005-01-01

    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…

  6. Integrating Writing Frames into Inquiry-Based Instruction

    Subramaniam, Karthigeyan

    2010-01-01

    This paper presents a discussion of writing frames as a method of fostering scientific writing skills in the inquiry-based science classroom. Writing frames are described as templates that contain leads, cues, clues, and insights that collectively work together and provide a skeleton outline to scaffold writing tasks. The uses and benefits of…

  7. Digging into Inquiry-Based Earth Science Research

    Schultz, Bryan; Yates, Crystal; Schultz, Jayne M.

    2008-01-01

    To help eighth-grade students experience the excitement of Earth science research, the authors developed an inquiry-based project in which students evaluated and cataloged their campus geology and soils. Following class discussions of rock-weathering and soil-forming processes, students worked in groups to excavate multiple soil pits in the school…

  8. Inquiry-Based Instruction and High Stakes Testing

    Cothern, Rebecca L.

    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.

  9. "Do I Need to Know This for the Exam?" Using Popular Media, Inquiry-based Laboratories, and a Community of Scientific Practice to Motivate Students to Learn Developmental Biology

    Madhuri, Marga; Broussard, Christine

    2008-01-01

    One of the greatest challenges instructors face is getting students to connect with the subject in a manner that encourages them to learn. In this essay, we describe the redesign of our Developmental Biology course to foster a deeper connection between students and the field of developmental biology. In our approach, we created a community of…

  10. Analysis of Virtual Learning Environments from a Comprehensive Semiotic Perspective

    Gloria María Álvarez Cadavid

    2012-11-01

    Full Text Available 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.

  11. Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom

    Roehrig, G. H.; Michlin, M.; Schmitt, L.; MacNabb, C.; Dubinsky, J M

    2012-01-01

    In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sust...

  12. Creative little scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science

    Cremin, Teresa; Glauert, Esme; Craft, Anna; Compton, Ashley; Styliandou , Fani

    2015-01-01

    In the light of the European Union's interest in creativity and innovation, this paper, drawing on data from the EU project Creative Little Scientists, (2011-2014) explores the teaching and learning of science and creativity in Early Years education. The project’s conceptual framework, developed from detailed analysis of relevant literatures, highlighted the potential existence of a number of pedagogical synergies between inquiry-based science and creativity based approaches in Early Years ed...

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

    Eylem BAYIR; Fitnat KÖSEOĞLU

    2010-01-01

    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 developm...

  14. Adaptive Parameters for a Modified Comprehensive Learning Particle Swarm Optimizer

    Yu-Jun Zheng; Hai-Feng Ling; Qiu Guan

    2012-01-01

    Particle swarm optimization (PSO) is a stochastic optimization method sensitive to parameter settings. The paper presents a modification on the comprehensive learning particle swarm optimizer (CLPSO), which is one of the best performing PSO algorithms. The proposed method introduces a self-adaptive mechanism that dynamically changes the values of key parameters including inertia weight and acceleration coefficient based on evolutionary information of individual particles and the swarm during ...

  15. Text comprehensionlearning styles – school performance

    Krisztina Bartha; Rita Fóris-Ferenczi

    2009-01-01

    The following study interprets the results of a research carried out in 2008 in Romania, on a smaller sample. The aim of the study is the analysis of the text comprehension skills of 14 year old pupils, and the presentation of the connections with the social background, learning styles and school performance. The gathering of the data was completed during the survey with the analysis of the native language curricula and textbooks, class monitoring, as well as with a questionnaire addressed to...

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

    Kraus, Rudolf

    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.

  17. Factors that Affect Elementary Teachers' Ability to Conduct Inquiry-Based Science Instruction

    Loesing, Mary L.

    Science education reform, including the recently released Next Generation Science Standards, places a clear emphasis on student learning through inquiry-based science instruction. Inquiry enables students to construct meaning and understanding based on their own experience and connected to prior knowledge. The factors that enhance and detract from suburban third, fourth and fifth grade teachers' ability to conduct inquirybased science investigations were examined through a qualitative case study. The availability of supplies and materials through science kits, student engagement in science, and teacher's enjoyment in teaching science were factors that enhanced teachers' ability to conduct inquiry. The teachers in this study believe in the importance of science instruction and carried out guided inquiries in their classrooms. Time required to implement the Common Core Learning Standards, new accountability policies; lack of preservice preparation and lack of professional development were factors that detracted from teachers' ability to conduct inquiry. In order to provide students and teachers with the time that is needed for inquiry-based science instruction, New York State is urged to mandate time for science instruction in the elementary curriculum. New York State must require that science content and methods courses be part of the curriculum in colleges and universities that grant degrees in elementary education. School districts must help their teachers by providing professional development that embeds science content with science and engineering practices so that teachers can help their students to build explanatory models, engage in argumentation, compare competing ideas and reach consensus. Keywords: Science education, inquiry, science instruction, accountability, STEM..

  18. Using inquiry-based instructional strategies in third-grade science

    Harris, Fanicia D.

    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 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.

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

    Capps, Daniel K.; Crawford, Barbara A.

    2013-04-01

    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

  20. Sustaining inquiry-based teaching methods in the middle school science classroom

    Murphy, Amy Fowler

    This dissertation used a combination of case study and phenomenological research methods to investigate how individual teachers of middle school science in the Alabama Math, Science, and Technology Initiative (AMSTI) program sustain their use of inquiry-based methods of teaching and learning. While the overall context for the cases was the AMSTI program, each of the four teacher participants in this study had a unique, individual context as well. The researcher collected data through a series of interviews, multiple-day observations, and curricular materials. The interview data was analyzed to develop a textural, structural, and composite description of the phenomenon. The Reformed Teaching Observation Protocol (RTOP) was used along with the Assesing Inquiry Potential (AIP) questionnaire to determine the level of inquiry-based instruction occuring in the participants classrooms. Analysis of the RTOP data and AIP data indicated all of the participants utilized inquiry-based methods in their classrooms during their observed lessons. The AIP data also indicated the level of inquiry in the AMSTI curricular materials utilized by the participants during the observations was structured inquiry. The findings from the interview data suggested the ability of the participants to sustain their use of structured inquiry was influenced by their experiences with, beliefs about, and understandings of inquiry. This study contributed to the literature by supporting existing studies regarding the influence of teachers' experiences, beliefs, and understandings of inquiry on their classroom practices. The inquiry approach stressed in current reforms in science education targets content knowledge, skills, and processes needed in a future scientifically literate citizenry.

  1. Inquiry based science education providing authentic experiences for the classroom

    McLoughlin, Eilish; Finlayson, Odilla; Brady, Sarah

    2012-01-01

    The European Science and Technology in Action: Building Links with Industry, School and Home (ESTABLISH) is a four year (2010-2013) project funded by the European Commission's 7th Framework Programme for Science in Society. This project involves promotion and dissemination of inquiry-based teaching methods on a large scale in Europe, by provision of teacher education using materials and resources that include authentic problems informed by industry

  2. E-Learning and Comprehensive School and Kindergarten Development

    Hansen, Line Skov; Hansen, Ole; Guttorm Andersen, Pia

    2012-01-01

    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....

  3. Comprehension and application of learning strategies at self-regulated learning in elementary school students

    Sonja Pečjak

    2003-12-01

    Full Text Available The main aim of the article is to show the connection between the comprehension and application of learning strategies in self-regulated learning in elementary school students. We would also like to show the connection between the comprehension and application of learning strategies and age, sex and school efficiency. The theoretical framework for the research is the four component model of self-regulative learning by B. Hofer, S. Yu and Pintrich (1998. We have focused on the first part of the model, which is about cognitive structure and cognitive strategies. The results of our research show that fifthgraderes use cognitive strategies before reading more often than seventhgraders. Girls use learning strategies more often than boys, particularly the strategies between and after reading. There are no significant differences in application of learning strategies between pupils with different school achievement. On the basis of the results of this research we also discuss possible educational implications.

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

    Ching-Ying Pan; Hui-Yi Wu

    2013-01-01

    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 thi...

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

    Chai-Eng Tan

    2014-10-01

    Full Text Available 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.

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

    Evans, Robert Harry

    2012-01-01

    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...

  7. Known Structure, Unknown Function: An Inquiry-based Undergraduate Biochemistry Laboratory Course

    Gray, Cynthia; Lee, Christopher T; Dewald, Alison H; Cline, Matthew A; McAnany, Charles E; Columbus, Linda; Mura, Cameron

    2015-01-01

    Undergraduate biochemistry laboratory courses often do not provide students with an authentic research experience, particularly when the express purpose of the laboratory is purely instructional. However, an instructional laboratory course that is inquiry- and research-based could simultaneously impart scientific knowledge and foster a student's research expertise and confidence. We have developed a year-long undergraduate biochemistry laboratory curriculum wherein students determine, via experiment and computation, the function of a protein of known three-dimensional structure. The first half of the course is inquiry-based and modular in design; students learn general biochemical techniques while gaining preparation for research experiments in the second semester. Having learned standard biochemical methods in the first semester, students independently pursue their own (original) research projects in the second semester. This new curriculum has yielded an improvement in student performance and confidence as ...

  8. Writing about the Personal Utility of Learning Contents in a Learning Journal Improves Learning Motivation and Comprehension

    Kristin Schmidt; Julia Maier; Matthias Nückles

    2012-01-01

    Reflecting on the personal utility and value of learning contents is important for motivation building and engagement in high quality learning processes. We investigated the effects of a personal-utility prompt in journal writing on students’ learning motivation and comprehension in biology education. 40 students of a German secondary school took part in a quasi-experimental field study. The students kept a weekly learning journal over six weeks. For writing their journal entries, the student...

  9. Transforming a Traditional Inquiry-Based Science Unit into a STEM Unit for Elementary Pre-service Teachers: A View from the Trenches

    Schmidt, Matthew; Fulton, Lori

    2016-04-01

    The need to prepare students with twenty-first-century skills through STEM-related teaching is strong, especially at the elementary level. However, most teacher education preparation programs do not focus on STEM education. In an attempt to provide an exemplary model of a STEM unit, we used a rapid prototyping approach to transform an inquiry-based unit on moon phases into one that integrated technology in a meaningful manner to develop technological literacy and scientific concepts for pre-service teachers (PSTs). Using qualitative case study methodology, we describe lessons learned related to the development and implementation of a STEM unit in an undergraduate elementary methods course, focusing on the impact the inquiry model had on PSTs' perceptions of inquiry-based science instruction and how the integration of technology impacted their learning experience. Using field notes and survey data, we uncovered three overarching themes. First, we found that PSTs held absolutist beliefs and had a need for instruction on inquiry-based learning and teaching. Second, we determined that explicit examples of effective and ineffective technology use are needed to help PSTs develop an understanding of meaningful technology integration. Finally, the rapid prototyping approach resulted in a successful modification of the unit, but caused the usability of our digital instructional materials to suffer. Our findings suggest that while inquiry-based STEM units can be implemented in existing programs, creating and testing these prototypes requires significant effort to meet PSTs' learning needs, and that iterating designs is essential to successful implementation.

  10. One possible way of training teachers for inquiry based education

    Hošpesová, A.; Tichá, Marie

    Ankara: Middle East Technical University, 2013 - (Pytlak, M.; Rowland, T.; Swoboda, E.), s. 3105-3114 ISBN 978-975-429-315-9. [CERME 8 - Eighth Congress of the European Society for Research in Mathematics Education. Manavgat-Side, Antalya (TR), 06.02.2013-10.02.2013] Institutional support: RVO:67985840 Keywords : inquiry based mathematics education * pre-service teacher training * subject matter knowledge Subject RIV: AM - Education http://www.mathematik.uni-dortmund.de/~erme/doc/CERME8/CERME8_2013_Proceedings.pdf

  11. Middle school students' development of inscriptional practices in inquiry-based science classrooms

    Wu, Hsin-Kai

    The purpose of this study is to characterize the learning practices demonstrated by seventh graders when they used various scientific inscriptions in an inquiry-based learning environment. Inscriptions are types of transformations, such as graphs, diagrams, data tables, symbols, maps, and models, that materialize or visualize an entity into another format or mode. As suggested by science studies, scientific knowledge and the reality of science are constructed through manipulating a variety of inscriptions. However, little is known about how middle school students make use of inscriptions over time and what resources or features of the learning environment support students in doing so. Drawing on a naturalistic approach, this classroom-based study aims to characterize students' inscriptional practices, trace their learning trajectories, examine potential use of various scientific inscriptions, and analyze the learning supports and resources provided by the teachers and the learning environment. This eight-month study is conducted in two inquiry-based science classes with participation of two teachers and 27 seventh graders. Two student dyads from each class were observed intensively. Multiple sources of data were collected, including fieldnotes, classroom video recordings, process video recordings, computer-based models, webpages, science reports, notebooks, and transcripts from interviews with students and teachers. Several analytical steps were taken to analyze and synthesize these data. Expanding upon early research on students' learning of inscriptions, this study shows that seventh graders could demonstrate competent, purposeful inscriptional practices when they were scaffolded by the teachers and the curriculum in a learning environment where the inscriptional activities were sequenced, iterated, and embedded in scientific inquiry. Additionally, using inscriptions in science classrooms provided students with opportunities to engage in thoughtful discussions

  12. Comprehensive Assessment and Evaluation of Students with Learning Disabilities: A Paper Prepared by the National Joint Committee on Learning Disabilities

    Learning Disability Quarterly, 2011

    2011-01-01

    The National Joint Committee on Learning Disabilities (NJCLD) strongly supports comprehensive assessment and evaluation of students with learning disabilities by a multidisciplinary team for the identification and diagnosis of students with learning disabilities. Comprehensive assessment of individual students requires the use of multiple data…

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

    Larson, Teresa

    2011-12-01

    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

  14. "Kindergarten, can I have your eyes and ears?" politeness and teacher directive choices in inquiry-based science classrooms

    Oliveira, Alandeom Wanderlei

    2009-12-01

    This study explores elementary teachers' social understandings and employment of directives and politeness while facilitating inquiry science lessons prior and subsequent to their participation in a summer institute in which they were introduced to the scholarly literature on regulative discourse (directives used by teachers to regulate student behavior). A grounded theory analysis of the institute professional development activities revealed that teachers developed an increased awareness of the authoritative functions served by impolite or direct directives (i.e., pragmatic awareness). Furthermore, a comparative microethnographic analysis of participants' inquiry-based classroom practices revealed that after the institute teachers demonstrated an increased ability to share authority with students by strategically making directive choices that were more polite, indirect, inclusive, involvement-focused and creative. Such ability led to a reduced emphasis on teacher regulation of student compliance with classroom behavioral norms and an increased focus on the discursive organization of the inquiry-based science learning/teaching process. Despite teachers' increased pragmatic awareness, teacher-student linguistic relationships did not become entirely symmetrical subsequent to their participation in the summer institute (i.e., teacher authority was not completely relinquished or lost). Based on such findings, it is argued that teachers need to develop higher levels of pragmatic awareness to become effectively prepared to engage in language-mediated teacher-student interaction in the context of inquiry-based science classroom discourse.

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

    Buckner, Elizabeth; Kim, Paul

    2014-01-01

    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…

  16. Go-Lab MOOC – An online course for teacher professional development in the field of Inquiry-Based Science Education

    Dikke, Diana; Faltin, Nils

    2015-01-01

    This paper represents a concept of a Massive Open Online Course (MOOC) targeting scienceteachers wanting to enrich their teaching practice with inquiry-based learning activities and the use ofinnovative online laboratories. This MOOC provides theoretical materials on the subject of inquirylearning, practice-oriented information on the use of online labs, as well as a technical framework forteachers to create virtual Inquiry Learning Spaces that can be used in the classroom. The course alsooff...

  17. Collaborative CPD and inquiry-based science in the classroom

    Nielsen, Birgitte Lund

    2015-01-01

    the teaching of science and on collaboration. Qualitative data obtained by following the same teacher teaching Science & Technology from 4th to 6th grade are used to discuss changes in her classroom practice; in particular concerning inquiry-based methods shown in earlier QUEST-research to be...... between seminars, individual trials in own classroom, and collaborative activities in the science-team at local schools. The QUEST research is aimed at understanding the relation between individual and social changes. In this study, quantitative data are used to compare the perceived effect from QUEST on...... understood as merely hands-on activities. In-depth understanding from the case contributed to further understand the quantitative results. Findings reveal a moderate positive correlation between teachers’ reports about changing classroom practice as a consequence of participating in QUEST, and their reports...

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

    D'Angelo, Heather Hopkins

    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

  19. Cooperative Learning Model toward a Reading Comprehensions on the Elementary School

    Murtono

    2015-01-01

    The purposes of this research are: (1) description of reading skill the students who join in CIRC learning model, Jigsaw learning model, and STAD learning model; (2) finding out the effective of learning model cooperative toward a reading comprehensions between the students who have high language logic and low language logic; and (3) finding out…

  20. Inquiry-Based Projects in the Spanish Heritage Language Classroom: Connecting Culture and Community through Research

    Belpoliti, Flavia; Fairclough, Marta

    2016-01-01

    This study presents the development and implementation of inquiry-based cultural projects in a Spanish Heritage Language (SHL) Program. Four different inquiry-based curricula are described to illustrate how university students in an SHL program advance their knowledge of Spanish while carrying out research to understand Hispanic cultures. First-,…

  1. Demonstrating Inquiry-Based Teaching Competencies in the Life Sciences--Part 2

    Thompson, Stephen

    2007-01-01

    This set of botany demonstrations is a continuation of the inquiry-based lecture activities that provide realistic connections to the history and nature of science and employ technology in data collection. The demonstrations also provide examples of inquiry-based teaching practices in the life sciences. (Contains 5 figures.) [For Part 1, see…

  2. The Testing Effect and Judgments of Learning: Their Effects on Reading Comprehension

    Romes Beziat, Tara Lynne

    2012-01-01

    One way to improve students' academic performance is to improve their reading comprehension. Previous investigations demonstrated that testing students on learning material as well as having them use metacognitive strategies have independently improved reading comprehension. The test used in the learning phase in previous investigates has…

  3. The Comprehensive Evaluation of Electronic Learning Tools and Educational Software (CEELTES)

    Karolcík, Štefan; Cipková, Elena; Hrušecký, Roman; Veselský, Milan

    2015-01-01

    Despite the fact that digital technologies are more and more used in the learning and education process, there is still lack of professional evaluation tools capable of assessing the quality of used digital teaching aids in a comprehensive and objective manner. Construction of the Comprehensive Evaluation of Electronic Learning Tools and…

  4. Using Story Grammar to Assist Students with Learning Disabilities and Reading Difficulties Improve Their Comprehension

    Stetter, Maria Earman; Hughes, Marie Tejero

    2010-01-01

    With the majority of students with learning disabilities (LD) having difficulties in reading, teachers at all grade levels need to incorporate comprehension strategies into their instruction to explicitly teach students with LD how to use the strategies to enhance their comprehension. One way for teachers to support students' comprehension of…

  5. Learning to Estimate Slide Comprehension in Classrooms with Support Vector Machines

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

    2012-01-01

    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…

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

    Foster, Hyacinth Carmen

    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.

