The Impact of a Practice-Teaching Professional Development Model on Teachers' Inquiry Instruction and Inquiry Efficacy Beliefs

Science.gov (United States)

Lotter, Christine R.; Thompson, Stephen; Dickenson, Tammiee S.; Smiley, Whitney F.; Blue, Genine; Rea, Mary

2018-01-01

This study examined changes in middle school teachers' beliefs about inquiry, implementation of inquiry practices, and self-efficacy to teach science through inquiry after participating in a year-long professional development program. The professional development model design was based on Bandura's (1986) social cognitive theory of learning and…

Remaking collective knowledge: An analysis of the complex and multiple effects of inquiries into historical institutional child abuse.

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Wright, Katie

2017-12-01

This article provides an overview and critical analysis of inquiries into historical institutional child abuse and examines their multiple functions and complex effects. The article takes a broadly international view but focuses primarily on Australia, the UK and Ireland, jurisdictions in which there have been major national inquiries. Drawing on sociological and other social science literature, it begins by considering the forms, functions, and purposes of inquiries. An overview of emergent concerns with institutional abuse in the 1980s and 1990s is then provided, followed by an examination of the response of many governments since that time in establishing inquiries. Key findings and recommendations are considered. The final sections of the article explore the evaluation of inquiries, both during their operation and in their aftermath. Policy change and legislative reform are discussed but the focus is on aspects often underplayed or overlooked, including an inquiry's credibility, its role in processes of knowledge production, and the part it plays in producing social and cultural shifts. In the context of growing numbers of inquiries across Western democracies, including the Australian Royal Commission into Institutional Responses to Child Sexual Abuse, it is argued that grasping the complexity of the inquiry mechanism, with its inherent tensions and its multiple effects, is crucial to evaluating inquiry outcomes. Copyright © 2017 The Author. Published by Elsevier Ltd.. All rights reserved.

Dynamic Open Inquiry Performances of High-School Biology Students

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Zion, Michal; Sadeh, Irit

2010-01-01

In examining open inquiry projects among high-school biology students, we found dynamic inquiry performances expressed in two criteria: "changes occurring during inquiry" and "procedural understanding". Characterizing performances in a dynamic open inquiry project can shed light on both the procedural and epistemological…

Target Inquiry: Changing Chemistry High School Teachers' Classroom Practices and Knowledge and Beliefs about Inquiry Instruction

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Herrington, Deborah G.; Yezierski, Ellen J.; Luxford, Karen M.; Luxford, Cynthia J.

2011-01-01

Inquiry-based instruction requires a deep, conceptual understanding of the process of science combined with a sophisticated knowledge of teaching and learning. This study examines the changes in classroom instructional practices and corresponding changes to knowledge and beliefs about inquiry instruction for eight high school chemistry teachers.…

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

Science.gov (United States)

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.

The para-petroleum industry. International context and results of the 2005 French inquiry

International Nuclear Information System (INIS)

Bensaid, B.; Sagary, C.; Saniere, A.

2005-01-01

Oil companies rarely carry out themselves the important works planned in the framework of their investments or of the exploitation of their facilities. In most cases, they act as prime contractor and generate a huge market of equipments, services and engineering needs in which many companies of various size are involved and make the overall para-petroleum industry. The French position on this market was asserted very early thanks to the continuation of ambitious R and D programs, very often carried out in the framework of the CEP and M and of the COPREP, which have permitted to build and maintain a solid technological knowledge. In this context, the lack of regular statistical data about the French para-petroleum industry has led, since 1978, the group of para-petroleum and para-gas companies, the CEP and M and the former COPREP (now the Committee of petroleum and marine studies - CEP and M), and the French institute of petroleum (IFP), to launch an annual inquiry at the national scale. This document makes a brief overview of the international context of the petroleum industry and then presents the last results of the 2004 inquiry about the French para-petroleum industry. Some data are foreseen for 2005, based on the estimations supplied by the companies themselves. (J.S.)

Supporting Accomplished Facilitation: Examining the Use of Sppreciative Inquiry to Inform the Development of Learning Resources for Medical Educators

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McIntosh, Paul; Freeth, Della; Berridge, Emma Jane

2013-01-01

This paper examines the use of appreciative inquiry (AI) to guide development of web-based learning resources for medical educators who facilitate simulation-based learning experiences for doctors-in-training. AI can be viewed as a positive form of action research, which seeks to avoid deficit-based analyses and solutions, and commonly associated…

Evaluation Inquiry in Donor Funded Programmes in Northern Ghana ...

African Journals Online (AJOL)

An evaluation inquiry has been noted to have a significant influence on whether the evaluation outcomes are used or not. However, only limited studies have examined evaluation inquiry and its implication on the use of evaluation in Ghana. This study therefore seeks to contribute to knowledge on evaluation inquiry and the ...

Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries

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Cairns, Dean; Areepattamannil, Shaljan

2017-06-01

This study, drawing on data from the third cycle of the Program for International Student Assessment (PISA) and employing three-level hierarchical linear modeling (HLM) as an analytic strategy, examined the relations of inquiry-based science teaching to science achievement and dispositions toward science among 170,474 15-year-old students from 4780 schools in 54 countries across the globe. The results of the HLM analyses, after accounting for student-, school-, and country-level demographic characteristics and students' dispositions toward science, revealed that inquiry-based science teaching was significantly negatively related to science achievement. In contrast, inquiry-based science teaching was significantly positively associated with dispositions toward science, such as interest in and enjoyment of science learning, instrumental and future-oriented science motivation, and science self-concept and self-efficacy. Implications of the findings for policy and practice are discussed.

Using Peer Feedback to Improve Students' Scientific Inquiry

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Tasker, Tammy Q.; Herrenkohl, Leslie Rupert

2016-02-01

This article examines a 7th grade teacher's pedagogical practices to support her students to provide peer feedback to one another using technology during scientific inquiry. This research is part of a larger study in which teachers in California and Washington and their classes engaged in inquiry projects using a Web-based system called Web of Inquiry. Videotapes of classroom lessons and artifacts such as student work were collected as part of the corpus of data. In the case examined, Ms. E supports her students to collectively define "meaningful feedback," thereby improving the quality of feedback that was provided in the future. This is especially timely, given the attention in Next Generation Science Standards to cross-cutting concepts and practices that require students discuss and debate ideas with each other in order to improve their understanding and their written inquiry reports (NGSS, 2013).

Pedagogical Practices to Support Classroom Cultures of Scientific Inquiry

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Herrenkohl, Leslie Rupert; Tasker, Tammy; White, Barbara

2011-01-01

This article examines the pedagogical practices of two science inquiry teachers and their students using a Web-based system called Web of Inquiry (WOI). There is a need to build a collective repertoire of pedagogical practices that can assist elementary and middle school teachers as they support students to develop a complex model of inquiry based…

Towards a Dialogical Pedagogy: Some Characteristics of a Community of Mathematical Inquiry

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Kennedy, Nadia Stoyanova

2009-01-01

This paper discusses a teaching model called community of mathematical inquiry (CMI), characterized by dialogical and inquiry-driven communication and a dynamic structure of intertwined cognitive processes including distributed thinking, mathematical argumentation, integrated reasoning, conceptual transformation, internalization of critical…

The influence of democratic racism in nursing inquiry.

Science.gov (United States)

Hilario, Carla T; Browne, Annette J; McFadden, Alysha

2018-01-01

Neoliberal ideology and exclusionary policies based on racialized identities characterize the current contexts in North America and Western Europe. Nursing knowledge cannot be abstracted from social, political and historical contexts; the task of examining the influence of race and racial ideologies on disciplinary knowledge and inquiry therefore remains an important task. Contemporary analyses of the role and responsibility of the discipline in addressing race-based health and social inequities as a focus of nursing inquiry remain underdeveloped. In this article, we examine nursing's engagement with ideas about race and racism and explore the ways in which nursing knowledge and inquiry have been influenced by race-based ideological discourses. Drawing on Henry and Tator's framework of democratic racism, we consider how strategic discursive responses-the discourses of individualism, multiculturalism, colour-blindness, political correctness and denial-have been deployed within nursing knowledge and inquiry to reinforce the belief in an essentially fair and just society while avoiding the need to acknowledge the persistence of racist discourses and ideologies. Greater theoretical, conceptual and methodological clarity regarding race, racialization and related concepts in nursing inquiry is needed to address health and social inequities. © 2017 John Wiley & Sons Ltd.

Which Type of Inquiry Project Do High School Biology Students Prefer: Open or Guided?

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Sadeh, Irit; Zion, Michal

2012-01-01

In teaching inquiry to high school students, educators differ on which method of teaching inquiry is more effective: Guided or open inquiry? This paper examines the influence of these two different inquiry learning approaches on the attitudes of Israeli high school biology students toward their inquiry project. The results showed significant…

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

Science.gov (United States)

Tosa, Sachiko

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

Nondestructive examination requirements for PWR vessel internals

International Nuclear Information System (INIS)

Spanner, J.

2015-01-01

This paper describes the requirements for the nondestructive examination of pressurized water reactor (PWR) vessel internals in accordance with the requirements of the EPRI Material Reliability Program (MRP) inspection standard for PWR internals (MRP-228) and the American Society of Mechanical Engineers Section XI In-service Inspection. The MRP vessel internals examinations have been performed at nuclear plants in the USA since 2009. The objective of the inspection standard is to provide the requirements for the nondestructive examination (NDE) methods implemented to support the inspection and evaluation of the internals. The inspection standard contains requirements specific to the inspection methodologies involved as well as requirements for qualification of the NDE procedures, equipment and personnel used to perform the vessel internals inspections. The qualification requirements for the NDE systems will be summarized. Six PWR plants in the USA have completed inspections of their internals using the Inspection and Evaluation Guideline (MRP-227) and the Inspection Standard (MRP-228). Examination results show few instances of service-induced degradation flaws, as expected. The few instances of degradation have mostly occurred in bolting

Internet Inquiry

DEFF Research Database (Denmark)

This collection of dialogues is the only textbook of its kind. Internet Inquiry: Conversations About Method takes students into the minds of top internet researchers as they discuss how they have worked through critical challenges as they research online social environments. Editors Annette N....... Markham and Nancy K. Baym illustrate that good research choices are not random but are deliberate, studied, and internally consistent. Rather than providing single "how to" answers, this book presents distinctive and divergent viewpoints on how to think about and conduct qualitative internet studies....

Mathematics in Student-­Centred Inquiry Learning: Student Engagement

Science.gov (United States)

Calder, Nigel

2013-01-01

This paper examines how mathematical understandings might be facilitated through student-centred inquiry. Data is drawn from a research project on student-centred inquiry learning that situated mathematics within authentic problem-solving contexts and involved students in a collaboratively constructed curriculum. A contemporary interpretive frame…

Impact of problem finding on the quality of authentic open inquiry science research projects

Science.gov (United States)

Labanca, Frank

2008-11-01

Problem finding is a creative process whereby individuals develop original ideas for study. Secondary science students who successfully participate in authentic, novel, open inquiry studies must engage in problem finding to determine viable and suitable topics. This study examined problem finding strategies employed by students who successfully completed and presented the results of their open inquiry research at the 2007 Connecticut Science Fair and the 2007 International Science and Engineering Fair. A multicase qualitative study was framed through the lenses of creativity, inquiry strategies, and situated cognition learning theory. Data were triangulated by methods (interviews, document analysis, surveys) and sources (students, teachers, mentors, fair directors, documents). The data demonstrated that the quality of student projects was directly impacted by the quality of their problem finding. Effective problem finding was a result of students using resources from previous, specialized experiences. They had a positive self-concept and a temperament for both the creative and logical perspectives of science research. Successful problem finding was derived from an idiosyncratic, nonlinear, and flexible use and understanding of inquiry. Finally, problem finding was influenced and assisted by the community of practicing scientists, with whom the students had an exceptional ability to communicate effectively. As a result, there appears to be a juxtaposition of creative and logical/analytical thought for open inquiry that may not be present in other forms of inquiry. Instructional strategies are suggested for teachers of science research students to improve the quality of problem finding for their students and their subsequent research projects.

Teacher's Reflection of Inquiry Teaching in Finland before and during an In-Service Program: Examination by a Progress Model of Collaborative Reflection

Science.gov (United States)

Kim, Minkee; Lavonen, Jari; Juuti, Kalle; Holbrook, Jack; Rannikmae, Miia

2013-01-01

In inquiry-based science education, there have been gradual shifts in research interests: the nature of scientific method, the debates on the effects of inquiry learning, and, recently, inquiry teaching. However, many in-service programs for inquiry teaching have reported inconsistent results due to the static view of classroom inquiries and due…

Student Inquiry in the Research Process: Part I: Inquiry Research Basics.

Science.gov (United States)

Preddy, Leslie B.

2002-01-01

Discusses the appropriate use of inquiry among students, teachers, and library media specialists. Topics include planning for an inquiry research project; collaboration between the library media specialist and classroom teacher; national goals, standards, and best practices; teacher roles for inquiry; and evaluating inquiry research. (LRW)

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

Science.gov (United States)

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.

A collaborative narrative inquiry: Two teacher educators learning about narrative inquiry

Directory of Open Access Journals (Sweden)

Barkhuizen, Gary

2009-12-01

Full Text Available With its capacity to unharness the power of narrative to promote meaning-making of lived experience, narrative inquiry is developing as a credible approach to research in several areas in the field of language teaching (Johnson, 2006. This article tells the story of two narrative researchers working in language teacher education who engaged in a collaborative narrative inquiry as both participants and inquirers, in order to learn more about narrative inquiry. The ‘bounded’ nature of their inquiry design provided a feasible way for them to explore their focus of research (i.e. their learning about narrative inquiry, and led them, through an iterative and reflexive process of analysing their narrative data, to formulate what they believe are essential ingredients of principled narrative inquiry work. Four narrative inquiry variables became the scaffolding which enabled them to answer their research questions, and are offered here as a heuristic for teaching practitioners, whether they be teachers, teacher educators or researchers, to guide them in narrative inquiries into their own work.

The Science Semester: Cross-Disciplinary Inquiry for Prospective Elementary Teachers

Science.gov (United States)

Ford, Danielle J.; Fifield, Steve; Madsen, John; Qian, Xiaoyu

2013-10-01

We describe the Science Semester, a semester-long course block that integrates three science courses and a science education methods course for elementary teacher education majors, and examine prospective elementary teachers’ developing conceptions about inquiry, science teaching efficacy, and reflections on learning through inquiry. The Science Semester was designed to provide inquiry-oriented and problem-based learning experiences, opportunities to examine socially relevant issues through cross-disciplinary perspectives, and align with content found in elementary curricula and standards. By the end of the semester, prospective elementary teachers moved from naïve to intermediate understandings of inquiry and significantly increased self-efficacy for science teaching as measured on one subscore of the STEBI-B. Reflecting on the semester, prospective teachers understood and appreciated the goals of the course and the PBL format, but struggled with the open-ended and student-directed elements of the course.

Inquiry Teaching in High School Chemistry Classrooms: The Role of Knowledge and Beliefs

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Roehrig, Gillian H.; Luft, Julie A.

2004-01-01

The call for implementation of inquiry-based teaching in secondary classrooms has taken on a new sense of urgency, hence several instructions models are developed to assists teachers in implementing inquiry in their classrooms. The role of knowledge and beliefs in inquiry teaching are examined.

The International School Industry: Examining International Schools through an Economic Lens

Science.gov (United States)

MacDonald, James

2006-01-01

Based upon the results of a quantitative analysis of tuition revenues generated by international schools, it is argued that international schools can be examined in terms of a global multi-billion dollar industry and that business theory can be, and is being, applied in international schools today. This article proposes that international schools…

On comparative inquiry

DEFF Research Database (Denmark)

Moutsios, Stavros

of self‐reflexivity and self-questioning in the Greek polis gave also rise to the genuine interest in the institutions of the cultural ‘other’. Impartiality in the study of the others’ institutions started in Greece and it was closely associated with the signification that physis (nature) should......The paper explores the origins of comparative studies, which as it argues are located in Ancient Greece. Greece is not only the place where the school was born, but it is also there where the interest in and inquiry of the institutions of other societies, including education, emerged. The rise...... to know better their own society through comparison. Cross-cultural examination in this regard informed further the Greeks’ self-reflexivity. By going through a set of historical sources and contemporary literature, the paper will elaborate on the emergence of cross-cultural and comparative inquiry...