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

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

    2005-12-01

    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

  8. The experiences of science teachers' particpation in an inquiry-based professional development

    Jackson, Emily A.

    Once a leader in science, technology, engineering, and mathematics (STEM) education, the United States (U.S.) is now far behind many countries. There is growing concern that the U.S. is not preparing a sufficient number of students in the areas of STEM. Despite advancement of inquiry learning in science, the extent to which inquiry learning has been implemented on a classroom level falls short. The purpose of this study was to learn about the experiences of science teachers' participation in an inquiry-based professional development. A mixed method research design was used for this study to collect data from ten Project MISE participants. The qualitative data was collected using semi-structured, in-depth individual interviews, focus group interviews, observations, and document analysis of teacher portfolios and analyzed using constant comparative method. The quantitative data were collected through administration of a pretest and posttest instrument that measures the content knowledge of the science teachers and analyzed using descriptive statistics and paired t-test. The participants of this mixed methods study provided compelling evidence that Project MISE has a profound impact on their instructional practice, networking abilities, opportunities for reflection, and content knowledge.

  9. The Comprehensive Evaluation of Electronic Learning Tools and Educational Software (CEELTES)

    Štefan KAROLČÍK; Elena ČIPKOVÁ; Roman HRUŠECKÝ; Milan VESELSKÝ

    2015-01-01

    Despite the fact that digital technologies are more and more used in the learning and education process, there is still lack of professional evaluation tools capable of assessing the quality of used digital teaching aids in a comprehensive and objective manner. Construction of the Comprehensive Evaluation of Electronic Learning Tools and Educational Software (CEELTES) tool was preceded by several surveys and knowledge obtained in the course of creation of digital learning and teaching aids an...

  10. The Implementation of C-ID, R2D2 Model on Learning Reading Comprehension

    Rayanto, Yudi Hari; Rusmawan, Putu Ngurah

    2016-01-01

    The purposes of this research are to find out, (1) whether C-ID, R2D2 model is effective to be implemented on learning Reading comprehension, (2) college students' activity during the implementation of C-ID, R2D2 model on learning Reading comprehension, and 3) college students' learning achievement during the implementation of C-ID, R2D2 model on…

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

    Gaffney, A. M.; Miguelez, S.

    2001-12-01

    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

  12. Using a Comprehensive Model to Test and Predict the Factors of Online Learning Effectiveness

    He, Minyan

    2013-01-01

    As online learning is an important part of higher education, the effectiveness of online learning has been tested with different methods. Although the literature regarding online learning effectiveness has been related to various factors, a more comprehensive review of the factors may result in broader understanding of online learning…

  13. Inquiry-Based Early Undergraduate Research Using High-Altitude Ballooning

    Sibbernsen, K.; Sibbernsen, M.

    2012-12-01

    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.

  14. Active Learning: The Importance of Developing a Comprehensive Measure

    Carr, Rodney; Palmer, Stuart; Hagel, Pauline

    2015-01-01

    This article reports on an investigation into the validity of a widely used scale for measuring the extent to which higher education students employ active learning strategies. The scale is the active learning scale in the Australasian Survey of Student Engagement. This scale is based on the Active and Collaborative Learning scale of the National…

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

    Thoresen, Carol Wiggins

    1994-01-01

    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

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

    Gholam-Reza Abbasian; Anahid Hartoonian

    2014-01-01

    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-Regul...

  17. Improving Reading Comprehension for Elementary Students with Learning Disabilities: UDL Enhanced Story Mapping

    Narkon, Drue E.; Wells, Jenny C.

    2013-01-01

    Story mapping is an effective visual strategy to enhance comprehension of narrative text in students, with or without disabilities. This article demonstrates how instruction can be designed using principles of universal design for learning with the evidence-based story-mapping strategy to improve reading comprehension for elementary students with…

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

    Law, Yin-Kum

    2014-01-01

    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…

  19. Beyond Student Learning Outcomes: Developing Comprehensive, Strategic Assessment Plans for Advising Programmes

    McClellan, Jeffrey L.

    2011-01-01

    This article argues that while the importance of assessment in academic advising is clear and the current emphasis on defining and measuring student learning outcomes represents an essential component of any comprehensive advising assessment plan, an even more comprehensive understanding of programme assessment is needed. Drawing upon business…

  20. A well-started beginning elementary teacher's beliefs and practices in relation to reform recommendations about inquiry-based science

    Avraamidou, Lucy

    2016-03-01

    Given reform recommendations emphasizing scientific inquiry and empirical evidence pointing to the difficulties beginning teachers face in enacting inquiry-based science, this study explores a well-started beginning elementary teacher's (Sofia) beliefs about inquiry-based science and related instructional practices. In order to explore Sofia's beliefs and instructional practices, several kinds of data were collected in a period of 9 months: a self-portrait and an accompanying narrative, a personal philosophy assignment, three interviews, three journal entries, ten lesson plans, and ten videotaped classroom observations. The analysis of these data showed that Sofia's beliefs and instructional practices were reform-minded. She articulated contemporary beliefs about scientific inquiry and how children learn science and was able to translate these beliefs into practice. Central to Sofia's beliefs about science teaching were scientific inquiry and engaging students in investigations with authentic data, with a prevalent emphasis on the role of evidence in the construction of scientific claims. These findings are important to research aiming at supporting teachers, especially beginning ones, to embrace reform recommendations.

  1. Language exposure facilitates talker learning prior to language comprehension, even in adults.

    Orena, Adriel John; Theodore, Rachel M; Polka, Linda

    2015-10-01

    Adults show a native language advantage for talker identification, which has been interpreted as evidence that phonological knowledge mediates talker learning. However, infants also show a native language benefit for talker discrimination, suggesting that sensitivity to linguistic structure due to systematic language exposure promotes talker learning, even in the absence of functional phonological knowledge or language comprehension. We tested this hypothesis by comparing two groups of English-monolingual adults on their ability to learn English and French voices. One group resided in Montréal with regular exposure to spoken French; the other resided in Storrs, Connecticut and did not have French exposure. Montréal residents showed faster learning and better retention for the French voices compared to their Storrs-residing peers. These findings demonstrate that systematic exposure to a foreign language bolsters talker learning in that language, expanding the gradient effect of language experience on talker learning to perceptual learning that precedes sentence comprehension. PMID:26113447

  2. Inquiry-based science education: towards a pedagogical framework for primary school teachers

    van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke

    2016-02-01

    Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry.

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

    Hilton, John Martin

    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.

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

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

    2001-12-01

    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.

  5. Preparing pre-service teachers to integrate technology into inquiry-based science education: Three case studies in The Netherlands

    Tran, Trinh-Ba; van den Berg, Ed; Ellermeijer, Ton; Beishuizen, Jos

    2016-05-01

    Integration of technology ( e.g. measuring with sensors, video measurement, and modeling) into secondary-school science teaching is a need globally recognized. A central issue of incorporating these technologies in teaching is how to turn manipulations of equipment and software into manipulations of ideas. Therefore, preparation for pre-service teachers to apply ICT tools should be combined with the issues of minds-on inquiring and meaning-making. From this perspective, we developed a course within the post-graduate teacher-education program in the Netherlands. During the course, pre-service teachers learnt not only to master ICT skills but also to design, teach, and evaluate an inquiry-based lesson in which the ICT tool was integrated. Besides three life sessions, teachers' learning scenario also consisted of individual tasks which teachers could carry out mostly in the school or at home with support materials and online assistance. We taught three iterations of the course within a design-research framework in 2013, 2014 and collected data on the teacher learning processes and outcomes. The analyses of these data from observation, interviews, questionnaires, and documents were to evaluate implementation of the course, then suggest for revisions of the course set-up, which was executed and then assessed again in a subsequent case study. Main outcomes of the three case studies can be summarized as follows: within a limited time (3 life sessions spread over 2-3 months), the heterogeneous groups of pre-service teachers achieved a reasonable level of competence regarding the use of ICT tools in inquiry-based lessons. The blended set-up with support materials, especially the Coach activities and the lesson-plan form for an ICT-integrated inquiry-based lesson, contributed to this result under the condition that the course participants really spent considerable time outside the life sessions. There was a need for more time for hands-on, in-group activities in life

  6. Comprehension.

    Bollenbach, Carolyn

    1986-01-01

    Teaching comprehension skills requires teaching to intuition with activities such as presenting puzzling situations to introduce a topic, using art to elicit latent feelings, using imagery and improvisations to enhance visualization, and using music and dance to encourage nonverbal expressions. (DB)

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

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

    2009-12-01

    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

  8. Learning strategies in interpreting text: From comprehension to illustration

    McAuley, Mike

    2009-01-01

    Learning strategies can be described as behaviours and thoughts a learner engages in during learning that are aimed at gaining knowledge. Learners are, to use Mayer’s (1996) constructivist definition, ‘sense makers’. We can therefore position this to mean that, if learners are sense makers, then learning strategies are essentially cognitive processes used when learners are striving to make sense out of newly presented material. This paper intends to demonstrate that such thoughts and behaviou...

  9. An inquiry-based approach to the Franck-Hertz experiment

    Persano Adorno, Dominique; Pizzolato, Nicola

    2016-05-01

    The practice of scientists and engineers is today exerted within interdisciplinary contexts, placed at the intersections of different research fields, including nanoscale science. The development of the required competences is based on an effective science and engineering instruction, which should be able to drive the students towards a deeper understanding of quantum mechanics fundamental concepts and, at the same time, strengthen their reasoning skills and transversal abilities. In this study we report the results of an inquiry-driven learning path experienced by a sample of 12 electronic engineering undergraduates engaged to perform the Franck-Hertz experiment. Before being involved in this experimental activity, the students received a traditional lecture-based instruction on the fundamental concepts of quantum mechanics, but their answers to an open-ended questionnaire, administered at the beginning of the inquiry activity, demonstrated that the acquired knowledge was characterized by a strictly theoretical vision of quantum science, basically in terms of an artificial mathematical framework having very poor connections with the real world. The Franck Hertz experiment was introduced to the students by starting from the problem of finding an experimental confirmation of the Bohr's postulates asserting that atoms can absorb energy only in quantum portions. The whole activity has been videotaped and this allowed us to deeply analyse the student perception's change about the main concepts of quantum mechanics. We have found that the active participation to this learning experience favored the building of cognitive links among student theoretical perceptions of quantum mechanics and their vision of quantum phenomena, within an everyday context of knowledge. Furthermore, our findings confirm the benefits of integrating traditional lecture-based instruction on quantum mechanics with learning experiences driven by inquiry-based teaching strategies.

  10. Matching Learning Style to Instructional Method: Effects on Comprehension

    Rogowsky, Beth A.; Calhoun, Barbara M.; Tallal, Paula

    2015-01-01

    While it is hypothesized that providing instruction based on individuals' preferred learning styles improves learning (i.e., reading for visual learners and listening for auditory learners, also referred to as the "meshing hypothesis"), after a critical review of the literature Pashler, McDaniel, Rohrer, and Bjork (2008) concluded that…

  11. State Learning Disability Eligibility Criteria: A Comprehensive Review

    Maki, Kathrin E.; Floyd, Randy G.; Roberson, Triche

    2015-01-01

    For many decades, discussions regarding the definition and identification of learning disabilities have been contentious; one result is the varied practices across states and school districts. This study reviewed learning disability (LD) regulations and guidelines from the 50 United States and the District of Columbia that were employed during…

  12. Reinforcing Comprehensive Business Learning through an Undergraduate Retailing Course: A Prospectus

    Ahmed, Irfan

    2009-01-01

    Undergraduate programs in business are expected to provide a comprehensive learning for their students in order to prepare them to be able to deal with complex business problems in their jobs. Business schools attempt to provide this learning through various curricular design strategies. This paper proposes the use of an undergraduate course in…

  13. Investigating Reading Comprehension and Learning Styles in Relation to Reading Strategies in L2

    Gürses, Meral Özkan; Bouvet, Eric

    2016-01-01

    This study aims to investigate the extent to which reading comprehension and learning styles are related to perceived use of reading strategies among students studying French at an Australian university and a Turkish university. Ninety-one participants completed a background questionnaire, the Survey of Reading Strategies, the Kolb Learning Style…

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

    Abbasian, Gholam-Reza; Hartoonian, Anahid

    2014-01-01

    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…

  15. The lessons learned workshop : comprehensive conservation planning pilot projects

    US Fish and Wildlife Service, Department of the Interior — Summary of the Lessons Learned Workshop, held i on January 22, 2003 in Lakewood, Colorado. Participants included U.S. Fish and Wildlife and U.S. Geological Survey....

  16. Students’ Attitude towards Using Cooperative Learning for Teaching Reading Comprehension

    Nima Farzaneh; Dariush Nejadansari

    2014-01-01

    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 f...

  17. Constructing inquiry: One school's journey to develop an inquiry-based school for teachers and students

    Sisk-Hilton, Stephanie Lee

    This study examines the two way relationship between an inquiry-based professional development model and teacher enactors. The two year study follows a group of teachers enacting the emergent Supporting Knowledge Integration for Inquiry Practice (SKIIP) professional development model. This study seeks to: (a) identify activity structures in the model that interact with teachers' underlying assumptions regarding professional development and inquiry learning; (b) explain key decision points during implementation in terms of these underlying assumptions; and (c) examine the impact of key activity structures on individual teachers' stated belief structures regarding inquiry learning. Linn's knowledge integration framework facilitates description and analysis of teacher development. Three sets of tensions emerge as themes that describe and constrain participants' interaction with and learning through the model. These are: learning from the group vs. learning on one's own; choosing and evaluating evidence based on impressions vs. specific criteria; and acquiring new knowledge vs. maintaining feelings of autonomy and efficacy. In each of these tensions, existing group goals and operating assumptions initially fell at one end of the tension, while the professional development goals and forms fell at the other. Changes to the model occurred as participants reacted to and negotiated these points of tension. As the group engaged in and modified the SKIIP model, they had repeated opportunities to articulate goals and to make connections between goals and model activity structures. Over time, decisions to modify the model took into consideration an increasingly complex set of underlying assumptions and goals. Teachers identified and sought to balance these tensions. This led to more complex and nuanced decision making, which reflected growing capacity to consider multiple goals in choosing activity structures to enact. The study identifies key activity structures that

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

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

    2007-01-01

    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.

  19. Teaching Emotional Self-Awareness through Inquiry-Based Education

    Perez, Linda M.

    2011-01-01

    This exploratory case study examined how graduate students' understanding about their own emotions and regulatory patterns influenced their ability to co-regulate young children's emotions. The study also explored the effectiveness of creating a learning context in which the students could learn the value of self-reflection and thoughtful inquiry…

  20. Measure, Then Show: Grasping Human Evolution Through an Inquiry-Based, Data-driven Hominin Skulls Lab.

    Bayer, Chris N; Luberda, Michael

    2016-01-01

    Incomprehension and denial of the theory of evolution among high school students has been observed to also occur when teachers are not equipped to deliver a compelling case also for human evolution based on fossil evidence. This paper assesses the outcomes of a novel inquiry-based paleoanthropology lab teaching human evolution to high-school students. The inquiry-based Be a Paleoanthropologist for a Day lab placed a dozen hominin skulls into the hands of high-school students. Upon measuring three variables of human evolution, students explain what they have observed and discuss findings. In the 2013/14 school year, 11 biology classes in 7 schools in the Greater New Orleans area participated in this lab. The interviewed teacher cohort unanimously agreed that the lab featuring hominin skull replicas and stimulating student inquiry was a pedagogically excellent method of delivering the subject of human evolution. First, the lab's learning path of transforming facts to data, information to knowledge, and knowledge to acceptance empowered students to themselves execute part of the science that underpins our understanding of deep time hominin evolution. Second, although challenging, the hands-on format of the lab was accessible to high-school students, most of whom were readily able to engage the lab's scientific process. Third, the lab's exciting and compelling pedagogy unlocked higher order thinking skills, effectively activating the cognitive, psychomotor and affected learning domains as defined in Bloom's taxonomy. Lastly, the lab afforded students a formative experience with a high degree of retention and epistemic depth. Further study is warranted to gauge the degree of these effects. PMID:27513927

  1. Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-05-01

    Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.

  2. Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check

    Tiffany Ko; Marie Tejero Hughes

    2015-01-01

    Reading comprehension is a significant concern for adolescents with learning disabilities (LD), particularly in secondary schools in the United States (US) where content is taught primarily through textbooks. Surprisingly little is known about the actual reading instruction for students with LD in secondary classrooms. Thus, the purpose of this study was to examine the reading comprehension instruction in US secondary special education classrooms. Eight special education teachers in urban hig...

  3. Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students

    Irish, Tobias E. L.

    This multiple case study explores issues of equity in science education through an examination of how teachers' reasoning patterns compare with students' reasoning patterns during inquiry-based lessons. It also examines the ways in which teachers utilize students' cultural and linguistic resources, or funds of knowledge, during inquiry-based lessons and the ways in which students utilize their funds of knowledge, during inquiry-based lessons. Three middle school teachers and a total of 57 middle school students participated in this study. The data collection involved classroom observations and multiple interviews with each of the teachers individually and with small groups of students. The findings indicate that the students are capable of far more complex reasoning than what was elicited by the lessons observed or what was modeled and expected by the teachers, but that during the inquiry-based lessons they conformed to the more simplistic reasoning patterns they perceived as the expected norm of classroom dialogue. The findings also indicate that the students possess funds of knowledge that are relevant to science topics, but very seldom use these funds in the context of their inquiry-based lessons. In addition, the teachers in this study very seldom worked to elicit students' use of their funds in these contexts. The few attempts they did make involved the use of analogies, examples, or questions. The findings from this study have implications for both teachers and teacher educators in that they highlight similarities and differences in reasoning that can help teachers establish instructional congruence and facilitate more equitable science instruction. They also provide insight into how students' cultural and linguistic resources are utilized during inquiry-based science lessons.