Investigating Preservice Teachers' Beliefs toward Cultural Diversity Employing an Inquiry through Literature Approach

Science.gov (United States)

Rangseechatchawan, Dusadee

2012-01-01

This study investigated preservice teachers' beliefs toward cultural diversity by employing an inquiry through literature approach. The purpose of this study was to examine the impact of an inquiry through literature instructional format, such as book clubs, and whole class and individual inquiry, on preservice teachers' beliefs regarding cultural…

Correlation of United States Medical Licensing Examination and Internal Medicine In-Training Examination Performance

Science.gov (United States)

Perez, Jose A., Jr.; Greer, Sharon

2009-01-01

The Internal Medicine In-Training Examination (ITE) is administered during residency training in the United States as a self-assessment and program assessment tool. Performance on this exam correlates with outcome on the American Board of Internal Medicine Certifying examination. Internal Medicine Program Directors use the United States Medical…

Becoming ourselves through collaborative inquiry - difference, knowledge production

DEFF Research Database (Denmark)

Pedersen, Christina Hee; Frølunde, Lisbeth; Novak, Martin

As an international group of five researchers we have been exploring possibilities of collaborative inquiry for more than four years. We discuss epistemological and ethical consequences of producing knowledge collaboratively through dialogue. We draw mainly on Bakhtinian conception of dialogism a...... space for general discussion on becoming in the context of knowledge production.......As an international group of five researchers we have been exploring possibilities of collaborative inquiry for more than four years. We discuss epistemological and ethical consequences of producing knowledge collaboratively through dialogue. We draw mainly on Bakhtinian conception of dialogism...... and poststructuralist thinking. Our dialogue began on the occasion of a cultural studies conference in Macedonia. At that time we prepared a panel consisting of four brief presentations, based on short papers written in advance, and four dialogical spaces in which we reacted to each other in a circular choreography...

Inquiry-Based Approach to Understanding Common Descent

Science.gov (United States)

Parker, Monica

2010-01-01

In this inquiry-based activity, students catalog external and internal characteristics of four different classes of animals during dissection exercises. On the basis of their accumulated data, students compare and contrast the animals, devise a phylogenetic tree, and provide reasonable characteristics for extinct transitional organisms. (Contains…

Inquiry-Based Instruction and High Stakes Testing

Science.gov (United States)

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.

37 CFR 1.480 - Demand for international preliminary examination.

Science.gov (United States)

2010-07-01

... 37 Patents, Trademarks, and Copyrights 1 2010-07-01 2010-07-01 false Demand for international... Provisions International Preliminary Examination § 1.480 Demand for international preliminary examination. (a) On the filing of a proper Demand in an application for which the United States International...

An investigation of children's levels of inquiry in an informal science setting

Science.gov (United States)

Clark-Thomas, Beth Anne

Elementary school students' understanding of both science content and processes are enhanced by the higher level thinking associated with inquiry-based science investigations. Informal science setting personnel, elementary school teachers, and curriculum specialists charged with designing inquiry-based investigations would be well served by an understanding of the varying influence of certain present factors upon the students' willingness and ability to delve into such higher level inquiries. This study examined young children's use of inquiry-based materials and factors which may influence the level of inquiry they engaged in during informal science activities. An informal science setting was selected as the context for the examination of student inquiry behaviors because of the rich inquiry-based environment present at the site and the benefits previously noted in the research regarding the impact of informal science settings upon the construction of knowledge in science. The study revealed several patterns of behavior among children when they are engaged in inquiry-based activities at informal science exhibits. These repeated behaviors varied in the children's apparent purposeful use of the materials at the exhibits. These levels of inquiry behavior were taxonomically defined as high/medium/low within this study utilizing a researcher-developed tool. Furthermore, in this study adult interventions, questions, or prompting were found to impact the level of inquiry engaged in by the children. This study revealed that higher levels of inquiry were preceded by task directed and physical feature prompts. Moreover, the levels of inquiry behaviors were haltered, even lowered, when preceded by a prompt that focused on a science content or concept question. Results of this study have implications for the enhancement of inquiry-based science activities in elementary schools as well as in informal science settings. These findings have significance for all science educators

An Analysis of Pre-Service Elementary Teachers' Understanding of Inquiry-Based Science Teaching

Science.gov (United States)

Lee, Carole K.; Shea, Marilyn

2016-01-01

This study examines how pre-service elementary teachers (PSETs) view inquiry-based science learning and teaching, and how the science methods course builds their confidence to teach inquiry science. Most PSETs think that inquiry is asking students questions rather than a formal set of pedagogical tools. In the present study, three groups of PSETs…

Personal Inquiry Manager

NARCIS (Netherlands)

Suarez, Angel; Ternier, Stefaan; Specht, Marcus

2014-01-01

The Personal Inquiry Manager (PIM) is an integration approach based on a mobile application, based on Android, to support the IBL process and gives users mobile access to their inquiries. Moreover it facilitates a more self-directed approach as it enables to set up their own personal inquiries. The

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

Science.gov (United States)

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…

Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment

Directory of Open Access Journals (Sweden)

Zrinka Ristić Dedić

2014-04-01

Full Text Available The study examines two components of metacognitive knowledge in the context of inquiry learning: metatask and metastrategic. Existing work on the topic has shown that adolescents often lacked metacognitive understanding necessary for optimal inquiry learning (Keselman & Kuhn, 2002; Kuhn, 2002a; Kuhn, Black, Keselman, & Kaplan, 2000, but demonstrated that engagement with inquiry tasks may improve it (Keselman, 2003; Kuhn & Pearsall, 1998.The aim of the study is to investigate the gains in metacognitive knowledge that occur as a result of repeated engagement with an inquiry learning task, and to examine the relationship between metacognitive knowledge and performance on the task.The participants were 34 eighth grade pupils, who participated in a self-directed experimentation task using the FILE programme (Hulshof, Wilhelm, Beishuizen, & van Rijn, 2005. The task required pupils to design and conduct experiments and to make inferences regarding the causal structure of a multivariable system. Pupils participated in four learning sessions over the course of one month. Metacognitive knowledge was assessed by the questionnaire before and after working in FILE.The results indicate that pupils improved in metacognitive knowledge following engagement with the task. However, many pupils showed insufficient metacognitive knowledge in the post-test and failed to apply newly achieved knowledge to the transfer task. Pupils who attained a higher level of metacognitive knowledge were more successful on the task than pupils who did not improve on metacognitive knowledge. A particular level of metacognitive understanding is a necessary, but not sufficient condition for successful performance on the task.

Faith in public debate: an inquiry into the relationship between freedom of expression and hate speech pertaining to religion and race in France, the Netherlands and European and international law

NARCIS (Netherlands)

Janssen, E.H.

2014-01-01

‘Faith in public debate’ forms an inquiry into the relationship between freedom of expression and hate speech pertaining to religion and race in France, the Netherlands and European and international law.

Examining the University-Profession Divide: An Inquiry into a Teacher Education Program's Practices

Science.gov (United States)

Sivia, Awneet; MacMath, Sheryl

2016-01-01

This paper focuses on the divide between the university as a site of teacher education and the profession of practicing teachers. We employed a theoretical inquiry methodology on a singular case study which included formulating questions about the phenomena of the university-profession divide (UPD), analysing constituents of the UPD, and…

The nuclear inquiry

International Nuclear Information System (INIS)

Clement, K.J.

1987-01-01

Opposition to nuclear energy facilities has increased considerably in Scotland and Germany within the past two decades. The statutory institutions which exist in each country to consider formal objections to such developments have important differences, as do the licensing or planning processes of which they form an integral part. In Britain, the initiation of judicial review following public inquiries is very rare, due to the limited grounds within which this would be possible. By contrast, there has been a very high referral of nuclear power station decisions to the administrative courts in Germany, but the number is now declining as cases are invariably found in favour of the developers. The comparative examination of case studies reveals that objectors' interests may best be served, in terms of achieving policy influence, by acting outside the restrictions of the statutory planning and legal systems. The Scottish public inquiry is revealed as the more flexible institution and one which allows a much greater degree of public participation. (author)

Science Faculty Belief Systems in a Professional Development Program: Inquiry in College Laboratories

Science.gov (United States)

Hutchins, Kristen L.; Friedrichsen, Patricia J.

2012-12-01

The purpose of this study was to investigate how science faculty members' belief systems about inquiry-based teaching changed through their experience in a professional development program. The program was designed to support early career science faculty in learning about inquiry and incorporating an inquiry-based approach to teaching laboratories. Data sources for this qualitative study included three semi-structured interviews, observations during the program and during faculty members' implementation in their courses, and a researcher's journal. In the first phase of data analysis, we created profiles for each of the four participants. Next, we developed assertions, and tested for confirming and disconfirming evidence across the profiles. The assertions indicated that, through the professional development program, participants' knowledge and beliefs about inquiry-based teaching shifted, placing more value on student-directed learning and classroom inquiry. Participants who were internally motivated to participate and held incoming positive attitudes toward the mini-journal inquiry-based approach were more likely to incorporate the approach in their future practice. Students' responses played a critical role in participants' belief systems and their decision to continue using the inquiry-based format. The findings from this study have implications for professional development design.

Internal examination of CAGR's

International Nuclear Information System (INIS)

Walton, P.J.; Langley, J.P.; Simons, C.R.; Hart, J.D.

1975-01-01

During selected reactor maintenance periods it will be necessary to conduct examinations of reactor internal components to gain assurance of their continuing integrity throughout the design life. Equipment for remote examination is being developed that will measure the distortions of the graphite moderator bricks and extract samples from them for analysis. Other remotely operated equipment will allow closed circuit TV viewing inside the reactors: the equipment provides both wide field and detailed inspection facilities within a single compact unit. Manipulators are being developed to ring the viewing units to the best vantage points. Reeling and handling gear will be operated from outside the vessels and these provide full containment at all times. (author)

Effects of Scaffolds and Scientific Reasoning Ability on Web-Based Scientific Inquiry

Science.gov (United States)

Wu, Hui-Ling; Weng, Hsiao-Lan; She, Hsiao-Ching

2016-01-01

This study examined how background knowledge, scientific reasoning ability, and various scaffolding forms influenced students' science knowledge and scientific inquiry achievements. The students participated in an online scientific inquiry program involving such activities as generating scientific questions and drawing evidence-based conclusions,…

Comparing Two Inquiry Professional Development Interventions in Science on Primary Students' Questioning and Other Inquiry Behaviours

Science.gov (United States)

Nichols, Kim; Burgh, Gilbert; Kennedy, Callie

2017-02-01

Developing students' skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison to an intervention in non-inquiry pedagogy alongside inquiry science curriculum on student questioning and other inquiry behaviours. Teacher participants in the comparison condition received training in four inquiry-based science units and in collaborative strategic reading. The experimental group, the community of inquiry (COI) condition, received training in facilitating a COI in addition to training in the same four inquiry-based science units. This study involved 227 students and 18 teachers in 9 primary schools across Brisbane, Australia. The teachers were randomly allocated by school to one of the two conditions. The study followed the students across years 6 and 7 and students' discourse during small group activities was recorded, transcribed and coded for verbal inquiry behaviours. In the second year of the study, students in the COI condition demonstrated a significantly higher frequency of procedural and substantive higher-order thinking questions and other inquiry behaviours than those in the comparison condition. Implementing a COI within an inquiry science curriculum develops students' questioning and science inquiry behaviours and allows teachers to foster inquiry skills predicated by the Australian Science Curriculum. Provision of inquiry science curriculum resources alone is not sufficient to promote the questioning and other verbal inquiry behaviours predicated by the Australian Science Curriculum.

The Effectiveness of Scientific Inquiry With/Without Integration of Scientific Reasoning

Science.gov (United States)

Chen, Chun-Ting; She, Hsiao-Ching

2015-01-01

This study examines the difference in effectiveness between two scientific inquiry programs-one with an emphasis on scientific reasoning and one without a scientific reasoning component-on students' scientific concepts, scientific concept-dependent reasoning, and scientific inquiry. A mixed-method approach was used in which 115 grade 5…

Teachers' Language on Scientific Inquiry: Methods of teaching or methods of inquiry?

Science.gov (United States)

Gyllenpalm, Jakob; Wickman, Per-Olof; Holmgren, Sven-Olof

2010-06-01

With a focus on the use of language related to scientific inquiry, this paper explores how 12 secondary school science teachers describe instances of students' practical work in their science classes. The purpose of the study was to shed light on the culture and traditions of secondary school science teaching related to inquiry as expressed in the use of language. Data consisted of semi-structured interviews about actual inquiry units used by the teachers. These were used to situate the discussion of their teaching in a real context. The theoretical background is socio-cultural and pragmatist views on the role of language in science learning. The analysis focuses on two concepts of scientific inquiry: hypothesis and experiment. It is shown that the teachers tend to use these terms with a pedagogical function thus conflating methods of teaching with methods of inquiry as part of an emphasis on teaching the children the correct explanation. The teachers did not prioritise an understanding of scientific inquiry as a knowledge goal. It discusses how learners' possibilities to learn about the characteristics of scientific inquiry and the nature of science are affected by an unreflective use of everyday discourse.

Narrative Inquiry With Activity Systems

Directory of Open Access Journals (Sweden)

Lisa C. Yamagata-Lynch

2017-04-01

Full Text Available The goal of this article is to introduce activity systems as a methodological tool in narrative inquiry to gain a holistic understanding of socially shared experiences from an examination of documents. The research question was how can qualitative researchers use activity systems as a tool for engaging in narrative inquiry of socially shared experiences to uncover new meanings by constructing a story? In this article, we share a sample analysis of our experience relying on documents and media as a form of narrative to begin to understand the socially shared human activity associated with net neutrality and its potential impact on U.S. residents. We end this article with reflections of lessons learned from our activity systems guided story construction process.

Examining Educational Climate Change Technology: How Group Inquiry Work with Realistic Scientific Technology Alters Classroom Learning

Science.gov (United States)

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2018-04-01

This study with 79 students in Montreal, Quebec, compared the educational use of a National Aeronautics and Space Administration (NASA) global climate model (GCM) to climate education technologies developed for classroom use that included simpler interfaces and processes. The goal was to show how differing climate education technologies succeed and fail at getting students to evolve in their understanding of anthropogenic global climate change (AGCC). Many available climate education technologies aim to convey key AGCC concepts or Earth systems processes; the educational GCM used here aims to teach students the methods and processes of global climate modeling. We hypothesized that challenges to learning about AGCC make authentic technology-enabled inquiry important in developing accurate understandings of not just the issue but how scientists research it. The goal was to determine if student learning trajectories differed between the comparison and treatment groups based on whether each climate education technology allowed authentic scientific research. We trace learning trajectories using pre/post exams, practice quizzes, and written student reflections. To examine the reasons for differing learning trajectories, we discuss student pre/post questionnaires, student exit interviews, and 535 min of recorded classroom video. Students who worked with a GCM demonstrated learning trajectories with larger gains, higher levels of engagement, and a better idea of how climate scientists conduct research. Students who worked with simpler climate education technologies scored lower in the course because of lower levels of engagement with inquiry processes that were perceived to not actually resemble the work of climate scientists.

Windscale inquiry and policy-making procedures

Energy Technology Data Exchange (ETDEWEB)

Von Moltke, K

1978-07-01

Policy decisions on the development and installation of nuclear facilities often strain both the time and human resources of a country, some countries having taken steps to involve the national government in specific siting decisions and shifting the constitutional balance in response to popular dissent. Challenges to nuclear facilities could be met by limiting the scope of intervenors and the use of judicial review. The 100-day Windscale Inquiry in the United Kingdom represents the most costly review any country has had of a specific nuclear policy and has international implications. A chronology of the inquiry illustrates how the debate evolved into a vote on whether nuclear energy should be developed at all and effectively cut off other avenues of recourse. The traditional procedures for planning are shown to be inadequate for setting nuclear energy policy without the intervention of Parliament. 18 references.