  4. Collaborative CPD and inquiry-based science in the classroom

    Nielsen, Birgitte Lund

    2015-01-01

    -on: how to support student learning, and this contributed to her experience of benefitting from QUEST. The effect on local collaboration was more diffuse, but autonomous initiatives taken indicated some level of collaborative agency. The results all in all indicate that teachers’ collaborative and...... about changes in collaboration. The case-teacher emphasized a high degree of changes in her classroom practice. Her more or less tacit beliefs in the importance of students exploring and inquiring in order to learn science were confirmed. She grew to be more confident and explicit about students’ minds...... individual inquiries into students learning mediated by the QUEST-rhythm can be mutually constitutive. Findings from the case study accentuate the importance of talking about professional learning driven by teachers’ intentionality, rather than professional development as something done to someone....

  5. The meaning making about inquiry based teaching in a science teacher preparation program

    Eliane Ferreira de Sá; Maria Emília Caixeta de Castro Lima; Orlando Aguiar Jr.

    2011-01-01

    In this work we present an analysis of the effort that a group of tutors and professors have made to share a meaning of the notions “inquiry based teaching” and “inquiry based learning”. For this, we made an analysis of the data produced from notes elaborated in several meetings of this group for two years and in interviews that we did with tutors. We draw on the Theory of the Enunciation of Bakhtin to identify the meanings put into circulation by the participants, considering the positions o...

  6. How does participation in inquiry-based activities influence gifted students' higher order thinking?

    Reger, Barbara H.

    Inquiry-based learning is considered a useful technique to strengthen the critical thinking skills of students. The National Science Standards emphasize its use and the complexities and challenge it provides are well suited for meeting the needs of the gifted. While many studies have documented the effectiveness of this type of instruction, there is a lack of research on growth in higher-order thinking through participation in science inquiry. This study investigated such growth among a small group of gifted fifth-grade students. In this study a group of fifth-grade gifted science students completed a series of three forensics inquiry lessons, and documented questions, ideas and reflections as they constructed evidence to solve a crime. From this class of students, one small group was purposely selected to serve as the focus of the study. Using qualitative techniques, the questions and statements students made as they interacted in the activity were analyzed. Videotaped comments and student logs were coded for emerging patterns and also examined for evidence of increased levels of higher-order thinking based on a rubric that was designed using the six levels of Bloom's Taxonomy. Evidence from this study showed marked increase in and deeper levels of higher-order thinking for two of the students. The other boy and girl showed progress using the inquiry activities, but it was not as evident. The social dynamics of the group seemed to hinder one girl's participation during some of the activities. The social interactions played a role in strengthening the exchange of ideas and thinking skills for the others. The teacher had a tremendous influence over the production of higher-level statements by modeling that level of thinking as she questioned the students. Through her practice of answering a question with a question, she gradually solicited more analytical thinking from her students.

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

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

    2014-08-01

    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.

  8. Teacher enactment of an inquiry-based science curriculum and its relationship to student interest and achievement in science

    Dimichino, Daniela C.

    This mixed-methods case study, influenced by aspects of grounded theory, aims to explore the relationships among a teacher's attitude toward inquiry-based middle school reform, their enactment of such a curriculum, and student interest and achievement in science. A solid theoretical basis was constructed from the literature on the benefits of inquiry-based science over traditional science education, the benefits of using constructivist learning techniques in the classroom, the importance of motivating teachers to change their teaching practices to be more constructive, and the importance of motivating and exciting students in order to boost achievement in science. Data was collected using qualitative documents such as teacher and student interviews, classroom observations, and curriculum development meetings, in addition to quantitative documents such as student science interest surveys and science skills tests. The qualitative analysis focused on examining teacher attitudes toward curricular reform efforts, and the enactments of three science teachers during the initial year of an inquiry-based middle school curriculum adoption using a fidelity of implementation tool constructed from themes that emerged from the data documents utilized in this study. In addition, both qualitative and quantitative tools were used to measure an increase or decrease in student interest and student achievement over the study year, and their resulting relationships to their teachers' attitudes and enactments of the curriculum. Results from data analysis revealed a positive relationship between the teachers' attitude toward curricular change and their fidelity of implementation to the developers' intentions, or curricular enactment. In addition, strong positive relationships were also discovered among teacher attitude, student interest, and student achievement. Variations in teacher enactment also related to variations in student interest and achievement, with considerable positive

  9. Improving The Organic Chemistry Teaching Learning Process And The Students' English Reading Comprehension

    Srini M. Iskandar

    2016-01-01

    This study was aimed at the improvement of the Organic Chemistry II teaching learning process and the students' English reading comprehension. The design was a two cycled classroom action research whose activities are: in Cycle I the Learning Cycle was implemented using topics taken from an Indonesian Organic Chemistry textbook (Parlan, 2003), and also the Reciprocal Teaching Method using topics taken from an English[ Organic Chemistry textbook (Wade Jr, 1987). In Cycle II both models were im...

  10. Lessons Learned from Designing a Comprehensive Case- Based Reasoning (CBR) Tool for Support of Complex Thinking

    Richmond, Doug

    2007-01-01

    This research study focused on learning lessons from the experience of designing a comprehensive case-based reasoning (CBR) tool for support of complex thinking skills. Theorists have historically identified, analyzed, and classified different thinking processes and skills. Thinking skills have been increasingly emphasized in national standards, state testing, curricula, teaching and learning resources, and research agendas. Complex thinking is the core of higher-order thinking. Complex think...

  11. State learning disability eligibility criteria: A comprehensive review.

    Maki, Kathrin E; Floyd, Randy G; Roberson, Triche

    2015-12-01

    For many decades, discussions regarding the definition and identification of learning disabilities have been contentious; one result is the varied practices across states and school districts. This study reviewed learning disability (LD) regulations and guidelines from the 50 United States and the District of Columbia that were employed during 2013. Two authors independently coded components of all LD regulations and guidelines. Results showed considerable variability in the state policies and practices governing LD identification. Only 67% of states allow for use of the ability-achievement discrepancy approach, and 20% of states explicitly prohibit its use. Approximately 16% of states require the sole use of response to intervention (RtI) models in LD identification, and there is considerable variability in the guidance states provide regarding how to implement RtI models to identify LD. Finally, about half of states do not allow use of "pattern of strengths and weaknesses" (PSW) models, and most states allowing these models provide little information regarding ideal identification practices. These results can inform school psychology practice, training, and related research. PMID:25581001

  12. "Notice of Violation of IEEE Publication Principles" Multiobjective Reinforcement Learning: A Comprehensive Overview.

    Liu, Chunming; Xu, Xin; Hu, Dewen

    2013-04-29

    Reinforcement learning is a powerful mechanism for enabling agents to learn in an unknown environment, and most reinforcement learning algorithms aim to maximize some numerical value, which represents only one long-term objective. However, multiple long-term objectives are exhibited in many real-world decision and control problems; therefore, recently, there has been growing interest in solving multiobjective reinforcement learning (MORL) problems with multiple conflicting objectives. The aim of this paper is to present a comprehensive overview of MORL. In this paper, the basic architecture, research topics, and naive solutions of MORL are introduced at first. Then, several representative MORL approaches and some important directions of recent research are reviewed. The relationships between MORL and other related research are also discussed, which include multiobjective optimization, hierarchical reinforcement learning, and multi-agent reinforcement learning. Finally, research challenges and open problems of MORL techniques are highlighted. PMID:24240065

  13. From traditional lab protocols to a Guided Inquiry Based approach: an experience for Biotechnology students at the European University of Madrid

    Rocío González Soltero

    2013-11-01

    Full Text Available Current conventional laboratory sessions for science undergraduate students are currently reported to fail in developing research competences. However, authentic research experiences, in and out of the laboratory, are becoming more common in introductory undergraduate science programs after the implantation of The Bologna Process. Project-based learning (PBL experiences based on inquiry-based protocols could be used to help students to identify and analyze the information they need to move into complex problems. Inquiry-based courses have been described in the past, where students participate in semester-long guided research projects focused in specific learning objectives (Hatfull et al. 2006; Call et al., 2007; Lopatto et al., 2008. During this last academic year we have designed a PBL model that provides an active learning laboratory experience based on an inquiry-based protocol for 2nd year Biotechnology students. We have designed a modular molecular genetics course that includes bioinformatics and molecular biology lab sessions. In both modules, students had the opportunity to conduct in collaborative groups different research projects about a central theme in molecular biology: the cell cycle. As they were responsible of their own projects, they becoming practicing scientists by proposing and evaluating biological experiments of their own design mentored by teacher facilitation. Final assessments included a thorough literature review about the central topic of the project and a final written paper resembling established publishing criteria for science research international journals. Students were also encouraged to contact well-known scientists in their research area by email during their bibliography search. From the satisfaction surveys, we conclude that results were positive in terms of student satisfaction (as measured in questionnaires and written reflections. This experience helped students understand the strengths, limitations and

  14. Sustainability in a state comprehensive cancer control coalition: lessons learned.

    Desmond, Renee A; Chapman, Kathryn; Graf, Gavin; Stanfield, Bret; Waterbor, John W

    2014-03-01

    The Alabama Comprehensive Cancer Control Coalition (ACCCC) has developed an integrated and coordinated approach to reducing cancer incidence, morbidity, and mortality, and to improving the quality of life for cancer survivors, their families, and their caregivers. The ACCCC is currently in a maintenance phase and a formal plan for sustainability of the coalition was needed to keep the members engaged and productive. A training session in coalition sustainability conducted in 2013 identified the following elements as essential to success: (1) increased marketing of the coalition by simplifying its mission; (2) improved networking including flexibility in coalition meeting location and attendance; (3) increased membership satisfaction through transformational leadership; (4) revision of the working structure of committees and improved accountability; and (5) enhancement of partner satisfaction with coalition activities designed to recruit and retain new partners. A self-administered membership satisfaction survey was given to assess coalition mission, meeting logistics, organization, capacity building, and coalition goals. Results indicated that the subcategories of communication, mission, and meeting logistics were rated satisfied to very satisfied on a five-point scale. Although the ACCCC had clearly written goals, improvement could be made in leadership participation and new member orientation could be improved. Most members rated their parent organization as highly involved with the ACCCC and many offered suggestions on capacity building. Results of the sustainability training have clarified the ACCCC's plans to ensure coalition viability and improve strategies to inform stakeholders of the benefits of participation in the coalition. PMID:24132542

  15. The Effectiveness of a Guided Inquiry-Based, Teachers' Professional Development Programme on Saudi Students' Understanding of Density

    Almuntasheri, S.; Gillies, R. M.; Wright, T.

    2016-01-01

    Despite a general consensus on the educational effectiveness of inquiry-based instruction, the enacted type of inquiry in science classrooms remains debatable in many countries including Saudi Arabia. This study compared guided-inquiry based teachers' professional development to teacher-directed approach in supporting Saudi students to understand…

  16. Comprehension Questioning Small Group Reading Instruction for Urban Students with Learning Disabilities

    Jones, Valerie

    2012-01-01

    It is evident from reading research that students with learning disabilities (LD) greatly benefit from teacher-student interactions during small group comprehension instruction (e.g., Berkeley, Scruggs, & Mastropieri, 2010). Given that questioning takes up the vast majority of instructional interactions between teachers and students (Chin,…

  17. Effects of Imagery, Mnemonics and Level of Processing in Learning Definitions Upon Concept Comprehension.

    Johnson, Craig W.

    Undergraduate students using an imagery mnemonic mediating technique involving "keywords" to learn definitions of thirty unfamiliar words performed better on a 1-week delayed comprehension test, on at least half of the definitions, than those who read and copied definitions. Mnemonic mediating strategies worked better than nonmediating strategies…

  18. The Relationship between Visual Metaphor Comprehension and Recognition of Similarities in Children with Learning Disabilities

    Mashal, Nira; Kasirer, Anat

    2012-01-01

    Previous studies have shown metaphoric comprehension deficits in children with learning disabilities. To understand metaphoric language, children must have enough semantic knowledge about the metaphorical terms and the ability to recognize similarity between two different domains. In the current study visual and verbal metaphor understanding was…

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

    Ryker, Katherine; McConnell, David

    2014-01-01

    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…

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

    Kennedy, Declan

    2014-01-01

    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…

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

    Hsu, Liwei

    2014-01-01

    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…

  2. Effects of Inquiry-Based Agriscience Instruction on Student Scientific Reasoning

    Thoron, Andrew C.; Myers, Brian E.

    2012-01-01

    The purpose of this study was to determine the effect of inquiry-based agriscience instruction on student scientific reasoning. Scientific reasoning is defined as the use of the scientific method, inductive, and deductive reasoning to develop and test hypothesis. Developing scientific reasoning skills can provide learners with a connection to the…

  3. Inquiry-Based Laboratory Activities in Electrochemistry: High School Students' Achievements and Attitudes

    Sesen, Burcin Acar; Tarhan, Leman

    2013-01-01

    This study aimed to investigate the effects of inquiry-based laboratory activities on high school students' understanding of electrochemistry and attitudes towards chemistry and laboratory work. The participants were 62 high school students (average age 17 years) in an urban public high school in Turkey. Students were assigned to experimental (N =…

  4. Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

    Kim, Hanna

    2016-01-01

    This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at…

  5. Students Dig Deep in the Mystery Soil Lab: A Playful, Inquiry-Based Soil Laboratory Project

    Thiet, Rachel K.

    2014-01-01

    The Mystery Soil Lab, a playful, inquiry-based laboratory project, is designed to develop students' skills of inquiry, soil analysis, and synthesis of foundational concepts in soil science and soil ecology. Student groups are given the charge to explore and identify a "Mystery Soil" collected from a unique landscape within a 10-mile…

  6. Design Research on Inquiry-Based Multivariable Calculus: Focusing on Students' Argumentation and Instructional Design

    Kwon, Oh Nam; Bae, Younggon; Oh, Kuk Hwan

    2015-01-01

    In this study, researchers design and implement an inquiry based multivariable calculus course in a university which aims at enhancing students' argumentation in rich mathematical discussions. This research aims to understand the characteristics of students' argumentation in activities involving proof constructions through mathematical…

  7. Inquiry and Groups: Student Interactions in Cooperative Inquiry-Based Science

    Woods-McConney, Amanda; Wosnitza, Marold; Sturrock, Keryn L.

    2016-01-01

    Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic…

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

    Cuenca, Alexander

    2014-01-01

    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…

  9. Wondering + Online Inquiry = Learning

    Sekeres, Diane Carver; Coiro, Julie; Castek, Jill; Guzniczak, Lizabeth A.

    2014-01-01

    Digital information sources can form the basis of effective inquiry-based learning if teachers construct the information and exercises in ways that will promote collaboration, communication, and problem solving.

  10. Inquiry-based physics education in French middle school.

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

    2010-01-01

    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...

  11. Media Presentation Mode, English Listening Comprehension and Cognitive Load in Ubiquitous Learning Environments: Modality Effect or Redundancy Effect?

    Chang, Chi-Cheng; Lei, Hao; Tseng, Ju-Shih

    2011-01-01

    Although ubiquitous learning enhances students' access to learning materials, it is crucial to find out which media presentation modes produce the best results for English listening comprehension. The present study examined the effect of media presentation mode (sound and text versus sound) on English listening comprehension and cognitive load.…

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

    Fazlollahtabar, Hamed; Mahdavi, Iraj

    2009-01-01

    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…

  13. The Effectiveness of Grammar Learning in Impro ving Reading Comprehension of English Majors

    田晓

    2015-01-01

    The importance of grammar knowledge has al-ways been neglected in reading comprehension. To help English teachers and learners see the value of grammar analysis, this pa-per, therefore, explores the correlation between grammar and reading comprehension. Forty-four freshmen of English majors were involved in the experiment, completing two tests of grammar and reading comprehension respectively, and it was followed by a personal interview for some exceptional cases after a week. The result of data analysis shows that grammar analysis accompanying with vocabulary, emotion, as well as other factors produce an ef-fect on learners’reading comprehension to a certain degree. It is suggested that language teachers as well as learners therefore should attach importance to learning grammatical knowledge.

  14. Improving The Organic Chemistry Teaching Learning Process And The Students' English Reading Comprehension

    Srini M. Iskandar

    2016-02-01

    Full Text Available This study was aimed at the improvement of the Organic Chemistry II teaching learning process and the students' English reading comprehension. The design was a two cycled classroom action research whose activities are: in Cycle I the Learning Cycle was implemented using topics taken from an Indonesian Organic Chemistry textbook (Parlan, 2003, and also the Reciprocal Teaching Method using topics taken from an English[ Organic Chemistry textbook (Wade Jr, 1987. In Cycle II both models were implemented with a slight modification. The results: (1 Learning Cycle was uneffective which might be the effect of the class size (52 students, (2 the students' English reading comprehension was improved which is in accordance with the questionnaires responses.

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

    Negishi, Meiko

    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

  16. Analyzing students' attitudes towards science during inquiry-based lessons

    Kostenbader, Tracy C.

    Due to the logistics of guided-inquiry lesson, students learn to problem solve and develop critical thinking skills. This mixed-methods study analyzed the students' attitudes towards science during inquiry lessons. My quantitative results from a repeated measures survey showed no significant difference between student attitudes when taught with either structured-inquiry or guided-inquiry lessons. The qualitative results analyzed through a constant-comparative method did show that students generate positive interest, critical thinking and low level stress during guided-inquiry lessons. The qualitative research also gave insight into a teacher's transition to guided-inquiry. This study showed that with my students, their attitudes did not change during this transition according to the qualitative data however, the qualitative data did how high levels of excitement. The results imply that students like guided-inquiry laboratories, even though they require more work, just as much as they like traditional laboratories with less work and less opportunity for creativity.