The Scientific Method and Scientific Inquiry: Tensions in Teaching and Learning

Science.gov (United States)

Tang, Xiaowei; Coffey, Janet E.; Elby, Andy; Levin, Daniel M.

2010-01-01

Typically, the scientific method in science classrooms takes the form of discrete, ordered steps meant to guide students' inquiry. In this paper, we examine how focusing on the scientific method as discrete steps affects students' inquiry and teachers' perceptions thereof. To do so, we study a ninth-grade environmental science class in which…

Which Type of Inquiry Project Do High School Biology Students Prefer: Open or Guided?

Science.gov (United States)

Sadeh, Irit; Zion, Michal

2012-10-01

In teaching inquiry to high school students, educators differ on which method of teaching inquiry is more effective: Guided or open inquiry? This paper examines the influence of these two different inquiry learning approaches on the attitudes of Israeli high school biology students toward their inquiry project. The results showed significant differences between the two groups: Open inquiry students were more satisfied and felt they gained benefits from implementing the project to a greater extent than guided inquiry students. On the other hand, regarding documentation throughout the project, guided inquiry students believed that they conducted more documentation, as compared to their open inquiry peers. No significant differences were found regarding `the investment of time', but significant differences were found in the time invested and difficulties which arose concerning the different stages of the inquiry process: Open inquiry students believed they spent more time in the first stages of the project, while guided inquiry students believed they spent more time in writing the final paper. In addition, other differences were found: Open inquiry students felt more involved in their project, and felt a greater sense of cooperation with others, in comparison to guided inquiry students. These findings may help teachers who hesitate to teach open inquiry to implement this method of inquiry; or at least provide their students with the opportunity to be more involved in inquiry projects, and ultimately provide their students with more autonomy, high-order thinking, and a deeper understanding in performing science.

University-Level Teaching of Anthropogenic Global Climate Change (AGCC) via Student Inquiry

Science.gov (United States)

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2017-01-01

This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching.…

Short-Term Intercultural Psychotherapy: Ethnographic Inquiry

Science.gov (United States)

Seeley, Karen M.

2004-01-01

This article examines the challenges specific to short-term intercultural treatments and recently developed approaches to intercultural treatments based on notions of cultural knowledge and cultural competence. The article introduces alternative approaches to short-term intercultural treatments based on ethnographic inquiry adapted for clinical…

Enhancing Scientific Inquiry Literacy of Prospective Biology Teachers through Inquiry Lab Project in Microbiology

Science.gov (United States)

Kusnadi, K.; Rustaman, N. Y.; Redjeki, S.; Aryantha, I. N. P.

2017-09-01

The implementation of the inquiry laboratory based project to enhance scientific inquiry literacy of prospective biology teachers in Microbiology course has been done. The inquiry lab based project was designed by three stages were debriefing of basic microbiology lab skills, guided inquiry and free inquiry respectively. The Study was quasi experimental with control group pretest-posttest design. The subjects were prospective biology teachers consists of 80 students. The scientific inquiry literacy instrument refers to ScInqLiT by Wenning. The results showed that there was significant difference of scientific inquiry literacy posttest scores between experiment and control (α 0,05) and was obtained N-gain score was 0.49 (medium) to experiment and 0.24 (low) to control. Based on formative assessment showed that development of student’s scientific attitude, research and microbiology lab skills during conducting project were increased. Student’s research skills especially in identification of variables, constructing a hypothesis, communicating and concluding were increased. During implementation of inquiry project also showed that they carried out mind and hands-on and so collaborative group investigation lab activities. Our findings may aid in reforming higher-education, particularly in microbiology laboratory activities to better promote scientific inquiry literacy, scientific attitude, research and laboratory skills.

Inquiry-based leading and learning : Inquiry-based working by school boards, school leaders and teachers and students’ inquiry habit of mind

NARCIS (Netherlands)

Luijk, E.

2017-01-01

Inquiry-based working is assumed to contribute to improving educational quality and to stimulate professional learning. It involves having an inquiry habit of mind, being data literate and creating a culture of inquiry in schools (based on Earl & Katz, 2006). The general aim of this study was to

Learning about the Types of Plastic Wastes: Effectiveness of Inquiry Learning Strategies

Science.gov (United States)

So, Wing-Mui Winnie; Cheng, Nga-Yee Irene; Chow, Cheuk-Fai; Zhan, Ying

2016-01-01

This study aims to examine the impacts of the inquiry learning strategies employed in a "Plastic Education Project" on primary students' knowledge, beliefs and intended behaviour in Hong Kong. Student questionnaires and a test on plastic types were adopted for data collection. Results reveal that the inquiry learning strategies…

Using Inquiry-Based Instruction for Teaching Science to Students with Learning Disabilities

Science.gov (United States)

Aydeniz, Mehmet; Cihak, David F.; Graham, Shannon C.; Retinger, Larryn

2012-01-01

The purpose of this study was to examine the effects of inquiry-based science instruction for five elementary students with learning disabilities (LD). Students participated in a series of inquiry-based activities targeting conceptual and application-based understanding of simple electric circuits, conductors and insulators, parallel circuits, and…

An Item Response Theory Analysis of the Community of Inquiry Scale

Science.gov (United States)

Horzum, Mehmet Baris; Uyanik, Gülden Kaya

2015-01-01

The aim of this study is to examine validity and reliability of Community of Inquiry Scale commonly used in online learning by the means of Item Response Theory. For this purpose, Community of Inquiry Scale version 14 is applied on 1,499 students of a distance education center's online learning programs at a Turkish state university via internet.…

46 CFR 71.50-3 - Drydock examination, internal structural examination, underwater survey, and alternate hull exam...

Science.gov (United States)

2010-10-01

..., underwater survey, and alternate hull exam intervals. 71.50-3 Section 71.50-3 Shipping COAST GUARD...-3 Drydock examination, internal structural examination, underwater survey, and alternate hull exam... wooden hulls must undergo two drydock and two internal structural examinations within any five year...

Teaching Science through Inquiry

Science.gov (United States)

Wilcox, Jesse; Kruse, Jerrid W.; Clough, Michael P.

2015-01-01

Science education efforts have long emphasized inquiry, and inquiry and scientific practices are prominent in contemporary science education reform documents (NRC 1996; NGSS Lead States 2013). However, inquiry has not become commonplace in science teaching, in part because of misunderstandings regarding what it means and entails (Demir and Abell…

Exercise in Inquiry: Critical Thinking in an Inquiry-Based Exercise Physiology Laboratory Course.

Science.gov (United States)

DiPasquale, Dana M.; Mason, Cheryl L.; Kolkhorst, Fred W.

2003-01-01

Describes an inquiry-based teaching method implemented in an undergraduate exercise physiology laboratory course. Indicates students' strong, positive feelings about the inquiry-based teaching method and shows that inquiry-based learning results in a higher order of learning not typically observed in traditional style classes. This teaching method…

An exploratory study of services marketing in global markets: major areas of inquiry for the health care services industry.

Science.gov (United States)

Young, S; Erdem, S A

1996-01-01

It has been stated that one of the major challenges for the international marketer is the design of an efficient strategy for marketing services to international markets. This paper reviews some of the issues associated with services marketing in global markets along with the basic variables of service industries. An exploratory assessment of the health care services industry results in a list composed of several inquiry areas which should be examined by multinational companies. It is hoped that the review of the issues raised in this paper provides a basis for decision making and further research.

Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program.

Science.gov (United States)

McKeown, Tammy R; Abrams, Lisa M; Slattum, Patricia W; Kirk, Suzanne V

2016-01-01

Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers' efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre- post- and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants' fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction.

Primary teachers conducting inquiry projects : effects on attitudes towards teaching science and conducting inquiry

NARCIS (Netherlands)

van Aalderen-Smeets, Sandra; Walma van der Molen, Julie Henriëtte; van Hest, Erna G.W.C.M.; Poortman, Cindy Louise

2017-01-01

This study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers’ attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of

Appreciative Inquiry as a Method for Participatory Change in Secondary Schools in Lebanon

Science.gov (United States)

Shuayb, Maha

2014-01-01

Appreciative inquiry is a strategy which takes a positive approach to organizational development. It aims to identify good practice, design effective development plans, and ensure implementation. This article examines the potentials and limitations of using the appreciative inquiry in a mixed methods research design for developing school…

The para-petroleum industry. International context and results of the 2005 French inquiry; L'industrie parapetroliere. Contexte international et resultats de l'enquete francaise 2005

Energy Technology Data Exchange (ETDEWEB)

Bensaid, B.; Sagary, C.; Saniere, A

2005-07-01

Oil companies rarely carry out themselves the important works planned in the framework of their investments or of the exploitation of their facilities. In most cases, they act as prime contractor and generate a huge market of equipments, services and engineering needs in which many companies of various size are involved and make the overall para-petroleum industry. The French position on this market was asserted very early thanks to the continuation of ambitious R and D programs, very often carried out in the framework of the CEP and M and of the COPREP, which have permitted to build and maintain a solid technological knowledge. In this context, the lack of regular statistical data about the French para-petroleum industry has led, since 1978, the group of para-petroleum and para-gas companies, the CEP and M and the former COPREP (now the Committee of petroleum and marine studies - CEP and M), and the French institute of petroleum (IFP), to launch an annual inquiry at the national scale. This document makes a brief overview of the international context of the petroleum industry and then presents the last results of the 2004 inquiry about the French para-petroleum industry. Some data are foreseen for 2005, based on the estimations supplied by the companies themselves. (J.S.)

Unethical conduct by the nurse: a critical discourse analysis of Nurses Tribunal inquiries.

Science.gov (United States)

Dixon, Kathleen A

2013-08-01

The aim of this study was to uncover and critically examine hidden assumptions that underpin the findings of nurses' unethical conduct arising from inquiries conducted by the Nurses Tribunal in New South Wales. This was a qualitative study located within a post-structural theoretical framework. Transcripts of five inquiries conducted between 1998 and 2003 were analysed using critical discourse analysis. The findings revealed two dominant discourses that were drawn upon in the inquiries to construct nurses' conduct as unethical. These were discourses of trust and accountability. The way the nurses were spoken about during the inquiries was shaped by normalising judgements that were used to discursively position the nurse through narrative.

Big inquiry

Energy Technology Data Exchange (ETDEWEB)

Wynne, B [Lancaster Univ. (UK)

1979-06-28

The recently published report entitled 'The Big Public Inquiry' from the Council for Science and Society and the Outer Circle Policy Unit is considered, with especial reference to any future enquiry which may take place into the first commercial fast breeder reactor. Proposals embodied in the report include stronger rights for objectors and an attempt is made to tackle the problem that participation in a public inquiry is far too late to be objective. It is felt by the author that the CSS/OCPU report is a constructive contribution to the debate about big technology inquiries but that it fails to understand the deeper currents in the economic and political structure of technology which so influence the consequences of whatever formal procedures are evolved.

University-Level Teaching of Anthropogenic Global Climate Change (AGCC) via Student Inquiry

Science.gov (United States)

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2017-01-01

This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching. This review identifies both the strengths and weaknesses of each of these case studies. It is the first to go beyond examining the impact of specific inquiry instructional approaches to offer a synthesis of cases. We find that inquiry teaching can succeed by concretising scientific processes, providing access to global data and evidence, imparting critical and higher order thinking about AGCC science policy and contextualising learning with places and scientific facts. We recommend educational researchers and scientists collaborate to create and refine curricula that utilise geospatial technologies, climate models and communication technologies to bring students into contact with scientists, climate data and authentic AGCC research processes. Many available science education technologies and curricula also require further research to maximise trade-offs between implementation and training costs and their educational value.

Implementing the 4D cycle of appreciative inquiry in health care: a methodological review.

Science.gov (United States)

Trajkovski, Suza; Schmied, Virginia; Vickers, Margaret; Jackson, Debra

2013-06-01

To examine and critique how the phases of the 4D cycle (Discovery, Dream, Design, and Destiny) of appreciative inquiry are implemented in a healthcare context. Appreciative inquiry is a theoretical research perspective, an emerging research methodology and a world view that builds on action research, organizational learning, and organizational change. Increasing numbers of articles published provide insights and learning into its theoretical and philosophical underpinnings. Many articles describe appreciative inquiry and the outcomes of their studies; however, there is a gap in the literature examining the approaches commonly used to implement the 4D cycle in a healthcare context. A methodological review following systematic principles. A methodological review was conducted including articles from the inception of appreciative inquiry in 1986 to the time of writing this review in November, 2011. Key database searches included CINAHL, Emerald, MEDLINE, PubMed, PsycINFO, and Scopus. A methodological review following systematic principles was undertaken. Studies were included if they described in detail the methods used to implement the 4D cycle of appreciative inquiry in a healthcare context. Nine qualitative studies met the inclusion criteria. Results highlighted that appreciative inquiry application is unique and varied between studies. The 4D phases were not rigid steps and were adapted to the setting and participants. Overall, participant enthusiasm and commitment were highlighted suggesting appreciative inquiry was mostly positively perceived by participants. Appreciative inquiry provides a positive way forward shifting from problems to solutions offering a new way of practicing in health care and health research. © 2012 Blackwell Publishing Ltd.

Collaborating to Improve Inquiry-Based Teaching in Elementary Science and Mathematics Methods Courses

Science.gov (United States)

Magee, Paula A.; Flessner, Ryan

2012-01-01

This study examines the effect of promoting inquiry-based teaching (IBT) through collaboration between a science methods course and mathematics methods course in an elementary teacher education program. During the collaboration, preservice elementary teacher (PST) candidates experienced 3 different types of inquiry as a way to foster increased…

Problems Students Experience with Inquiry Processes in the Study of Enzyme Kinetics

Science.gov (United States)

Ferrés Gurt, Concepció; Marbà Tallada, Anna

2018-01-01

This case study describes a classroom-based questionnaire that was carried out with a group of 36 high school students (17-18 years old) in Catalonia. The aim was to examine the usefulness of questionnaires focused on scientific inquiry, both to evaluate students' inquiry abilities and for their potential as tools to improve the understanding of…

Development and use of an instrument to measure scientific inquiry and related factors

Science.gov (United States)

Dunbar, Terry Frank

The use of the scientific inquiry method of teaching science was investigated in one district's elementary schools. The study generated data directly from Albuquerque Public Schools fourth- and fifth-grade teachers through a mail-out survey and through observation. Two forms of an inquiry evaluation research instrument (Elementary Science Inquiry Survey - ESIS) were created. The ESIS-A is a classroom observation tool. The ESIS-B is a survey questionnaire designed to collect information from teachers. The study was designed first to establish reliability and validity for both forms of the instrument. The study made use of multiple regression and exploratory factor analysis. Sources used to establish the instruments' reliability and validity included: (1) Input from an international panel (qualitative analysis of comments sent by raters and quantitative analysis of numerical ratings sent by raters); (2) Cronbach's alpha; (3) Results of factor analysis; (4) Survey respondents' comments (qualitative analysis); (5) Teacher observation data. Cronbach's alpha for the data set was .8955. Inquiry practices were reported to occur between twice per week and three times per week. Teachers' comments regarding inquiry were reported. The ESIS was used to collect inquiry self-report data and teacher background data. The teacher background data included teacher science knowledge and information about their standards awareness and implementation. The following teacher knowledge factors were positively correlated with inquiry use: semesters of college science, science workshops taken, conducted scientific research, and SIMSE (NSF institute) participation. The following standards awareness and implementation factors were positively correlated with inquiry use: familiarity with the National Science Education Standards, familiarity with New Mexico science standards, state or national standards as a curriculum selection factor, student interest as a curriculum selection factor, and "no

Primary Teachers Conducting Inquiry Projects: Effects on Attitudes towards Teaching Science and Conducting Inquiry

Science.gov (United States)

van Aalderen-Smeets, Sandra I.; Walma van der Molen, Juliette H.; van Hest, Erna G. W. C. M.; Poortman, Cindy

2017-01-01

This study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers' attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of teachers' attitudes. Teachers felt less anxious…

Bit by bit or all at once? Splitting up the inquiry task to promote children’s scientific reasoning