  17. Design and practice of inquiry-based teaching in biochemistry%生物化学探究式教学的设计和实施

    杨志伟; 张玮玮; 陈志玲; 廖蓟; 刘晓晴; 万平

    2013-01-01

    From 2010 to 2012, the inquiry-based teaching has been carried out in biochemistry for the group of students who are top-ranked in College of Life Sciences, Capital Normal University. And the classic literatures have been used as the main study materials. Through independent learning, group discussion and communication, the inquiry-based teaching has increased the ability of students in self-study, reading, speech, communication and cooperation. This teaching process aims to widen the students' field of vision, motivates their learning interest, and gives them a good training on scientific thinking.%在2010~2012年间,以生命科学学院基地班学生为学习主体,进行了生物化学探究式教学活动.该活动以生物化学经典文献为主要研习资料,通过学生自主学习、小组研讨和全班交流等方式,培养学生的自学能力、文献阅读能力、演讲与交流能力以及团队合作精神,对于拓宽学生眼界、激发学习兴趣、培养科学思维和情操起到很好的促进作用.

  18. 例谈探究式教育游戏设计%Exemplifying the Design of Inquiry-based Educational Games

    曹熙斌

    2012-01-01

    探究式教育游戏是以游戏为载体,以网络为平台,将知识以游戏任务的形式融入主题游戏并通过交互策略来引导学生探究思维的学习软件.本文以“乐中学”游戏为例阐述了探究式教育游戏的设计流程、基本结构以及应注意的问题.%The inquiry-based educational game is the learning software which is based on the game as the carrier and the network as a platform, and takes the knowledge to integrate theme game with the form of game task and guide students to explore the thinking through interactive strategies. This paper elaborated design process, the basic structure and attentive problems of inquiry-based educational game with a case of "learning in happy" game.

  19. Using NASA's Aura Satellite Data for Inquiry Based Classroom Instruction

    Carter, B. L.; Stockman, S.; Bojkov, B.

    2007-12-01

    NASA's Earth Observing Satellite Aura was launched in 2004, and since that time has been collecting a wealth of data that contributes to scientists' understanding of the complexity of air quality issues. The Aura spacecraft monitors five of the six EPA criteria pollutants (NO2, SO2, O3, aerosols, and CO). Data from one of the criteria pollutants, NO2, are now available in a format useful to educators and students. The data by itself is not enough for students to engage in the scientific reasoning process. Thus, inquiry-driven supporting material in the form of lessons, project based learning scenarios, and curricular support for online data have all been adapted as part of the scaffolding necessary to help students gain an understanding of issues pertaining to air quality. These materials are delivered online which makes them readily accessible to the education community. Currently, NO2 data are available for manipulation using tools such as GoogleEarth and MY NASA DATA (http://mynasadata.larc.nasa.gov). These tools are used to investigate common relationships between spatial distribution and variability of NO2 concentrations. Through guided investigations in the Earth Exploration Toolbook (http://serc.carleton.edu/eet/index.html) or MY NASA DATA, students gain an understanding of NO2 variability. Students are then asked to extrapolate their knowledge and understanding to investigate other air quality issues relating to NO2. Within the coming year, the lessons built around Aura data will be introduced in professional development workshops. Feedback from those attending the professional development workshops about how the data and lessons are used in the classroom will be used to help shape future lesson development on new data. Subsequent data on criteria pollutants of SO2, aerosols, and O3 will soon be made available in a similar format to the education community, helping to further student understanding of the complex nature of air quality issues.

  20. DIDACTICAL AND METHODOLOGICAL SPECIFIC FEATURES OF THE APPLICATION OF LABORATORY-EXPERIMENTAL METHOD AND INQUIRY-BASED APPROACH TO TEACHING SCIENCE AND NATURE

    Ирена Б. Голубовић-Илић

    2012-02-01

    Full Text Available Students should be instructed in the ways in which scientific truths are reached as early as possible, so that they are able to grasp the complex system of knowledge about the natural and social environment. Their innate curiosity and the need to explore and study the world around them should be nourished and encouraged while Science lessons should include such teaching methods and strategies that provide opportunities for discovering, problem solving, experimenting, constructive and critical analysis, contemplation and interpreting certain phenomena and processes. Teaching Science in a classroom in which students are sitting properly while listening attentively to the teacher and memorizing the facts and information the teacher is presenting is considered traditional and it cannot meet the needs and challenges of the modern society. By using the laboratory-experimental method and inquiry-based approach that is theoretically grounded in todayˈs widely accepted constructivist educational paradigm, Science lessons could become more modern, innovative and more intense. Being engaged in the activities generated from the inquiry-based method makes students more independent, helps them boost their self-confidence and also enables them to acquire knowledge in different ways. At the core of the scientific method is the view that knowledge must come as a consequence of personal observation, practical action and thinking, whereas learning is seen as finding and discovering. The paper emphasizes the structure, didactical and methodological specific features and the organisation of Science and Nature classes by using the laboratory-experimental method and inquiry-based approach, the consequences of its inadequate and insufficient application and lists the contents of the subjects The world around us/ Science and Nature that we consider appropriate for the application of this teaching strategy.

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

    Yun-Chi Chen

    2013-01-01

    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 ...

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

    Andrew J. LoSchiavo; Ronnie G. Best; Rebecca E. Burns; Susan Gray; Matthew C. Harwell; Eliza B. Hines; Agnes R. McLean; Tom St. Clair; Steve Traxler; James W. Vearil

    2013-01-01

    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 P...

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

    Yun-Chi Chen

    2013-08-01

    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.

  4. A College-Level Inquiry-Based Laboratory Activity on Transiting Planets

    McConnell, Nicholas J.; Medling, Anne M.; Strubbe, Linda E.; Moth, Pimol; Montgomery, Ryan M.; Raschke, Lynne M.; Hunter, Lisa; Goza, Barbara

    2010-01-01

    We have designed an inquiry-based laboratory activity on transiting extrasolar planets for an introductory college-level astronomy class. The activity was designed with the intent of simultaneously teaching science process skills and factual content about transits and light curves. In the activity, groups of two to four students each formulate a specific science question and design and carry out an investigation using a table-top model of a star and orbiting planet. Each group then presents t...

  5. An inquiry-based approach to Maxwell distribution: a case study with engineering students

    The concept of distribution is a fundamental component of statistical thinking. This paper describes a teaching approach for it that uses a specific activity related to the field of statistical mechanics. The concept of the velocity distribution of a particle system is dealt with using an inquiry-based approach involving an experimental examination of Maxwell's distribution. Some outcomes of a teaching experiment held at the Faculty of Engineering of the University of Palermo, Italy are described. (paper)

  6. An Inquiry-Based Laboratory Module to Promote Understanding of the Scientific Method and Bacterial Conjugation

    Berkmen, Melanie B.; Murthy, Anastasia C.; Broulidakis, Matthew P.

    2014-01-01

    Students are engaged and improve their critical thinking skills in laboratory courses when they have the opportunity to design and conduct inquiry-based experiments that generate novel results. A discovery-driven project for a microbiology, genetics, or multidisciplinary research laboratory course was developed to familiarize students with the scientific method. In this multi-lab module, students determine whether their chosen stress conditions induce conjugation and/or cell death of the mode...

  7. How primary school teachers posed problems for inquiry based mathematics education

    Hošpesová, A.; Samková, L.; Tichá, Marie; Roubíček, Filip

    Prague: Charles University, Faculty of Education, 2015 - (Novotná, J.; Moraová, H.), s. 156-165 ISBN 978-80-7290-833-2. [SEMT'15 - International Symposium, Elementary Maths Teaching. Praha (CZ), 16.08.2015-21.08.2015] R&D Projects: GA ČR(CZ) GA14-01417S Institutional support: RVO:67985840 Keywords : inquiry based mathematics education * posing problems * primary school teacher training * pre-service and in-service teachers Subject RIV: AM - Education

  8. At the Elbows of Scientists: Shaping Science Teachers' Conceptions and Enactment of Inquiry-Based Instruction

    McLaughlin, Cheryl A.; MacFadden, Bruce J.

    2014-12-01

    This study stemmed from concerns among researchers that reform efforts grounded in promoting inquiry as the basis for teaching science have not achieved the desired changes in American science classrooms. Many science teachers assume that they are employing inquiry-based strategies when they use cookbook investigations with highly structured step-by-step instructions. Additionally, most science teachers equate hands-on activities with classroom inquiry and, as such, repeatedly use prepackaged, disconnected activities to break the monotony of direct instruction. Despite participation in numerous professional development activities, many science teachers continue to hold misconceptions about inquiry that influence the way they design and enact instruction. To date, there is very limited research exploring the role of inquiry-based professional development in facilitating desired changes in science teachers' conceptions of inquiry. This qualitative study of five high school science teachers explores the ways in which authentic inquiry experiences with a team of scientists in Panama shaped their conceptions and reported enactments of inquiry-based instruction. Our findings suggest that professional development experiences engaging science teachers in authentic research with scientists have the potential to change teachers' naïve conceptions of inquiry, provided that necessary supports are provided for reflection and lesson design.

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

    Patke, Usha

    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.

  10. Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check

    Tiffany Ko

    2015-12-01

    Full Text Available Reading comprehension is a significant concern for adolescents with learning disabilities (LD, particularly in secondary schools in the United States (US where content is taught primarily through textbooks. Surprisingly little is known about the actual reading instruction for students with LD in secondary classrooms. Thus, the purpose of this study was to examine the reading comprehension instruction in US secondary special education classrooms. Eight special education teachers in urban high schools were observed and interviewed. Findings showed that teachers implemented a number of reading comprehension practices, not all were considered “best practice”. The most frequently observed practices included reading aloud, questioning, seatwork, activating prior knowledge, and using graphic organizers. Explicit instruction in how and when to use reading comprehension strategies, however, was not observed. This study reveals the extent to which evidence-based reading comprehension practices are not making their way into secondary reading classrooms and offers insight into factors that teachers state as influencing their instruction for students with LD.

  11. Is Learning Styles-Based Instruction Effective? A Comprehensive Analysis of Recent Research on Learning Styles

    Cuevas, Joshua

    2015-01-01

    In an influential publication in 2009, a group of cognitive psychologists revealed that there was a lack of empirical evidence supporting the concept of learning styles-based instruction and provided guidelines for the type of research design necessary to verify the learning styles hypothesis. This article examined the literature since 2009 to…

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

    Lim, Doo Hun

    2012-01-01

    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…

  13. The Comprehensive Evaluation of Electronic Learning Tools and Educational Software (CEELTES

    Štefan KAROLČÍK

    2015-10-01

    Full Text Available Despite the fact that digital technologies are more and more used in the learning and education process, there is still lack of professional evaluation tools capable of assessing the quality of used digital teaching aids in a comprehensive and objective manner. Construction of the Comprehensive Evaluation of Electronic Learning Tools and Educational Software (CEELTES tool was preceded by several surveys and knowledge obtained in the course of creation of digital learning and teaching aids and implementation thereof in the teaching process. The evaluation tool as such consists of sets (catalogues of criteria divided into four separately assessed areas - the area of technical, technological and user attributes; the area of criteria evaluating the content, operation, information structuring and processing; the area of criteria evaluating the information processing in terms of learning, recognition, and education needs; and, finally, the area of criteria evaluating the psychological and pedagogical aspects of a digital product. The specified areas are assessed independently, separately, by a specialist in the given science discipline. The final evaluation of the assessed digital product objectifies (quantifies the overall rate of appropriateness of inclusion of a particular digital teaching aid in the teaching process.

  14. A study of teachers' self-efficacy and outcome expectancy for science teaching throughout a science inquiry-based professional development program

    Cripe, M. Kathleen Leslie

    2009-12-01

    The goal of this study was to investigate the self-efficacies and outcome expectancies of science teachers over time as a result of their participation in an inquiry-based, professional development program designed to ensure that all participants are highly qualified science teachers. Eighty-six teachers participated in inquiry-based activities designed to increase their content knowledge and teaching expertise while increasing their science teaching self-efficacies and outcome expectancies of student learning. This 15-month professional development program included two summer workshops (summers of 2007 and 2008) with an 8-month classroom implementation period in between. A quasi-experimental research design was used to investigate the change in science teaching efficacy scores after participation in the inquiry-based professional development program and the relationship of this change with selected independent variables. The data consisted of (a) three sets of Science Teaching Efficacy Belief Instrument (Riggs & Enochs, 1990) scores, STEBI-Form A (inservice), reported as a pretest, posttest, and follow-up posttest; and (b) demographic variables that were used as covariates: science education background, professional position, number of years taught, and teacher qualification status in science. Using repeated measures and multiple regressions with an alpha level of 0.05, and testing the hypothesized changes and relationships, results indicated that there were gains in Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) scores. Of the independent variables, only science education background was found to be a significant contributor toward increasing PSTE (p = .003) scores. The other variables were not predictive of gains in either personal science teaching efficacy or science teaching outcome expectancy. The data gave insight into possible relationships that may exist between science teachers' self-efficacies and outcome

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

    L Hall, Mona; Vardar-Ulu, Didem

    2014-01-01

    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

  16. Enhancing Students Motivation towards School Science with an Inquiry - Based Site Visit Teaching Sequence: A Design - Based Research Approach

    Anni Loukomies

    2013-01-01

    An inquiry-based site visit teaching sequence for school science was designed in co-operation with researchers and science teachers, according to the principles of Design Based Research (DBR). Out-of-school industry site visits were central in the design. Theory-based conjectures arising from the literature on motivation, interest and inquiry-based science teaching (IBST) were embodied in the design solution, and these embodied conjectures were studied in order to uncover the aspects of the d...

  17. Self Regulated Learning strategies as Predictors of Reading Comprehension among Students of English as a Foreign Language

    AbdulRahman Awad Al Asmari; Nasrah Mahmoud Ismail

    2012-01-01

    This cross-sectional study investigates the self regulated learning strategies used as predictors of reading comprehension. Participants of the study were 248 EFL university students: 112 males and 136 females enrolled in the Faculty of Arts, Foreign Languages Department. The primary aims of the study were: (1) to examine whether there were positive relationships between the use of self regulated learning strategies and reading comprehension; (2) whether there were significant differences bet...

  18. 人体及动物生理学理论课探究式课堂教学实践探索%Pctical exploration of inquiry-based classroom teaching theory courses for human and animal physiology

    廖艳娟; 钟华; 李晓平

    2012-01-01

    文章以"探究式"课堂教学方式为思想基础,通过小组合作学习模式,充分利用多媒体教学手段进行人体及动物生理学的教学实践,从而为建立优势探究式课堂教学模型建立提供依据。%The purpose of this study was to establish the advantages of inquiry-based classroom teaching model.And the ideological basis for teaching is inquiry-based classroom teaching,furthermore the well teaching results was through group cooperative learning model,and make full use of multimedia teaching methods to the teaching practice of human and animal physiology.

  19. On the Establishment of Inquiry-based Teaching and Experiment Course in College Chemistry Teaching%大学化学教学中探究式教学与实验课程建设

    朱建华; 崔名芳

    2012-01-01

    In college chemistry teaching, the development of inquiry-based teaching can help to cultivate students" ability of collecting and processing information, foster the sense of group cooperation, promote the quality of scientific research and cultivate their innovative ability. With experiment as the carrier, the inquiry-based teaching can improve the efficiency of classroom teaching, promote students' autonomous learning and gradually form inquiry-based learning with the goal of sci- entific discovery.%在大学化学课程教学中,开展探究式教学有助于培养学生收集及处理信息的能力,培养团队合作意识,提高科研素质,培养学生创新能力。以实验为载体进行探究式教学可以提高课堂教学的有效性,促使学生主动学习,逐步形成把科学探究作为目标的探究性学习。

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

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

    2010-12-01

    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.

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

    Ladewski, Barbara G.

    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

  2. Development of Teaching/Learning Aid in Teaching Chemistry to Promote Environmental Comprehension and Professional Competence of Car Mechanics

    Priede, Daina

    2013-01-01

    ANNOTATION In the doctoral thesis “Development of Teaching/Learning Aid in Teaching Chemistry to Promote Environmental Comprehension and Professional Competence of Car Mechanics” the didactical approach has been created for studies in professional secondary schools in order to raise environmental comprehension and professional competence. To clarify pupils and students’ comprehension of chemical environmental processes, tests and inquiry forms were used. The gained results were incorporate...

  3. The Impact of Extended Professional Development and a Comprehensive Approach to Assessment on Teacher Use of Assessment for Learning Practices

    Robinson, Jack; Reed, William; Strauss, Richard

    2011-01-01

    This study sought to examine the impact of teachers' participation in an extended period of embedded professional development (PD) emphasizing teachers' use of assessment for learning practices (AFL) in extended problem based units of instruction within a comprehensive AFL framework. The extended and comprehensive approach of using both course…

  4. Evidence-Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities

    Watson, Silvana M. R.; Gable, Robert A.; Gear, Sabra B.; Hughes, Kimberly C.

    2012-01-01

    Reading comprehension is a complex skill that places significant demands on students, beginning with elementary school and continuing through the secondary grades. In this article, we provide an overview of possible factors associated with problems in reading comprehension among secondary students with learning disabilities. Discussion underscores…

  5. Development of Comprehensive Competences with Information and Communication Technologies in Distance Learning Higher Education

    Isabel Cristina Muñoz Vargas

    2015-09-01

    Full Text Available This study aimed to identify and implement educational strategies through the use of Information and Communication Technologies in order for students of distance learning (who belong to the academic degrees of Natural Sciences and Environmental Education at the University of Córdoba to develop comprehensive competences. We used the action research method divided in two cycles, with the participation of three teachers and 242 students. The data analysis of the first cycle established three analysis categories and designed four intervention strategies based on the scientific knowledge and the academic experience of the teachers. The results of the second cycle showed an improvement of the academic performance of the students in a comprehensive way.

  6. Sequential Learning and Recognition of Comprehensive Behavioral Patterns Based on Flow of People

    Gibo, Tatsuya; Aoki, Shigeki; Miyamoto, Takao; Iwata, Motoi; Shiozaki, Akira

    Recently, surveillance cameras have been set up everywhere, for example, in streets and public places, in order to detect irregular situations. In the existing surveillance systems, as only a handful of surveillance agents watch a large number of images acquired from surveillance cameras, there is a possibility that they may miss important scenes such as accidents or abnormal incidents. Therefore, we propose a method for sequential learning and the recognition of comprehensive behavioral patterns in crowded places. First, we comprehensively extract a flow of people from input images by using optical flow. Second, we extract behavioral patterns on the basis of change-point detection of the flow of people. Finally, in order to recognize an observed behavioral pattern, we draw a comparison between the behavioral pattern and previous behavioral patterns in the database. We verify the effectiveness of our approach by placing a surveillance camera on a campus.