NARCIS (Netherlands)

Lazonder, Adrianus W.; Kamp, Ellen

2012-01-01

This study examined whether and why assigning children to a segmented inquiry task makes their investigations more productive. Sixty-one upper elementary-school pupils engaged in a simulation-based inquiry assignment either received a multivariable inquiry task (n = 21), a segmented version of this

Approaches to Inquiry Teaching: Elementary teacher's perspectives

Science.gov (United States)

Ireland, Joseph; Watters, James J.; Lunn Brownlee, J.; Lupton, Mandy

2014-07-01

Learning science through the process of inquiry is advocated in curriculum documents across many jurisdictions. However, a number of studies suggest that teachers struggle to help students engage in inquiry practices. This is not surprising as many teachers of science have not engaged in scientific inquiry and possibly hold naïve ideas about what constitutes scientific inquiry. This study investigates teachers' self-reported approaches to teaching science through inquiry. Phenomenographic interviews undertaken with 20 elementary teachers revealed teachers identified six approaches to teaching for inquiry, clustered within three categories. These approaches were categorized as Free and Illustrated Inquiries as part of an Experience-centered category, Solution and Method Inquiries as part of a Problem-centered category, and Topic and Chaperoned Inquiries as part of a Question-centered category. This study contributes to our theoretical understanding of how teachers approach Inquiry Teaching and suggests fertile areas of future research into this valued and influential phenomenon broadly known as 'Inquiry Teaching'.

Do inquiries into health system failures lead to change in clinical governance systems?

Science.gov (United States)

Gluyas, Heather; Alliex, Selma; Morrison, Paul

2011-01-01

This paper reports the first part of a case study investigation to examine the changes at King Edward Memorial Hospital (KEMH) following an inquiry established to review the quality of obstetric and gynaecological services. Common findings from a range of health inquiries in recent times include that there have been inadequate adverse event reporting systems, the absence of transparent systems for staff and patients to report concerns about quality of patient care, and an ineffective medical credentialing and performance review system. The similarity of findings from many health inquiries raises the question of whether an inquiry does lead to changes to improve patient care and safety. There has been very little reported in the literature about this. Using a case study strategy the areas of medical credentialing, performance review and involvement of consumers in care were chosen as the KEMH clinical governance processes to be examined for changes post inquiry. Documents, archives and interviews were used as data sources for this case study. Documents were examined using a normative analytic approach and the Miles and Huberman framework was used for data analysis of the interviews. There were significant changes in the area of credentialing and performance review evident in analysis of all sources of data. There were some improvements in the processes of involving consumers in care, but deficits were identified in regard to the provision of training and upskilling for clinicians to improve their communication skills and interactions with patients and families.

VR Biology, an interdisciplinary and international student project towards an inquiry-based pedagogy

NARCIS (Netherlands)

Gomes, Teresa Dias Pedro; Goei, Sui Lin; Van Joolingen, Wouter; Cai, Yiyu

2016-01-01

Education in Science, Technology, Engineering, and Mathematics (STEM) is moving towards a more inquiry-based, and creativity stimulating pedagogy. Part of a curriculum based on such pedagogies should be challenging learning activities that engage students in investigation. At the same time, it is

College science teachers' views of classroom inquiry

Science.gov (United States)

Brown, Patrick L.; Abell, Sandra K.; Demir, Abdulkadir; Schmidt, Francis J.

2006-09-01

The purposes of this study were to (a) gain an understanding of the views of inquiry held by faculty members involved in undergraduate science teaching and (b) describe the challenges, constraints, and opportunities that they perceived in designing and teaching inquiry-based laboratories. Participants included 19 college professors, representing both life and physical science disciplines, from (a) 2-year community college, (b) small, private nonprofit liberal arts college, (c) public master's granting university, and (d) public doctoral/research extensive university. We collected data through semistructured interviews and applied an iterative data analysis process. College science faculty members held a full and open inquiry view, seeing classroom inquiry as time consuming, unstructured, and student directed. They believed that inquiry was more appropriate for upper level science majors than for introductory or nonscience majors. Although faculty members valued inquiry, they perceived limitations of time, class size, student motivation, and student ability. These limitations, coupled with their view of inquiry, constrained them from implementing inquiry-based laboratories. Our proposed inquiry continuum represents a broader view of inquiry that recognizes the interaction between two dimensions of inquiry: (a) the degree of inquiry and (b) the level of student directedness, and provides for a range of inquiry-based classroom activities.

The influence of an inquiry professional development program on secondary science teachers' conceptions and use of inquiry teaching

Science.gov (United States)

Lotter, Christine

2005-11-01

This research investigated nine secondary science teachers' conceptions and use of inquiry teaching throughout a year-long professional development program. The professional development program consisted of a two-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Teachers' conceptions of inquiry teaching were established through both qualitative interviews and a quantitative instrument given before and after the summer institute and again at the end of the academic year. Videotapes of all nine teachers presenting inquiry lessons in their own classrooms were evaluated using an observation protocol that measured the teachers' degree of reform teaching. Three of the teachers were chosen for an in-depth case study of their classroom teaching practices. Data collected from each of the case study teachers included videotapes from classroom observations, responses to an inquiry survey, and transcripts from two additional qualitative interviews. Students' responses to their teachers' use of inquiry teaching were also investigated in the case study classrooms. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that the teachers' knowledge of inquiry was necessary but not sufficient for their implementation of inquiry teaching practices. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education were found to have a direct effect on the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that

Tracing learning about astronomy during an ICT supported inquiry

DEFF Research Database (Denmark)

Otrel-Cass, Kathrin; Østergaard, Lars Domino; Johnson, Per

2012-01-01

-based learning has to offer. In this presentation we examine the cases of two year 8 classes (14 year old students) who engaged in science inquiry in their science and English lessons and collaborated with a New Zealand class to explore the topic of astronomy. To gain insight into the students’ developing ideas...... in astronomy we adopted a multilevel– multifaceted approach. Evidence of learning was collected at three different levels: immediate, close and proximal. We will highlight the insights we gained into students’ developing science inquiry skills and knowledge and explain how the different proximities...

Understanding students' concepts through guided inquiry learning and free modified inquiry on static fluid material

OpenAIRE

Sularso Sularso; Widha Sunarno; Sarwanto Sarwanto

2017-01-01

This study provides information on understanding students' concepts in guided inquiry learning groups and in free modified inquiry learning groups. Understanding of student concept is reviewed on the concept of static fluid case. The number of samples tested were 67 students. The sample is divided into 2 groups of students: the group is given guided inquiry learning and the group given the modified free inquiry learning. Understanding the concept of students is measured through 23 tests of it...

Orchestrating Inquiry Learning

Science.gov (United States)

Littleton, Karen, Ed.; Scanlon, Eileen, Ed.; Sharples, Mike, Ed.

2011-01-01

There is currently a rapidly growing interest in inquiry learning and an emerging consensus among researchers that, particularly when supported by technology, it can be a significant vehicle for developing higher order thinking skills. Inquiry learning methods also offer learners meaningful and productive approaches to the development of their…

Trust and the Community of Inquiry

Science.gov (United States)

Haynes, Felicity

2018-01-01

This article investigates the place of trust in learning relations in the classroom, not only between teacher and student, but also between student and student. To do this, it will first examine a pedagogy called community of inquiry, espoused by John Dewey and used in most Philosophy for Children courses in Australia. It will then consider what…

Preservice teachers working with narrative inquiry

DEFF Research Database (Denmark)

Daugbjerg, Peer

Application of inquiry in teacher education is gaining momentum. Inquiry is used to build connections with the local community (Nicholas, Baker-Sennett, McClanahan, & Harwood, 2012), student-centered inquiry is used as a curricular model (Oliver et al., 2015), inquiry is used to accentuate......’-module is a 6 week full-time study including a 2 weeks stay at a youth folk high school, where the teacher students are to focus on a self-determined element of the praxis. The students are to study this focus through narrative inquiry based on the North-American tradition within narrative inquiry (Clandinin....... Aarhus; Kbh.: Klim; i samarbejde med Folkehøjskolernes Forening. Salerno, A. S., & Kibler, A. K. (2015). Questions they ask: Considering teacher-inquiry questions posed by pre-service english teachers. Educational Action Research, 23(3), 399-415....