  7. Learn AppleScript The Comprehensive Guide to Scripting and Automation on MAC OS X

    Rosenthal, Hanaan

    2009-01-01

    AppleScript is an English-like, easy-to-understand scripting language built into every Mac. AppleScript can automate hundreds of AppleScriptable applications, performing tasks both large and small, complex and simple. Learn AppleScript: The Comprehensive Guide to Scripting and Automation on Mac OS X, Third Edition has been completely updated for Mac OS X Snow Leopard. It's all here, with an emphasis on practical information that will help you solve any automation problem-from the most mundane repetitive tasks to highly integrated workflows of complex systems. * Friendly enough for beginners, d

  8. Science Learning: A Path Analysis of Its Links with Reading Comprehension, Question-Asking in Class and Science Achievement

    Cano, Francisco; García, Ángela; Berbén, A. B. G.; Justicia, Fernando

    2014-01-01

    The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires…

  9. Adapting a successful inquiry-based immersion program to create an Authentic, Hands- on, Field based Curriculum in Environmental Science at Barnard College

    Kenna, T. C.; Pfirman, S.; Mailloux, B. J.; Martin, S.; Kelsey, R.; Bower, P.

    2008-12-01

    Adapting a successful inquiry-based immersion program to create an Authentic, Hands-on, Field based Curriculum in Environmental Science at Barnard College T. C. Kenna, S. Pfirman, B. J. Mailloux, M. Stute, R. Kelsey, and P. Bower By adapting a successful inquiry-based immersion program (SEA semester) to the typical college format of classes, we are improving the technical and quantitative skills of undergraduate women and minorities in environmental science and improving their critical thinking and problem-solving by exposing our students to open-ended real-world environmental issues. Our approach uses the Hudson River Estuary as a natural laboratory. In a series of hands-on inquiry-based activities, students use advanced equipment to collect data and samples. Each class session introduces new analytical and data analysis techniques. All classes have the connecting theme of the river. Working with real data is open-ended. Our major findings as indicated by surveys as well as journaling throughout the semester are that the field- based experience significantly contributed to student learning and engagement. Journaling responses indicated that nearly all students discussed the importance and excitement of an authentic research experience. Some students were frustrated with data irregularities, uncertainty in methods and data, and the general challenge of a curriculum with inherent ambiguity. The majority were satisfied with the aims of the course to provide an integrative experience. All students demonstrated transfer of learned skills. This project has had a significant impact on our undergraduate female students: several students have pursued senior thesis projects stemming from grant activities, stating that the field activities were the highlight of their semester. Some students love the experience and want more. Others decide that they want to pursue a different career. All learn how science is conducted and have a better foundation to understand concepts such

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

    Linda BAKER

    2011-11-01

    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.

  11. Inquiry-Based Laboratory Activity to Investigate Physical Growth Requirements of Microorganisms

    Michelle Furlong

    2014-08-01

    Full Text Available Standard "cookbook" laboratory activities that are used to teach students the optimal physical growth conditions of microorganisms should be modified so that they more effectively foster student's higher order cognitive skills and attract student interest.  This paper describes a laboratory activity that engages students in an inquiry-based approach to studying the physical growth requirements of microorganisms.  In this activity, students design and implement an experiment to obtain pure cultures of specific microorganisms, with distinct growth properties, that are provided to them in a mixed culture.

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

    de Oliveira, Alandeom Wanderlei

    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

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

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

    2013-04-01

    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 circuits. In response to these problems, reform initiatives in education strive for a change of the classroom culture, putting emphasis on more authentic contexts and student activities containing elements of inquiry. The challenge then becomes choosing and combining these elements in such a manner that they foster an understanding of theoretical concepts. In this article we reflect on data collected and analyzed from a series of 12 grade 9 physics lessons on simple electric circuits. Drawing from a theoretical framework based on individual (conceptual change based) and socio-cultural views on learning, instruction was designed addressing known conceptual problems and attempting to create a physics (research) culture in the classroom. As the success of the lessons was limited, the focus of the study became to understand which inherent characteristics of inquiry based instruction complicate the process of constructing conceptual understanding. From the analysis of the data collected during the enactment of the lessons three tensions emerged: the tension between open inquiry and student guidance, the tension between students developing their own ideas and getting to know accepted scientific theories, and the tension between fostering scientific interest as part of a scientific research culture and the task oriented school culture. An outlook will be given on the implications for science lessons.

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

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

    2013-12-01

    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

  15. Machine Learning and Data Mining for Comprehensive Test Ban Treaty Monitoring

    Russell, S; Vaidya, S

    2009-07-30

    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.

  16. Image Segmentation using a Refined Comprehensive Learning Particle Swarm Optimizer for Maximum Tsallis Entropy Thresholding

    L. Jubair Ahmed

    2013-08-01

    Full Text Available Thresholding is one of the most important techniques for performing image segmentation. In this paper to compute optimum thresholds for Maximum Tsallis entropy thresholding (MTET model, a new hybrid algorithm is proposed by integrating the Comprehensive Learning Particle Swarm Optimizer (CPSO with the Powell’s Conjugate Gradient (PCG method. Here the CPSO will act as the main optimizer for searching the near-optimal thresholds while the PCG method will be used to fine tune the best solutions obtained by the CPSO in every iteration. This new multilevel thresholding technique is called the refined Comprehensive Learning Particle Swarm Optimizer (RCPSO algorithm for MTET. Experimental results over multiple images with different range of complexities validate the efficiency of the proposed technique with regard to segmentation accuracy, speed, and robustness in comparison with other techniques reported in the literature. The experimental results demonstrate that the proposedRCPSO algorithm can search for multiple thresholds which are very close to the optimal ones examined by the exhaustive search method.

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

    Suters, Leslie Ann

    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

  18. "Lunar Phases Project" as a Foundation for the Development of Innovative Inquiry Based ASTRO 101 Activities Utilizing Existing Concept Inventories as Assessment Tools

    Mon, M. J.; Meyer, A. O.

    2012-08-01

    The cause and process of the lunar phases are difficult concepts for undergraduates and non-science majors to grasp. At Florida Gulf Coast University (FGCU) we have combined an inquiry-based instructional method (Mental Model Building) which can be more effective increasing students' conceptual understanding of the lunar phase cycle, together with the students' own observations. Undergraduate and non-science major students completed a hands-on project designed to integrate real observations, application of the scientific method, and Mental Model Building to connect the students' own observations to the Earth-Sun-Moon orientations responsible for their findings. Students' learning was assessed by administering the Lunar Phases Concept Inventory (developed by Rebecca S. Lindell and James P. Olsen, Southern Illinois University) before and after students completed the project, with positive results. We describe the methodology and activities utilized in our Lunar Phases Project, and propose their expansion to a variety of astronomical topics for undergraduate non-science majors and pre-service teachers. We emphasize developing and implementing new instructional strategies through the expansion of the Mental Model Building and similar pedagogical methodologies to develop innovative inquiry-based projects and activities in a variety of astronomical topics for undergraduate non-science majors and pre-service teachers. In order to meaningfully assess the new curriculum tools, we recommend utilizing already existing research-validated concept inventories specific to the astronomy content in the curriculum tools. These inventories can be analyzed to determine the conceptual learning gains achieved by the participating students and with further analysis can be used to refine portions of the activity under study.

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

    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.

  20. The Problematic Nature of the Practicum: A Key Determinant of Pre-service Teachers' Emerging Inquiry-Based Science Practices

    Fazio, Xavier; Melville, Wayne; Bartley, Anthony

    2010-10-01

    This article disseminates findings from a multi-year study regarding secondary preservice science teachers’ perceptions toward inquiry-based science teaching, and the extent these perceptions are augmented by their practicum. While findings indicated that preservice teachers did improve their understanding and capability of using scientific inquiry due to their methods course, the role of practicum in supporting their newly developed perceptions was problematic. Issues ranging from associate teacher subjugation, availability of resources, time constraints, and the need to address curriculum standards were the most commonly cited reasons for preservice teachers’ difficulty in creating an inquiry-based environment during their practicum. Implications are presented highlighting the importance of practicum experiences as a key determinant of pre-service science teachers’ emerging inquiry-based science views and practices.

  1. Explore the concept of “light” and its interaction with matter: an inquiry-based science education project in primary school

    Varela, P.; Costa, M. F.

    2015-04-01

    The exploration process leading to the understanding of physical phenomena, such as light and its interaction with matter, raises great interest and curiosity in children. However, in most primary schools, children rarely have the opportunity to conduct science activities in which they can engage in an enquiry process even if by the action of the teacher. In this context, we have organised several in-service teacher training courses and carried out several pedagogic interventions in Portuguese primary schools, with the aim of promoting inquiry- based science education. This article describes one of those projects, developed with a class of the third grade, which explored the curricular topic “Light Experiments”. Various activities were planned and implemented, during a total of ten hours spread over five lessons. The specific objectives of this paper are: to illustrate and analyse the teaching and learning process promoted in the classroom during the exploration of one of these lessons, and to assess children's learning three weeks after the lessons. The results suggest that children made significant learning which persisted. We conclude discussing some processes that stimulated children’ learning, including the importance of teacher questioning in scaffolding children's learning and some didactic implications for teacher training.

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

    van Zee, Emily H.

    2009-12-01

    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.

  3. Science Learning: A path analysis of its links with reading comprehension, question-asking in class and science achievement

    Cano, Francisco; García, Ángela; Berbén, A. B. G.; Justicia, Fernando

    2014-07-01

    The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires administered to 604 ninth-grade students, and the data collected were analysed using a correlational, cross-sectional design. Results of a path analysis indicated that (a) students' self-regulated and intentional knowledge-constructing activity (self-regulated strategy use, deep approach and knowledge-building) were what chiefly accounted for their question-asking in class; (b) question-asking (high and low levels) was related directly to reading comprehension and indirectly, through its contribution to the this, to academic achievement; (c) reading comprehension was directly and negatively associated with surface approach and indirectly and positively related to deep approach and knowledge-building; and (d) some of these variables, particularly reading comprehension, accounted for academic achievement in science. This model explained nearly 30% of the variance in academic achievement and provided a substantial and distinctive insight into the web of interrelationships among these variables. Implications for future research and science teaching and learning are discussed (e.g. the importance of supporting students' efforts to learn science in a meaningful, active and self-regulated way and of improving their reading comprehension).

  4. An Investigation of Prospective Teachers’ Reading Comprehension Levels and Study and Learning Strategies Related to Some Variables

    Sarcaloğlu, Asuman Seda; Adnan Menderes Üniversitesi Eğitim Fakültesi; Karasakaloğlu, Nuri; Adnan Menderes Üniversitesi Eğitim Fakültesi

    2011-01-01

    The aim of the study was to investigate whether freshmen’s reading comprehension levels and study and learning strategies change according to some varibles. In this research, a “Reading Comprehension Test” with 30 items (r=.85) developed by Sünbül (1998) and Learning and Study Strategies Scale (r=.75) were administered to the freshmen students of a Faculty of Education. Data were computed with SPSS 11.5 programme and the statistical analysis such as frequencies, ANOVA, Scheffe, and t-test wer...

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

    Gara B Field

    2009-03-01

    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.

  6. Comprehensive Review on“Critical Period Hypothesis”and the Role of Age in Second Language Learning

    LI Qin

    2013-01-01

    The essay makes comprehensive literature review and analysis on various scientific experiments and research about the role of age in second language learning. Moreover, the introduction and analysis of“Critical Period Hypothesis”and its relevant research in second language acquisition has been presented in order to put forward some scientific implications for second lan-guage learning and instruciton in the context of China.

  7. A Laboratory Experiment Investigating Different Aspects of Catalase Activity in an Inquiry - Based Approach

    Kimbrough, Doris R.; Magoun, Mary Ann; Langfur, Meg

    1997-02-01

    The action of the enzyme catalase on aqueous hydrogen peroxide to generate oxygen gas is a well-established demonstration (1-3). Catalase is typically obtained by aqueous extraction of a potato, and the potato extract is mixed together with 3% hydrogen peroxide. The oxygen that is produced can be collected over water. Variations on the procedure can demonstrate the dependence of catalytic activity on temperature or the presence of inhibitors (1, 2). The University of Colorado at Denver has used a version of this procedure as a laboratory in its second-semester course for nonmajors. Recently, students have been allowed to expand upon the procedures prescribed in the laboratory handout in an open-ended project format. We explored some of these variations in detail, and the results provided here offer ideas, centered around this laboratory, for open-ended projects that can be used in an inquiry-based approach.

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

    Michael E. Loverude

    2011-05-01

    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.

  9. The impact of inquiry-based instructional professional development upon instructional practice: An action research study

    Broom, Frances A.

    This mixed method case study employs action research, conducted over a three month period with 11 elementary math and science practitioners. Inquiry as an instructional practice is a vital component of math and science instruction and STEM teaching. Teachers examined their beliefs and teaching practices with regard to those instructional factors that influence inquiry instruction. Video-taped lessons were compared to a rubric and pre and post questionnaires along with two interviews which informed the study. The results showed that while most beliefs were maintained, teachers implemented inquiry at a more advanced level after examining their teaching and reflecting on ways to increase inquiry practices. Because instructional practices provide only one component of inquiry-based instruction, other components need to be examined in a future study.

  10. Reading comprehension assessment through retelling: differences between dyslexic and language-based learning disable students

    Adriana Souza Batista Kida

    2016-06-01

    Full Text Available AbstractPurpose: To study reading comprehension performance profiles of children with dyslexia as well as language-based learning disability by means of retelling tasks. Method: 105 children from second to fifth grades of elementary school were gathered into six groups: Dyslexia group (D; n=19, Language-based learning disability group (LBLD; n=16; their respective control groups paired according to different variables - age, gender, grade and school system (public or private (D-control and LBLD-control; and other control groups paired according to different reading accuracy (D-accuracy; LBLD-accuracy. All of the children read an expository text and orally retold the story as they understood it. The analysis quantified propositions (main ideas and details and retold links. A retelling reference standard (3-0 was also established from the best to the worst performance. We compared both clinical groups (D and LBLD with their respective control groups by means of Mann-Whitney tests.Results: D showed the same total of propositions, links and reference standards as D-control, but performed better than D-accuracy in macro structural (total of links and super structural (retelling reference standard measures. Results suggest that dyslexic children are able to use their linguistic competence and their own background knowledge to minimize the effects of their decoding deficit, especially at the highest text processing levels. LBLD performed worse than LBLD-control in all of the retelling measures and LBLD showed worse performance than LBLD-accuracy in the total retold links and retelling reference standard. Those results suggest that both decoding and linguistic difficulties affect reading comprehension. Moreover, the linguistic deficits presented by LBLD students do not allow these pupils to perform as competently in terms of text comprehension as the children with dyslexia do. Thus, failure in the macro and super-structural information processing of the

  11. Learning from defects using a comprehensive management system for incident reports in critical care.

    Arabi, Y M; Al Owais, S M; Al-Attas, K; Alamry, A; AlZahrani, K; Baig, B; White, D; Deeb, A M; Al-Dozri, H D; Haddad, S; Tamim, H M; Taher, S

    2016-03-01

    Incident reporting systems are often used without a structured review process, limiting their utility to learn from defects and compromising their impact on improving the healthcare system. The objective of this study is to describe the experience of implementing a Comprehensive Management System (CMS) for incident reports in the ICU. A physician-led multidisciplinary Incident Report Committee was created to review, analyse and manage the department incident reports. New protocols, policies and procedures, and other patient safety interventions were developed as a result. Information was disseminated to staff through multiple avenues. We compared the pre- and post-intervention periods for the impact on the number of incident reports, level of harm, time needed to close reports and reporting individuals. A total of 1719 incidents were studied. ICU-related incident reports increased from 20 to 36 incidents per 1000 patient days (P=0.01). After implementing the CMS, there was an increase in reporting 'no harm' from 14.2 to 28.1 incidents per 1000 patient days (Psystem. This may be important to enhance the effectiveness of incident reporting systems in highlighting system defects, increasing learning opportunities and improving patient safety. PMID:27029653

  12. Moving Authentic Soil Research into High School Classrooms: Student Engagement and Learning

    Moebius-Clune, Bianca N.; Elsevier, Irka H.; Crawford, Barbara A.; Trautmann, Nancy M.; Schindelbeck, Robert R.; van Es, Harold M.

    2011-01-01

    Inquiry-based teaching helps students develop a deep, applied understanding of human-environmental connections, but most high school curricula do not use inquiry-based methods. Soil science topics, which are also generally lacking from curricula, can provide hands-on model systems for learning inquiry skills. We report on the implementation of a…

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

    Lyons, Daniel Jonathan

    2012-01-01

    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, p<.00 Spring, z=-3.698, p<.001) , while there was no significant change for understanding of MMS (Fall, z=-.112, p=.910; Spring, z=-.607, p=.544). Instructor interview analysis suggested that the curriculum provided multiple opportunities for students to evaluate and determine the relevance of data with respect to specific research questions, however they may not have realized they were exclusively engaged in observational rather than experimental inquiries possibly leading students to accommodate their astronomy inquiry experiences within persistent misconceptions of "The Scientific Method” as the only valid method for inquiry. The results of the study suggest that a purposefully scaffolded

  14. Pre-University calculus MOOC with inquiry based learning as didactic model

    Rothkrantz, L.J.M.

    2015-01-01

    It proves that many starting students at Technical Universities don’t have the required mathematical knowledge and abilities. This is caused by educational gaps at secondary schools, disinterest of students and a process of forgetting over time. At TUDelft a MOOC has been developed to train new stu

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

    Larkin, Damian; King, Donna; Kidman, Gillian

    2012-01-01

    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…

  16. A multidisciplinary guided practical on type I diabetes engaging students in inquiry-based learning.

    Mingueneau, M; Chaix, A; Scotti, N; Chaix, J; Reynders, A; Hammond, C; Thimonier, J

    2015-12-01

    In the present article, we describe a 3-day experimental workshop on type I diabetes aimed at helping high school students to understand how fundamental research on glycemia regulation contributes to the development of scientific knowledge and therapeutic strategies. The workshop engaged students in open-ended investigations and guided experiments. Each class was divided into three or four groups, with each group working with a trained doctoral student or postdoctoral fellow. During an initial questioning phase, students observed slides depicting the glycemia of individuals in various situations. Students identified hyperglycemic individuals relative to the average glycemia of the displayed population. Students were asked to devise a treatment for these diabetics. They quickly realized that they couldn't experiment on patients and understood the need for laboratory models. Each group gave ideas of experiments to perform. We then explained, taking into account their propositions, the protocols students could execute to address one of the following questions: Which criteria must an animal model of diabetes fulfill? How do pancreatic cells maintain glycemia? Is there a way to produce an insulin protein similar to the one released by human pancreatic cells? We used two different evaluation metrics of the workshop: a questionnaire filled out by the students before and after the workshop and a poster produced by students at the end of the workshop. We found that this educational approach successfully improved student awareness and understanding of the scientific reasoning and research process. PMID:26628664

  17. Evaluating Learning Outcomes in Introductory Chemistry Using Virtual Laboratories to Support Inquiry Based Instruction

    Mallory, Cecile R.

    2012-01-01

    In the U.S., future economic viability is being challenged by an increasing inability to replace retiring engineers and scientists through the year 2020 due to declines in learner motivation and proficiency in science. The expository laboratory appears to be linked with non-engagement and is one possible contributing factor to this problem…

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

    Ogu, Uchenna; Schmidt, Suzie Reynard

    2009-01-01

    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.…

  19. An Inquiry-Based Project Focused on the X-Ray Powder Diffraction Analysis of Common Household Solids

    Hulien, Molly L.; Lekse, Jonathan W.; Rosmus, Kimberly A.; Devlin, Kasey P.; Glenn, Jennifer R.; Wisneski, Stephen D.; Wildfong, Peter; Lake, Charles H.; MacNeil, Joseph H.; Aitken, Jennifer A.

    2015-01-01

    While X-ray powder diffraction (XRPD) is a fundamental analytical technique used by solid-state laboratories across a breadth of disciplines, it is still underrepresented in most undergraduate curricula. In this work, we incorporate XRPD analysis into an inquiry-based project that requires students to identify the crystalline component(s) of…

  20. Enhancing Hispanic Minority Undergraduates' Botany Laboratory Experiences: Implementation of an Inquiry-Based Plant Tissue Culture Module Exercise

    Siritunga, Dimuth; Navas, Vivian; Diffoot, Nanette

    2012-01-01

    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 enrollment departments such opportunities for undergraduates to participate in research are rare. To counteract such lack of opportunities, inquiry-based laboratory module in plant tissue…

  1. Terrestrial Slugs as a Model Organism for Inquiry-Based Experimentation in a Majors General Biology Laboratory

    Peters, Brenda J.; Blair, Amy C.

    2013-01-01

    Many biology educators at the undergraduate level are revamping their laboratory curricula to incorporate inquiry-based research experiences so that students can directly participate in the process of science and improve their scientific reasoning skills. Slugs are an ideal organism for use in such a student-directed, hypothesis-driven experience.…

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

    Grove, Nathaniel; Bretz, Stacey Lowery

    2005-01-01

    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.

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

    Delclaux, Monique; Saltiel, Edith

    2013-01-01

    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…

  4. Deepening Inquiry: What Processes of Making Music Can Teach Us about Creativity and Ontology for Inquiry Based Science Education

    Gershon, Walter S.; Oded, Ben-Horin

    2014-01-01

    Drawing from their respective work at the intersection of music and science, the coauthors argue that engaging in processes of making music can help students more deeply engage in the kinds of creativity associated with inquiry based science education (IBSE) and scientists better convey their ideas to others. Of equal importance, the processes of…

  5. Relationship between teacher preparedness and inquiry-based instructional practices to students' science achievement: Evidence from TIMSS 2007

    Martin, Lynn A.

    The purpose of this study was to examine the relationship between teachers' self-reported preparedness for teaching science content and their instructional practices to the science achievement of eighth grade science students in the United States as demonstrated by TIMSS 2007. Six hundred eighty-seven eighth grade science teachers in the United States representing 7,377 students responded to the TIMSS 2007 questionnaire about their instructional preparedness and their instructional practices. Quantitative data were reported. Through correlation analysis, the researcher found statistically significant positive relationships emerge between eighth grade science teachers' main area of study and their self-reported beliefs about their preparedness to teach that same content area. Another correlation analysis found a statistically significant negative relationship existed between teachers' self-reported use of inquiry-based instruction and preparedness to teach chemistry, physics and earth science. Another correlation analysis discovered a statistically significant positive relationship existed between physics preparedness and student science achievement. Finally, a correlation analysis found a statistically significant positive relationship existed between science teachers' self-reported implementation of inquiry-based instructional practices and student achievement. The data findings support the conclusion that teachers who have feelings of preparedness to teach science content and implement more inquiry-based instruction and less didactic instruction produce high achieving science students. As science teachers obtain the appropriate knowledge in science content and pedagogy, science teachers will feel prepared and will implement inquiry-based instruction in science classrooms.

  6. Red Seaweed Enzyme-Catalyzed Bromination of Bromophenol Red: An Inquiry-Based Kinetics Laboratory Experiment for Undergraduates

    Jittam, Piyachat; Boonsiri, Patcharee; Promptmas, Chamras; Sriwattanarothai, Namkang; Archavarungson, Nattinee; Ruenwongsa, Pintip; Panijpan, Bhinyo

    2009-01-01

    Haloperoxidase enzymes are of interest for basic and applied bioscientists because of their increasing importance in pharmaceutical industry and environmental cleanups. In a guided inquiry-based laboratory experiment for life-science, agricultural science, and health science undergraduates, the bromoperoxidase from a red seaweed was used to…

  7. At the Elbows of Scientists: Shaping Science Teachers' Conceptions and Enactment of Inquiry-Based Instruction

    McLaughlin, Cheryl A.; MacFadden, Bruce J.

    2014-01-01

    This study stemmed from concerns among researchers that reform efforts grounded in promoting inquiry as the basis for teaching science have not achieved the desired changes in American science classrooms. Many science teachers assume that they are employing inquiry-based strategies when they use cookbook investigations with highly structured…

  8. Impact of a Professional Development Program Using Data-Loggers on Science Teachers' Attitudes towards Inquiry-Based Teaching

    Tosa, Sachiko; Martin, Fred

    2010-01-01

    This study examined how a professional development program which incorporates the use of electronic data-loggers could impact on science teachers' attitudes towards inquiry-based teaching. The participants were 28 science or technology teachers who attended workshops offered in the United States and Japan. The professional development program…

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

    Yildiz, Ali

    2012-01-01

    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…

  10. Effects of Interactive versus Simultaneous Display of Multimedia Glosses on L2 Reading Comprehension and Incidental Vocabulary Learning

    Türk, Emine; Erçetin, Gülcan

    2014-01-01

    This study examines the effects of interactive versus simultaneous display of visual and verbal multimedia information on incidental vocabulary learning and reading comprehension of learners of English with lower proficiency levels. In the interactive display condition, learners were allowed to select the type of multimedia information whereas the…

  11. The Interaction Effects of Working Memory Capacity, Gaming Expertise, and Scaffolding Design on Attention and Comprehension in Digital Game Based Learning

    Lee, Yu-Hao

    2013-01-01

    Educational digital games are often complex problem-solving experiences that can facilitate systematic comprehension. However, empirical studies of digital game based learning (DGBL) have found mixed results regarding DGBL's effect in improving comprehension. While learners generally enjoyed the DGBL learning experience, they often failed to…

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

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

    2008-12-01

    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

  13. EFFECTS OF METACOGNITIVE STRATEGY INSTRUCTION ON THE READING COMPREHENSION OF ENGLISH LANGUAGE LEARNERS THROUGH COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH (CALLA

    Batul Shamsi Nejad

    2015-08-01

    Full Text Available In order to meet the reading needs of English as-a-Foreign-Language (EFL learners, educators are urged to develop effective instructional means for teaching reading comprehension and reading strategy use. Although studies on foreign language reading strategies are burgeoning in the realm of language acquisition research, recent interest has spotlighted learners’ metacognitive awareness of strategies. This study investigated the effect of metacognitive strategy training on the reading comprehension of 111 intermediate EFL learners. The participants received five sessions of instruction on metacognitive strategies guided by the blueprints of Cognitive Academic Language Learning Approach (CALLA. The results of t-test, and two-ways analysis of variance (ANOVA revealed that there was a significant positive relationship between the students' metacognitive reading strategy use and their reading comprehension performance. There was also a significant positive relationship between the use of CALLA and the students' reading comprehension performance.

  14. A Garden of Learning

    Kirby, Tasha

    2008-01-01

    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…

  15. A Case of Web-Based Inquiry Learning Model Using Learning Objects

    Al Musawi, A.; Asan, A.; Abdelraheem, A.; Osman, M.

    2012-01-01

    This research seeks to (1) implement a model for an inquiry based learning environment using learning objects (LOs), and (2) apply the model to examine its impact on students' learning. This research showed that a well-designed learning environment can enhance students learning experiences. The proposed model was applied to an undergraduate course…

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

    Andrew J. LoSchiavo

    2013-12-01

    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

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

    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 for real atmospheric data. This new synthetic data set and the results of the machine learning algorithm obtained on it will be discussed. (author)

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

    Michiko eAsano

    2013-11-01

    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.

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

    Cohen, E.

    2013-12-01

    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

  20. Impact of backwards faded scaffolding approach to inquiry-based astronomy laboratory experiences on undergraduate non-science majors' views of scientific inquiry

    Lyons, Daniel J.

    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. These results also suggested that students might not have realized that they were exclusively engaged in non-experimental type inquiries, as various research methods were not explicitly addressed. The intervention curriculum used a consistently phased stepwise format, which may also have led the students to accommodate their astronomy inquiry experiences within persistent misconceptions of "The Scientific Method" as the only valid means of constructing scientific knowledge, thereby leading to no change in understanding of MMS. The results of the study suggest that a scaffolded, inquiry-based, introductory astronomy laboratory curriculum purposefully designed and scaffolded to enhance students' understandings could be effective in enhancing undergraduate non-science majoring students' views of certain aspects of NOSI. Through scaffolding inquiry experiences that deliver multiple opportunities to engage in authentic scientific inquiries, the novel curriculum provides a valuable resource for the astronomy education community to engage students in learning experiences that reflect the contemporary views of constructivist inquiry-based learning, which focuses on the interpretation of data to create evidence in light of specific questions, as well as opportunities to engage in authentic scientific discourse. As such it can

  1. Revisiting the Authoritative-Dialogic Tension in Inquiry-Based Elementary Science Teacher Questioning

    Van Booven, Christopher D.

    2015-05-01

    Building on the 'questioning-based discourse analytical' framework developed by Singapore-based science educator and discourse analyst, Christine Chin, this study investigated the extent to which fifth-grade science teachers' use of questions with either an authoritative or dialogic orientation differentially restricted or expanded the quality and complexity of student responses in the USA. The author analyzed approximately 10 hours of classroom discourse from elementary science classrooms organized around inquiry-based science curricula and texts. Teacher questions and feedback were classified according to their dialogic orientation and contextually inferred structural purpose, while student understanding was operationalized as a dynamic interaction between cognitive process, syntacto-semantic complexity, and science knowledge type. The results of this study closely mirror Chin's and other scholars' findings that the fixed nature of authoritatively oriented questioning can dramatically limit students' opportunities to demonstrate higher order scientific understanding, while dialogically oriented questions, by contrast, often grant students the discursive space to demonstrate a greater breadth and depth of both canonical and self-generated knowledge. However, certain teacher questioning sequences occupying the 'middle ground' between maximal authoritativeness and dialogicity revealed patterns of meaningful, if isolated, instances of higher order thinking. Implications for classroom practice are discussed along with recommendations for future research.

  2. An Inquiry-Based Laboratory Module to Promote Understanding of the Scientific Method and Bacterial Conjugation

    Melanie B. Berkmen

    2014-08-01

    Full Text Available Students are engaged and improve their critical thinking skills in laboratory courses when they have the opportunity to design and conduct inquiry-based experiments that generate novel results. A discovery-driven project for a microbiology, genetics, or multidisciplinary research laboratory course was developed to familiarize students with the scientific method. In this multi-lab module, students determine whether their chosen stress conditions induce conjugation and/or cell death of the model BSL-1 Gram-positive bacterium Bacillus subtilis. Through consultation of the primary literature, students identify conditions or chemicals that can elicit DNA damage, the SOS response, and/or cellular stress.  In groups, students discuss their selected conditions, develop their hypotheses and experimental plans, and formulate their positive and negative controls. Students then subject the B. subtilis donor cells to the stress conditions, mix donors with recipients to allow mating, and plate serial dilutions of the mixtures on selective plates to measure how the treatments affect conjugation frequency and donor cell viability.  Finally, students analyze and discuss their collective data in light of their controls. The goals of this module are to encourage students to be actively involved in the scientific process while contributing to our understanding of the conditions that stimulate horizontal gene transfer in bacteria.

  3. A College-Level Inquiry-Based Laboratory Activity on Transiting Planets

    McConnell, Nicholas J; Strubbe, Linda E; Moth, Pimol; Montgomery, Ryan M; Raschke, Lynne M; Hunter, Lisa; Goza, Barbara

    2010-01-01

    We have designed an inquiry-based laboratory activity on transiting extrasolar planets for an introductory college-level astronomy class. The activity was designed with the intent of simultaneously teaching science process skills and factual content about transits and light curves. In the activity, groups of two to four students each formulate a specific science question and design and carry out an investigation using a table-top model of a star and orbiting planet. Each group then presents their findings to other students in their class. In a final presentation, the instructors integrate students' findings with a summary of how measured light curves indicate properties of planetary systems. The activity debuted at Hartnell College in November 2009 and has also been adapted for a lecture-based astronomy course at U.C. Santa Cruz. We present the results of student surveys before and after the astronomy course at Hartnell and discuss how well our activity promotes students' confidence and identity as scientists...

  4. Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

    Kim, Hanna

    2016-04-01

    This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at increasing female students' interest in science and science-related careers. This study examined the effectiveness of InSTEP on 123 female students' pre-assessment and post-assessment changes in attitudes toward science and content knowledge of selected science concepts. An attitude survey, a science content test with multiple-choice questions, written assignments, and interviews to collect data were all used to measure students' attitudes and content knowledge. A within-group, repeated measure design was conducted, and the results indicated that at the post-intervention level, InSTEP increased the participants' positive attitudes toward science, science-related careers, and content knowledge of selected science concepts.

  5. Promotion of Intrinsic Motivation of New Generation Learners for Learning Physics by Digital Physics Labs

    Peciuliauskiene, Palmira

    2015-01-01

    The article deals with the role of digital Physics experiments in the promotion of intrinsic motivation of secondary school age learners for learning Physics. The methodological basis of research is inquiry-based learning. The article focuses on the second level of inquiry-based learning referred to as structured inquiry. The study is based on the sociological approach, with the emphasis on the new generation (Generation Z) and their exclusive relationship to technology. The research problem ...

  6. The Comparative Effect of Using Competitive and Cooperative Learning on the Reading Comprehension of Introvert and Extrovert EFL Learners

    Touran Ahour; Pezhman Nourzad Haradasht

    2014-01-01

    This study was an attempt to investigate the effect of two types of learning, competitive and cooperative, on the reading comprehension of introvert and extrovert EFL learners. To this end, 120 learners studying at Marefat English Language Institute in Tehran, Iran were selected, after taking a Preliminary English Test (PET), to participate in this quasi-experimental research. The participants  also answered the Eysenck Personality Inventory (EPI) to categorize them into two personality types...

  7. A teacher-developed blended learning model on building reading comprehension skills to support across-curriculum performances

    2016-01-01

    Reading comprehension is one of the essential literacy skills needed for all grade levels students to excel in academic studies, and for effective participation in social and cultural activities in our information and knowledge-based society. The purpose of this study was to investigate the effects of a teacher-developed literacy program using the Blended Learning environment on students’ achievements with respect to: (1) Literacy proficiency in core content subjects’ performan...

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

    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)

  9. Studying the process of transforming a statistical inquiry-based task in the context of a teacher study group

    Bakogianni, Dionysia

    2015-01-01

    Statistical inquiry, although beneficial for developing students' statistical thinking, constitutes a quite demanding task for the mathematics teacher. In this paper, I focus on the transformation of a statistical inquiry-based task. In the context of a study group of five secondary mathematics teachers, I investigate the various stages that the task passes through (set up phase, implementation phase, reflection) and explore factors that seem to frame the process of transformation. The emergi...

  10. Science teachers’ perception and implementation of inquiry-based reform initiatives in relation to their beliefs and professional identity

    Ji Hong

    2016-01-01

    Full Text Available The purpose of this study was to understand how early career science teachers perceive and interpret the calls for inquiry-based instruction (as suggested by National Science Education Standards in relation to their emerging professional identity and beliefs. Further, this study explored how the school and classroom contexts influenced teachers’ implementation of the reform-based teaching practices. Using semi-structured interviews with twelve early career science teachers, this study revealed that teachers often showed limited understanding about inquiry-based instruction, such as hands-on lab activities, and devoted small amount of time for implementing inquiry teaching. However, interestingly, their beliefs about teaching science were aligned with the assumptions of inquiry-based instruction. The lack of inconsistency between beliefs and practices seem to result from the influence of contextual factors. School and classroom environments that limit teachers’ agency and sense of power lead teachers to experience unpleasant emotions, which may eventually threaten their identity as a teacher. This paper ends with implications for school administrators and policy makers.

  11. Deep learning for digital pathology image analysis: A comprehensive tutorial with selected use cases

    Janowczyk, Andrew; Madabhushi, Anant

    2016-01-01

    Background: Deep learning (DL) is a representation learning approach ideally suited for image analysis challenges in digital pathology (DP). The variety of image analysis tasks in the context of DP includes detection and counting (e.g., mitotic events), segmentation (e.g., nuclei), and tissue classification (e.g., cancerous vs. non-cancerous). Unfortunately, issues with slide preparation, variations in staining and scanning across sites, and vendor platforms, as well as biological variance, such as the presentation of different grades of disease, make these image analysis tasks particularly challenging. Traditional approaches, wherein domain-specific cues are manually identified and developed into task-specific “handcrafted” features, can require extensive tuning to accommodate these variances. However, DL takes a more domain agnostic approach combining both feature discovery and implementation to maximally discriminate between the classes of interest. While DL approaches have performed well in a few DP related image analysis tasks, such as detection and tissue classification, the currently available open source tools and tutorials do not provide guidance on challenges such as (a) selecting appropriate magnification, (b) managing errors in annotations in the training (or learning) dataset, and (c) identifying a suitable training set containing information rich exemplars. These foundational concepts, which are needed to successfully translate the DL paradigm to DP tasks, are non-trivial for (i) DL experts with minimal digital histology experience, and (ii) DP and image processing experts with minimal DL experience, to derive on their own, thus meriting a dedicated tutorial. Aims: This paper investigates these concepts through seven unique DP tasks as use cases to elucidate techniques needed to produce comparable, and in many cases, superior to results from the state-of-the-art hand-crafted feature-based classification approaches. Results: Specifically, in this

  12. Primary and lower secondary teachers’ response of inquiry-based science teaching as characterized in a curriculum within a continuous professional development program

    Lunde, Torodd; Rundgren, Carl-Johan; Chang Rundgren, Shu-Nu

    2013-01-01

    Teachers’ response and implementation of inquiry-based science teaching instructions within different settings will have a broad impact on science education by reflecting what may be realistically to accomplish on a large scale. A lot of studies on inquiry-based science teaching have involved programmes designed by researchers and taught by expert teacher. But these tend to work with volunteer teachers likely to be highly supportive. In this study all science teachers from eight different sch...

  13. Using Technology-Enhanced, Cooperative, Group-Project Learning for Student Comprehension and Academic Performance

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-01-01

    Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly…

  14. ‘What do you know about fat?’ Drawing on Diverse Funds of Knowledge in Inquiry Based Science Education

    Maria Andree

    2012-09-01

    Full Text Available Connecting students’ worlds, knowledge and experiences with school science has been a central issue in science education research. Here, we conceptualize processes of drawing on students’ personal experiences and knowledge in terms of ‘funds of knowledge’. We scrutinize two sixth grade classroom practices where the inquiry curriculum reform effort, Naturvetenskap och teknik för alla (NTA, is used. This curriculum material explicitly incorporates ideas of ‘learning science from experience’. Our aim is to contribute to a discussion on what conditions of inquiry based science education (IBSE practices may open up opportunities for science to become personally relevant to students. The research question investigated is: What do students do when they draw on funds of knowledge that are related to students’ memberships and experiences out-of-school in IBSE pratices? We then use Cultural-Historical Activity Theory framework to analyze how students’ actions of drawing on different funds of knowledge gain meaning in relation to different cultural-historical motives. Our findings indicate that students, when positioning themselves as part of different communities in relation to different goals and overall motives, make use of quite different funds of knowledge. Finally, we discuss possibilities for expanding and acknowledging students’ funds of knowledge when working with investigations in the science classroom.

  15. Using Eight Key Questions as an Inquiry-Based Framework for Ethical Reasoning Issues in a General Education Earth Systems and Climate Change Course

    Johnson, E. A.; Ball, T. C.

    2014-12-01

    An important objective in general education geoscience courses is to help students evaluate social and ethical issues based upon scientific knowledge. It can be difficult for instructors trained in the physical sciences to design effective ways of including ethical issues in large lecture courses where whole-class discussions are not practical. The Quality Enhancement Plan for James Madison University, "The Madison Collaborative: Ethical Reasoning in Action," (http://www.jmu.edu/mc/index.shtml) has identified eight key questions to be used as a framework for developing ethical reasoning exercises and evaluating student learning. These eight questions are represented by the acronym FOR CLEAR and are represented by the concepts of Fairness, Outcomes, Responsibilities, Character, Liberty, Empathy, Authority, and Rights. In this study, we use the eight key questions as an inquiry-based framework for addressing ethical issues in a 100-student general education Earth systems and climate change course. Ethical reasoning exercises are presented throughout the course and range from questions of personal behavior to issues regarding potential future generations and global natural resources. In the first few exercises, key questions are identified for the students and calibrated responses are provided as examples. By the end of the semester, students are expected to identify key questions themselves and justify their own ethical and scientific reasoning. Evaluation rubrics are customized to this scaffolding approach to the exercises. Student feedback and course data will be presented to encourage discussion of this and other approaches to explicitly incorporating ethical reasoning in general education geoscience courses.

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

    Zacharia, Zacharias; Anderson, O. Roger

    2003-06-01

    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.

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

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

    2011-01-01

    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…

  18. The Effectiveness of the Instrumental Enrichment Approach on the Enhancement of Reading Comprehension Skills of Preparatory Stage Pupils with English Language Learning Difficulties

    AL-Nifayee, Amani Mohammed

    2010-01-01

    This research investigates the effectiveness of the Instrumental Enrichment Approach on the enhancement of the reading comprehension skills of learners with English Language Learning Difficulties. It aims at identifying the reading comprehension skills required for preparatory stage English language learners, re-develop and teach sample materials…

  19. 基于全视角学习理论的成人学习障碍研究%Adult Learning Barriers---Based on a Comprehensive Learning Theory

    李纯

    2016-01-01

    因成人学习的特殊性,其在学习过程中不可避免地会遇到影响他们学习的各种障碍,基于全视角学习理论对成人学习障碍进行研究,有助于促进成人更好地学习。全视角学习理论包括“两个过程”“三个维度”两个方面。成人学习障碍可分为三类:内容维度———错误学习;动机维度———学习防御;互动维度———学习阻抗。基于此,可以采取共情、对话和宽容等方法创造充满安全感、尊重的学习环境,以及激发阻抗潜能等策略,帮助成人学习者克服学习障碍,从而提高他们的学习效果。%Due to the particularity of adult learning,adults inevitably face various barriers in the learning process,which seriously affects the effectiveness of learning and even interrupts learn﹣ing.So it is necessary to focus on adult learning barriers to help adults learn better.However,al﹣though studying on adult learning barriers has drawn many scholars’attention,few people study a﹣dult learning barriers from the perspective of how learning occurs.Therefore,this thesis analyses a﹣dult learning barriers based on a comprehensive learning theory,trying to find what leads to misle﹣arning,defense against learning and resistance to learning in the adult learning process ,and ex﹣plores the countermeasures from the perspective of adult teachers in the hope of helping adult learn﹣ers enhance the effectiveness of learning more effectively.

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

    Wenjing Zuo

    2011-01-01

    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.

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

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

    2012-01-01

    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 ...

  2. Specific learning disability and its newest definition: which is comprehensive? And which is insufficient?

    Scanlon, David

    2013-01-01

    The American Psychiatric Association's proposed definition of specific learning disability ("specific learning disorder") for the DSM-5 reflects current thinking and best practice in learning disabilities. It continues the core conceptualization of learning disability (LD) as well as proposes identification criteria to supplant the discredited aptitude-achievement discrepancy formula. Improvements can be found along with long-standing and new controversies about the nature of LD. The proposed definition both provides a model of a currently acceptable definition and reflects critical issues in the operationalization of LD that the field continues to neglect. PMID:23144061

  3. Rocks, Landforms, and Landscapes vs. Words, Sentences, and Paragraphs: An Interdisciplinary Team Approach to Teaching the Tie Between Scientific Literacy and Inquiry-based Writing in a Community College's Geoscience Program and a University's' Geoscience Program

    Thweatt, A. M.; Giardino, J. R.; Schroeder, C.

    2014-12-01

    Scientific literacy and inquiry-based writing go together like a hand and glove. Science literacy, defined by NRC in The NSF Standards, stresses the relationship between knowledge of science and skill in literacy so "a person can ask, find, or determine answers to questions derived from curiosity about everyday experiences. It means that a person has the ability to describe, explain, and predict natural phenomena. Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed." A growing body of research and practice in science instruction suggests language is essential in the practice of the geosciences. Writing and critical thinking are iterative processes. We use this approach to educate our geoscience students to learn, write, and think critically. One does not become an accomplished writer via one course. Proficiency is gained through continued exposure, guidance and tailored assignments. Inquiry-based geoscience makes students proficient in the tools of the geosciences and to develop explanations to questions about Earth events. We have scaffolded our courses from introductory geology, English composition, writing in the geosciences, introduction to field methods and report writing to do more critical thinking, research data gatherings, and in-depth analysis and synthesis. These learning experiences that encourage students to compare their reasoning models, communicate verbally, written and graphically. The English composition course sets the stage for creative assignments through formulation of original research questions, collection of primary data, analysis, and construction of written research papers. Proper use of language allows students to clarify

  4. Learning Style-Based Teaching Harvests a Superior Comprehension of Respiratory Physiology

    Anbarasi, M.; Rajkumar, G.; Krishnakumar, S.; Rajendran, P.; Venkatesan, R.; Dinesh, T.; Mohan, J.; Venkidusamy, S.

    2015-01-01

    Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based…

  5. The Robust Learning Model (RLM): A Comprehensive Approach to a New Online University

    Neumann, Yoram; Neumann, Edith F.

    2010-01-01

    This paper outlines the components of the Robust Learning Model (RLM) as a conceptual framework for creating a new online university offering numerous degree programs at all degree levels. The RLM is a multi-factorial model based on the basic belief that successful learning outcomes depend on multiple factors employed together in a holistic…

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

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

    2013-01-01

    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…

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

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

    2007-01-01

    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…

  8. Universal Design for Learning: Cognitive Theory into Practice for Facilitating Comprehension in Early Literacy

    Brand, Susan Trostle; Dalton, Elizabeth M.

    2012-01-01

    Addressing the unique needs of children of all ages and abilities, Universal Design for Learning (UDL) is gaining momentum in schools and preschools around the nation and the globe. This article explores Universal Design for Learning and its promising applications to a variety of reading and language arts experiences in the Early Childhood…

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

    Harris, Michael W.

    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.

  10. Developing a Mobile Learning Management System for Outdoors Nature Science Activities Based on 5E Learning Cycle

    Lai, Ah-Fur; Lai, Horng-Yih; Chuang, Wei-Hsiang; Wu, Zih-Heng

    2015-01-01

    Traditional outdoor learning activities such as inquiry-based learning in nature science encounter many dilemmas. Due to prompt development of mobile computing and widespread of mobile devices, mobile learning becomes a big trend on education. The main purpose of this study is to develop a mobile-learning management system for overcoming the…

  11. Free-access open-source e-learning in comprehensive neurosurgery skills training

    Payal Jotwani

    2014-01-01

    Full Text Available Background: Since the end of last century, technology has taken a front seat in dispersion of medical education. Advancements of technology in neurosurgery and traditional training methods are now being challenged by legal and ethical concerns of patient safety, resident work-hour restriction and cost of operating-room time. To supplement the existing neurosurgery education pattern, various e-learning platforms are introduced as structured, interactive learning system. Materials and Methods: This study focuses on the concept, formulation, development and impact of web based learning platforms dedicated to neurosurgery discipline to disseminate education, supplement surgical knowledge and improve skills of neurosurgeons. ′Neurosurgery Education and Training School (NETS, e-learning platform′ has integration of web-based technologies like ′Content Management System′ for organizing the education material and ′Learning Management System′ for updating neurosurgeons. NETS discussion forum networks neurosurgeons, neuroscientists and neuro-technologists across the globe facilitating collaborative translational research. Results: Multi-authored neurosurgical e-learning material supplements the deficiencies of regular time-bound education. Interactive open-source, global, free-access e-learning platform of NETS has around 1 425 visitors/month from 73 countries; ratio of new visitors to returning visitors 42.3; 57.7 (2; 64,380 views from 190 subscribers for surgical videos, 3-D animation, graphics based training modules (3; average 402 views per post. Conclusion: The e-Learning platforms provide updated educational content that make them "quick, surf, find and extract" resources. e-Learning tools like web-based education, social interactive platform and question-answer forum will save unnecessary expenditure of time and travel of neurosurgeons seeking knowledge. The need for free access platforms is more pronounced for the neurosurgeons and

  12. Learning style-based teaching harvests a superior comprehension of respiratory physiology.

    Anbarasi, M; Rajkumar, G; Krishnakumar, S; Rajendran, P; Venkatesan, R; Dinesh, T; Mohan, J; Venkidusamy, S

    2015-09-01

    Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based teaching-learning program for medical students and to reveal its significance and utility. Learning styles of students were assessed online using the visual-auditory-kinesthetic (VAK) learning style self-assessment questionnaire. When respiratory physiology was taught, students were divided into three groups, namely, visual (n = 34), auditory (n = 44), and kinesthetic (n = 28), based on their learning style. A fourth group (the traditional group; n = 40) was formed by choosing students randomly from the above three groups. Visual, auditory, and kinesthetic groups were taught following the appropriate teaching-learning strategies. The traditional group was taught via the routine didactic lecture method. The effectiveness of this intervention was evaluated by a pretest and two posttests, posttest 1 immediately after the intervention and posttest 2 after a month. In posttest 1, one-way ANOVA showed a significant statistical difference (P=0.005). Post hoc analysis showed significance between the kinesthetic group and traditional group (P=0.002). One-way ANOVA showed a significant difference in posttest 2 scores (P < 0.0001). Post hoc analysis showed significance between the three learning style-based groups compared with the traditional group [visual vs. traditional groups (p=0.002), auditory vs. traditional groups (p=0.03), and Kinesthetic vs. traditional groups (p=0.001)]. This study emphasizes that teaching methods tailored to students' style of learning definitely improve their understanding, performance, and retrieval of the subject. PMID:26330041

  13. The Effects of Segmentation and Personalization on Superficial and Comprehensive Strategy Instruction in Multimedia Learning Environments

    Doolittle, Peter

    2010-01-01

    Short, cause-and-effect instructional multimedia tutorials that provide learner control of instructional pace (segmentation) and verbal representations of content in a conversational tone (personalization) have been demonstrated to benefit problem solving transfer. How might a more comprehensive multimedia instructional environment focused on…

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

    Klingner, Janette K.; Vaughn, Sharon

    1999-01-01

    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…

  15. Writing for Learning to Improve Students' Comprehension at the College Level

    Alharbi, Fahad

    2015-01-01

    This literature review will illustrate how writing could improve students' comprehension. Writing is one of the most important skills that students need to master for college level work. Therefore, students should be prepared with these skills before moving to the college level because they are required to write numerous papers that tend to be…

  16. Free-access open-source e-learning in comprehensive neurosurgery skills training

    Payal Jotwani; Vinkle Srivastav; Manjul Tripathi; Rama Chandra Deo; Britty Baby; Natesan Damodaran; Ramandeep Singh; Ashish Suri; Martin Bettag; Tara Sankar Roy; Christoph Busert; Marcus Mehlitz; Sanjeev Lalwani; Kanwaljeet Garg; Kolin Paul

    2014-01-01

    Background: Since the end of last century, technology has taken a front seat in dispersion of medical education. Advancements of technology in neurosurgery and traditional training methods are now being challenged by legal and ethical concerns of patient safety, resident work-hour restriction and cost of operating-room time. To supplement the existing neurosurgery education pattern, various e-learning platforms are introduced as structured, interactive learning system. Materials and Methods: ...

  17. A Review of Adventure Learning

    George Veletsianos; Irene Kleanthous

    2009-01-01

    Adventure learning (AL) is an approach for the design of digitally-enhanced teaching and learning environments driven by a framework of guidelines grounded on experiential and inquiry-based education. The purpose of this paper is to review the adventure learning literature and to describe the status quo of the practice by identifying the current knowledge, misconceptions, and future opportunities in adventure learning. Specifically, the authors present an integrative analysis of the adventure...

  18. Preparing staff for problem-based learning: Outcomes of a comprehensive faculty development program

    Lisa Angelique Lim

    2014-07-01

    Full Text Available This study reports an investigation into the impact of a structured foundational staff development program on new academics in their role as classroom tutors in a problem-based learning (PBL environment. The program aims to pro vide a systematic framework to share knowledge, skills and attitudes necessary for new a cademics to be competent and confident tutors who can provide valued and valuable learning experiences for students’ learning in a PBL environment. To measure the outcomes of this pr ogram, Kirkpatrick’s (1994 framework was adopted, and outcomes were evaluated according to reaction, learning, and behavior. Quantitative data were collected in the form of stu dent feedback scores, tutor confidence, and attitudes toward teaching, while a post-program sur vey was used to collect qualitative data. The results indicate that the program had brought a bout gains in knowledge regarding principles and/or strategies of self-directed learn ing, as well as a detectable change in academics’ orientation towards teaching and learnin g to a more developmental perspective. Moreover, participants noted that they were able to apply their learning in terms of promoting key student behaviors in PBL, such as collaborative learning. The evaluation suggests that, for the successful implementation of PBL, it is importa nt for a structured foundational training program to address not only the essential elements of PBL, but also the role of the tutor, especially in terms of addressing the teaching beli efs of staff, and helping them to adapt to the constructivist belief system embedded in the PBL en vironment.

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

    Marshall, Jeff C.; Alston, Daniel M.

    2014-11-01

    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.

  20. Multimodal evaluering af deltagerstyret problem- og undersøgelsesbaseret aktiviteter i børnehave og indskolingMultimodal assessment of inquiry based science education in kindergarten and primary school

    Lars Domino Østergaard

    2013-11-01

    Full Text Available A multimodal assessment method is designed on the basis on Science Performance Assessment with three central representations in focus of assessment: Written, oral and practical representations. The multimodal assessment method is tried out in both kindergarten and in primary school, which have worked with inquiry based science education (IBSE related to the subject “Wind & Weather”. The study is situated in a sociocultural context and the data are analyzed according to Engeströms activity theory. The results clearly indicated that the method is suitable for assessment of IBSE activities. It gives the evaluator opportunities to test students’ knowledge, skills and competencies related to science as well as students’ social and personal competencies. Hence, the evaluator in a better way can guide the students in the right direction on their learning journey.

  1. Development of pupil inquiry skill in science teaching learning process at primary school (Grades 5th and 6th)

    Kalniņa, Daiga

    2011-01-01

    The development of pupils’ inquiry skill as a foundation for lifelong learning has become one of the principal tasks of the science learning process. The research was carried out with the aim of understanding the essence of inquiry based activity and study the correlations of the inquiry based process in 5th and 6th classes, possibilities of its development, working out and testing a didactical inquiry skill development model in science subjects for development of pupils’ inquiry skill. In or...

  2. The Comparative Effect of Using Competitive and Cooperative Learning on the Reading Comprehension of Introvert and Extrovert EFL Learners

    Touran Ahour

    2014-08-01

    Full Text Available This study was an attempt to investigate the effect of two types of learning, competitive and cooperative, on the reading comprehension of introvert and extrovert EFL learners. To this end, 120 learners studying at Marefat English Language Institute in Tehran, Iran were selected, after taking a Preliminary English Test (PET, to participate in this quasi-experimental research. The participants  also answered the Eysenck Personality Inventory (EPI to categorize them into two personality types of introverts and extroverts. Therefore, there were four subgroups: 30 introverts and 30 extroverts undergoing the cooperative learning treatment, and 30 introverts and 30 extroverts experiencing the competitive learning treatment. The reading part of the PET was administered as the posttest of the study after each group was exposed to the treatment for 18 sessions in seven weeks. A two-way ANOVA was run on the collected data in the posttest of four groups. The results revealed that while learners generally outperformed in the competitive setting compared to the cooperative one, the extrovert was better off receiving cooperative instruction. Moreover, introverts excelled extroverts in the competitive group. However, there was no difference between the two personality groups in the cooperative situation.  

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

    Urban, Andrea

    2014-01-01

    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.

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

    Urban, A.

    2014-07-01

    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.

  5. A Comprehensive Approach to RtI: Embedding Universal Design for Learning and Technology

    Basham, James D.; Israel, Maya; Graden, Janet; Poth, Rita; Winston, Markay

    2010-01-01

    Response to intervention (RtI) provides tiered levels of supports to all students and allows for increasingly more intensive and individualized instruction. Similarly, universal design for learning (UDL) addresses needs of students by proactively planning for instructional, environmental, and technology supports to allow all students to…

  6. Do Films Make You Learn? Inference Processes in Expository Film Comprehension

    Tibus, Maike; Heier, Anke; Schwan, Stephan

    2013-01-01

    The present article examines how suitable expository films are for learning. This question was motivated by the assumption that films are processed in a superficial manner. However, previous research has been dominated by the analyses of outcome measures and has never taken a look at online measures so that no clear conclusions have been drawn.…

  7. The Effects of Cardiovascular Exercise on College Students' Learning, Recall, and Comprehension

    Salis, Andrea S.

    2010-01-01

    Research on physical activity and cognition is based on the existing theoretical and empirical evidence which indicates that engaging in cardiovascular exercise improves cognitive capabilities, by increasing neural functioning which improves learning (cognitive development). The question this research sought to answer was to determine whether or…

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

    Leopold, Claudia; Leutner, Detlev

    2012-01-01

    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…

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

    Sun, Yu-Chih; Yang, Hui-Chi

    2012-01-01

    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…

  10. The I-Cleen Project (Inquiring on CLimate & ENergy). Research Meets Education in AN Inquiry-Based Approach to Earth System Science in Italian Classrooms

    Cattadori, M.; Editorial Staff of the I-CLEN Project

    2011-12-01

    Italian citizens' perception of the seriousness of the issue of climate change is one of the lowest in Europe (Eurobarometer survey, 2008), running next to last among the 28 EU Nations. This has recently driven many national science institutions to take action in order to connect society with the complexities and consequences of climate change. These connection initiatives have encountered a certain deal of opposition in Italian schools. A fact most likely due both to a further weakening of the use of inquiry-based educational practices adopted by teachers and to their reluctance to cooperate on a professional level, which hinders the diffusion of educational practices. I-CLEEN (Inquiring on CLimate and Energy, www.icleen.museum) is a service that offers a new type of link between schools and the complexity of climate change. The project took off in 2008 thanks to the Trento Science Museum (former Tridentine Museum of Natural Science), one of the major Italian science museums that includes both research and science education and dissemination departments. The main aim is to create, using the tools of professional cooperation, a free repository of educational resources that can support teachers in preparing inquiry-based lessons on climate change and earth system science topics, making the task less of a burden. I-CLEEN is inspired by many models, which include: the ARISE (Andrill Research Immersion for Science Educators), the OER (Open Educational Resources) models and those of other projects that have developed similar information gateways such as LRE (Learning Resource Exchange) and DLESE (Digital Library on Earth Science Education). One of the strategies devised by I-CLEEN is to rely upon an editorial team made up of a highly selected group of teachers that interacts with the researchers of the museum and of other Earth system science research centres like the National Institute of Geophysics and Volcanology (INGV). Resource selection, production, revision and

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

    Lee, Kathryn Martell

    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

  12. The Amazing Library Race: Tracking Student Engagement and Learning Comprehension in Library Orientations

    Boss, Katherine; Angell, Katelyn; Tewell, Eamon

    2014-01-01

    Seeking to introduce first-year students to library resources and services in an engaging way, an orientation titled The Amazing Library Race (ALR) was developed and implemented at a university library. Informed by the pedagogy of problem-based learning, the ALR asks students to complete challenges regarding different departments and services. This study assesses this initiative’s success using observational and artifact-based data, addressing the challenging prospect of evaluating the impact...

  13. A Comprehensive Analysis of Deep Learning Based Representation for Face Recognition

    Ghazi, Mostafa Mehdipour; Ekenel, Hazim Kemal

    2016-01-01

    Deep learning based approaches have been dominating the face recognition field due to the significant performance improvement they have provided on the challenging wild datasets. These approaches have been extensively tested on such unconstrained datasets, on the Labeled Faces in the Wild and YouTube Faces, to name a few. However, their capability to handle individual appearance variations caused by factors such as head pose, illumination, occlusion, and misalignment has not been thoroughly a...

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

    Katya Luciane de Oliveira

    2005-01-01

    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.

  15. Learning Environments and Inquiry Behaviors in Science Inquiry Learning: How Their Interplay Affects the Development of Conceptual Understanding in Physics

    Bumbacher, Engin; Salehi, Shima; Wierzchula, Miriam; Blikstein, Paulo

    2015-01-01

    Studies comparing virtual and physical manipulative environments (VME and PME) in inquiry-based science learning have mostly focused on students' learning outcomes but not on the actual processes they engage in during the learning activities. In this paper, we examined experimentation strategies in an inquiry activity and their relation to…

  16. Unpacking the Complex Relationship Between Beliefs, Practice, and Change Related to Inquiry-Based Instruction of One Science Teacher

    Lebak, Kimberly

    2015-12-01

    This case study examines the complex relationship between beliefs, practice, and change related to inquiry-based instruction of one science teacher teaching in a high-poverty urban school. This study explores how video-supported collaboration with peers can provide the catalyst for change. Transcribed collaborative dialogue sessions, written self-reflections, and videotapes of lessons were used to identify and isolate the belief systems that were critical to the teacher's decision making. The Interconnected Model of Professional Growth was then used to trace the trajectories of change of the individual belief systems. Analysis of the data revealed the relationship between beliefs and practices was complex in which initially espoused beliefs were often inconsistent with enacted practice and some beliefs emerged as more salient than others for influencing practice. Furthermore, this research indicates change in both beliefs and practice was an interactive process mediated by collaborative and self-reflection through participation in the video-supported process.

  17. Reading Comprehension Assessment through Retelling: Performance Profiles of Children with Dyslexia and Language-Based Learning Disability

    Kida, Adriana de S. B.; de Ávila, Clara R. B.; Capellini, Simone A.

    2016-01-01

    Purpose: To study reading comprehension performance profiles of children with dyslexia as well as language-based learning disability (LBLD) by means of retelling tasks. Method: One hundred and five children from 2nd to 5th grades of elementary school were gathered into six groups: Dyslexia group (D; n = 19), language-based learning disability group (LBLD; n = 16); their respective control groups paired according to different variables – age, gender, grade and school system (public or private; D-control and LBLD-control); and other control groups paired according to different reading accuracy (D-accuracy; LBLD-accuracy). All of the children read an expository text and orally retold the story as they understood it. The analysis quantified propositions (main ideas and details) and retold links. A retelling reference standard (3–0) was also established from the best to the worst performance. We compared both clinical groups (D and LBLD) with their respective control groups by means of Mann–Whitney tests. Results: D showed the same total of propositions, links and reference standards as D-control, but performed better than D-accuracy in macro structural (total of links) and super structural (retelling reference standard) measures. Results suggest that dyslexic children are able to use their linguistic competence and their own background knowledge to minimize the effects of their decoding deficit, especially at the highest text processing levels. LBLD performed worse than LBLD-control in all of the retelling measures and LBLD showed worse performance than LBLD-accuracy in the total retold links and retelling reference standard. Those results suggest that both decoding and linguistic difficulties affect reading comprehension. Moreover, the linguistic deficits presented by LBLD students do not allow these pupils to perform as competently in terms of text comprehension as the children with dyslexia do. Thus, failure in the macro and super-structural information

  18. Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics

    Rutten, Nico; van der Veen, Jan T.; van Joolingen, Wouter R.

    2015-01-01

    In this study we investigated the pedagogical context of whole-class teaching with computer simulations. We examined relations between the attitudes and learning goals of teachers and their students regarding the use of simulations in whole-class teaching, and how teachers implement these simulation

  19. Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics

    Rutten, Nico; van der Veen, Jan T.; van Joolingen, Wouter R.

    2015-01-01

    In this study we investigated the pedagogical context of whole-class teaching with computer simulations. We examined relations between the attitudes and learning goals of teachers and their students regarding the use of simulations in whole-class teaching, and how teachers implement these simulations in their teaching practices. We observed…

  20. Teacher STEM Perception and Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers

    Nadelson, Louis S.; Callahan, Janet; Pyke, Patricia; Hay, Anne; Dance, Matthew; Pfiester, Joshua

    2013-01-01

    Student foundational knowledge of science, technology, engineering, and mathematics (STEM) is formed in their elementary education. Paradoxically, many elementary teachers have constrained background knowledge, confidence, and efficacy for teaching STEM that may hamper student STEM learning. The association between teacher preparation to teach…

  1. Teaching Assistants' Perceptions of a Training to Support an Inquiry-Based General Chemistry Laboratory Course

    Wheeler, Lindsay B.; Maeng, Jennifer L.; Whitworth, Brooke A.

    2015-01-01

    The purpose of this qualitative investigation was to better understand teaching assistants' (TAs') perceptions of training in a guided inquiry undergraduate general chemistry laboratory context. The training was developed using existing TA training literature and informed by situated learning theory. TAs engaged in training prior to teaching (~25…

  2. Inquiry-Based Arson Investigation for General Chemistry Using GC-MS

    Maurer, Marta K.; Bukowski, Michael R.; Menachery, Mary D.; Zatorsky, Adam R.

    2010-01-01

    We have developed a two-week guided-inquiry laboratory in which first-semester general chemistry students investigate a suspected arson using gas chromatography--mass spectrometry and paper chromatography. In the process of evaluating evidence from the crime scene, students develop and test hypotheses and learn the fundamentals of chromatography,…

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

    Herrington, Deborah G.

    2011-01-01

    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…

  4. Education Majors' Expectations and Reported Experiences with Inquiry-Based Physics: Implications for Student Affect

    Gaffney, Jon D. H.

    2013-01-01

    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…

  5. Transitioning to Inquiry-Based Teaching: Exploring Science Teachers' Professional Development Experiences

    Kazempour, Mahsa; Amirshokoohi, Aidin

    2014-01-01

    The literature on professional development is replete with studies that utilize survey, interview, and classroom observation data, primarily collected post professional development experience, to explore teachers' knowledge, beliefs, and actions; however, we lack a clear understanding of teachers' learning process and reflections during…

  6. A Very Different Non-Stressful Comprehensive Final Exam that Achieve Our Goals for Student Evaluation and Learning

    Bhavsar, Suketu

    2015-08-01

    I will introduce the radical concept of a final exam where the questions are given beforehand, a method I first encountered as a graduate student at Princeton University from an outstanding and well known astrophysicist and exceptional teacher, Lyman Spitzer.Every Instructor aspires for students to master all the material covered. A comprehensive final can assess the breadth and depth of their learning. Students are required to review early material in light of later topics, create connections and integrate understanding, thus retaining knowledge for the long term. Comprehensive finals can therefore be a significant basis for student learning and evaluation, but are especially daunting for non-STEM majors in required GE synthesis STEM classes. The exam format proposed here calmed student fears and encouraged thorough review.Ten days before the exam students received 20-30 challenging, well-crafted, numbered questions that interconnected and spanned the entire range of topics. The key is crafting questions that lead to deeply understanding the subject matter and mastering skills to solve problems. At the final, each student was required to pick a number out of a hat and answer that numbered question in a 5-minute presentation. They also had to critically comment on 10 other presentations of their peers. They are graded equally on both.The exam sets up definite goals for a student. Equally important, it enhances collaborative learning and peer mentoring. The conceptual questions and problems that students are required to answer can be studied together in study groups. The final presentation is theirs and they are not only encouraged but required to be constructively critical of their peer presentations.I will provide examples of some of the conceptual and problem solving questions I used. These were crafted to interconnect and span the entire range of topics. This method requires students to be prepared for all of the multitude of crafted question encouraging

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

    Wallen, Erik Stanley

    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.

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

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

    2014-01-01

    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…

  9. "I Am a Scientist": How Setting Conditions That Enhance Focused Concentration Positively Relate to Student Motivation and Achievement Outcomes in Inquiry-Based Science

    Ellwood, Robin B.

    2013-01-01

    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…

  10. The Impact of Inquiry Based Instruction on Science Process Skills and Self-Efficacy Perceptions of Pre-Service Science Teachers at a University Level Biology Laboratory

    Sen, Ceylan; Sezen Vekli, Gülsah

    2016-01-01

    The aim of this study is to determine the influence of inquiry-based teaching approach on pre-service science teachers' laboratory self-efficacy perceptions and scientific process skills. The quasi experimental model with pre-test-post-test control group design was used as an experimental design in this research. The sample of this study included…

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

    Willhite, D. Grant; Wright, Stephen E.

    2009-01-01

    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…

  12. 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

    Vigeant, Margot; Prince, Michael; Nottis, Katharyn

    2011-01-01

    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'…

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

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

    2012-01-01

    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

  14. Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics

    Rutten, Nico; Veen, van der, J.T.; Joolingen, van, W.

    2015-01-01

    In this study we investigated the pedagogical context of whole-class teaching with computer simulations. We examined relations between the attitudes and learning goals of teachers and their students regarding the use of simulations in whole-class teaching, and how teachers implement these simulations in their teaching practices. We observed lessons presented by 24 physics teachers in which they used computer simulations. Students completed questionnaires about the lesson, and each teacher was...

  15. Impact of a Teacher-Led Intervention on Preference for Self-Regulated Learning, Finding Main Ideas in Expository Texts, and Reading Comprehension

    Stoeger, Heidrun; Sontag, Christine; Ziegler, Albert

    2014-01-01

    We examined the impact of a teacher-led intervention, implemented during regular classroom instruction and homework, on fourth-grade students' preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. In our quasi-experimental study with intact classrooms, (a) students (n = 266, 12 classrooms) who…

  16. Assessing the Effectiveness of Peer-Assisted Learning Strategies (PALS) Reading Program on Sixth-Grade Students Comprehension, Fluency, and Attitude toward Reading, with Nonfiction Texts

    Abbondanza, Mark A.

    2013-01-01

    The purpose of the study was to implement and evaluate the effectiveness of the Peer-Assisted Learning Strategies (PALS) supplemental reading program to determine if there was an increase in sixth grade students' reading comprehension, oral fluency, and attitude toward reading, specifically when reading nonfiction text. One-hundred sixty-four…

  17. Use of Kidspiration[C] Software to Enhance the Reading Comprehension of Story Grammar Components for Elementary-Age Students with Specific Learning Disabilities

    Wade, Erin; Boon, Richard T.; Spencer, Vicky G.

    2010-01-01

    The aim of this research brief was to explore the efficacy of story mapping, with the integration of Kidspiration[C] software, to enhance the reading comprehension skills of story grammar components for elementary-age students. Three students served as the participants, two in third grade and one in fourth, with specific learning disabilities…

  18. The Effectiveness of a Self Regulated Learning-Based Training Program on Improving Cognitive and Metacognitive EFL Reading Comprehension of 9th Graders with Reading Disabilities

    Eissa, Mourad Ali

    2015-01-01

    The purpose of this study was to explore the effect of a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities. The participants in this study were 40 9th Graders with reading disabilities, selected from two schools located in Baltim Educational Edara. A…

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

    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.

  20. The Effects of Teacher and Teacher-librarian High-end Collaboration on Inquiry-based Project Reports and School Monthly Test Scores of Fifth-grade Students

    Hai-Hon Chen

    2015-07-01

    Full Text Available The purpose of this study was twofold. The first purpose was to establish the high level collaboration of integrated instruction model between social studies teacher and teacher-librarian. The second purpose was to investigate the effects of high-end collaboration on the individual and groups’ inquiry-based project reports, as well as monthly test scores of fifth-grade students. A quasi-experimental method was adopted, two classes of elementary school fifth graders in Tainan Municipal city, Taiwan were used as samples. Students were randomly assigned to experimental conditions by class. Twenty eight students of the experimental group were taught by the collaboration of social studies teacher and teacher-librarian; while 27 students of the controlled group were taught separately by teacher in didactic teaching method. Inquiry-Based Project Record, Inquiry-Based Project Rubrics, and school monthly test scores were used as instruments for collecting data. A t-test and correlation were used to analyze the data. The results indicate that: (1 High-end collaboration model between social studies teacher and teacher-librarian was established and implemented well in the classroom. (2There was a significant difference between the experimental group and the controlled group in individual and groups’ inquiry-based project reports. Students that were taught by the collaborative teachers got both higher inquiry-based project reports’ scores than those that were taught separately by the teachers. Experimental group’s students got higher school monthly test scores than controlled groups. Suggestions for teachers’ high-end collaboration and future researcher are provided in this paper.