Inquiry Coaching: Scientists & Science Educators Energizing the Next Generation

Science.gov (United States)

Shope, R. E.; Alcantara Valverde, L.

2007-05-01

A recent National Academy of Sciences report recommends that science educators focus strategically on teaching the practice of science. To accomplish this, we have devised and implemented the Science Performance Laboratory, a collaborative research, education, and workforce model that brings scientists and science educators together to conduct scientific inquiry. In this session, we demonstrate how to form active inquiry teams around Arctica Science Research content areas related to the International Polar Year. We use the term "Arctica Science Research" to refer to the entire scope of exploration and discovery relating to: polar science and its global connections; Arctic and Antarctic research and climate sciences; ice and cryospheric studies on Earth; polar regions of the Moon, Mars, and Mercury; icy worlds throughout the Solar System, such as Europa, Enceladus, Titan, Pluto and the Comets; cryovolcanism; ice in interstellar space, and beyond. We apply the notion of teaching the practice science by enacting three effective strategies: 1) The Inquiry Wheel Game, in which we develop an expanded understanding of what has been traditionally taught as "the scientific method"; 2) Acting Out the Science Story, in which we develop a physicalized expression of our conceptual understanding; and 3) Selecting Success Criteria for Inquiry Coaching, in which we reframe how we evaluate science learning as we teach the practice of science.

Preservice science teachers' experiences with repeated, guided inquiry

Science.gov (United States)

Slack, Amy B.

The purpose of this study was to examine preservice science teachers' experiences with repeated scientific inquiry (SI) activities. The National Science Education Standards (National Research Council, 1996) stress students should understand and possess the abilities to do SI. For students to meet these standards, science teachers must understand and be able to perform SI; however, previous research demonstrated that many teachers have naive understandings in this area. Teacher preparation programs provide an opportunity to facilitate the development of inquiry understandings and abilities. In this study, preservice science teachers had experiences with two inquiry activities that were repeated three times each. The research questions for this study were (a) How do preservice science teachers' describe their experiences with repeated, guided inquiry activities? (b) What are preservice science teachers' understandings and abilities of SI? This study was conducted at a large, urban university in the southeastern United States. The 5 participants had bachelor's degrees in science and were enrolled in a graduate science education methods course. The researcher was one of the course instructors but did not lead the activities. Case study methodology was used. Data was collected from a demographic survey, an open-ended questionnaire with follow-up interviews, the researcher's observations, participants' lab notes, personal interviews, and participants' journals. Data were coded and analyzed through chronological data matrices to identify patterns in participants' experiences. The five domains identified in this study were understandings of SI, abilities to conduct SI, personal feelings about the experience, science content knowledge, and classroom implications. Through analysis of themes identified within each domain, the four conclusions made about these preservice teachers' experiences with SI were that the experience increased their abilities to conduct inquiry

Inquiry Practices in Malaysian Secondary Classroom and Model of Inquiry Teaching Based on Verbal Interaction

Science.gov (United States)

Li, Winnie Sim Siew; Arshad, Mohammad Yusof

2015-01-01

Purpose: Inquiry teaching has been suggested as one of the important approaches in teaching chemistry. This study investigates the inquiry practices among chemistry teachers. Method: A combination of quantitative and qualitative study was applied in this study to provide detailed information about inquiry teaching practices. Questionnaires,…

Disciplined Improvisation: Characteristics of Inquiry in Mindfulness-Based Teaching.

Science.gov (United States)

Crane, Rebecca S; Stanley, Steven; Rooney, Michael; Bartley, Trish; Cooper, Lucinda; Mardula, Jody

Evidence for the effectiveness of mindfulness-based stress reduction (MBSR) and mindfulness-based cognitive therapy (MBCT) is rapidly growing as interest in this field expands. By contrast, there are few empirical analyses of the pedagogy of MBSR and MBCT. Development of the evidence base concerning the teaching of MBCT or MBSR would support the integrity of the approach in the context of rapid expansion. This paper describes an applied conversation analysis (CA) of the characteristics of inquiry in the MBSR and MBCT teaching process. Audio-recordings of three 8-week MBCT and MBSR classes, with 24, 12, and 6 participants, were transcribed and systematically examined. The study focused on the teacher-led interactive inquiry which takes place in each session after a guided meditation practice. The study describes and analyzes three practices within the inquiry process that can be identified in sequences of talk: turn-taking talk involving questions and reformulations; the development of participant skills in a particular way of describing experience; and talk that constructs intersubjective connection and affiliation within the group. CA enables fine-grained analysis of the interactional work of mindfulness-based inquiry. Inquiry is a process of disciplined improvisation which is both highly specific to the conditions of the moment it took place in and uses repeated and recognizable patterns of interaction.

Mobile Inquiry Based Learning

NARCIS (Netherlands)

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.

TSA Public Inquiry Data

Data.gov (United States)

Department of Homeland Security — All non-media public inquiries and complaints and responses to inquiries received by telephone, e-mail and fax, and handles contacts in English and Spanish. The data...

Primary Sources and Inquiry Learning

Science.gov (United States)

Pappas, Marjorie L.

2006-01-01

In this article, the author discusses inquiry learning and primary sources. Inquiry learning puts students in the active role of investigators. Questioning, authentic and active learning, and interactivity are a few of the characteristics of inquiry learning that put the teacher and library media specialist in the role of coaches while students…

ANALYZE THE KNOWLEDGE INQUIRY SCIENCE PHYSICS TEACHER CANDIDATES WITH ESSENCE INQUIRY SCIENCE TEST INSTRUMENT OPTIKA GEOMETRY

Directory of Open Access Journals (Sweden)

Wawan Bunawan

2013-06-01

Full Text Available The objective in this research to explore the relationship between ability of the knowledge essential features inquiry science and their reasons underlying sense of scientific inquiry for physics teacher candidates on content geometrical optics. The essential features of inquiry science are components that should arise during the learning process subject matter of geometrical optics reflectance of light on a flat mirror, the reflection of light on curved mirrors and refraction of light at the lens. Five of essential features inquiry science adopted from assessment system developed by the National Research Council. Content geometrical optics developed from an analysis of a college syllabus material. Based on the study of the essential features of inquiry and content develop the multiple choice diagnostic test three tier. Data were taken from the students who are taking courses in optics and wave from one the LPTK in North Sumatra totaled 38 students. Instruments showed Cronbach alpha reliability of 0.67 to test the essential features of inquiry science and 0.61 to there as on geometrical optics science inquiry.

Correlation of United States Medical Licensing Examination and Internal Medicine In-Training Examination performance.

Science.gov (United States)

Perez, Jose A; Greer, Sharon

2009-12-01

The Internal Medicine In-Training Examination (ITE) is administered during residency training in the United States as a self-assessment and program assessment tool. Performance on this exam correlates with outcome on the American Board of Internal Medicine Certifying examination. Internal Medicine Program Directors use the United States Medical Licensing Examination (USMLE) to make decisions in recruitment of potential applicants. This study was done to determine a correlation of USMLE Steps 1, 2 and 3 results with ITE scores in each level of Internal Medicine training. A retrospective review of all residents graduating from an Internal Medicine program from 1999 to 2006 was done. Subjects included had data for all USMLE Steps and ITE during all years of training. Thirty-one subjects were included in the study. Correlations of USMLE Steps 1, 2 and 3 were done with ITE scores (percent correct) in each year of training. Pearson's correlation coefficient (r) was determined for each pairing and a t test to determine statistical significance of the correlation was done. Statistical significance was defined as P value ITE percent correct in PGY I, II and III were 0.46, 0.55 and 0.51 respectively. Corresponding r values for USMLE Step 2 and ITE percent correct were 0.79, 0.70 and 0.72; for USMLE Step 3 these values were 0.51, 0.37 and 0.51 respectively for each training year. USMLE scores are correlated with ITE scores. This correlation was strongest for USMLE Step 2.

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

Directory of Open Access Journals (Sweden)

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.

Comparing the perceptions of scientific inquiry between experts and practitioners

Science.gov (United States)

Gooding, Julia Terese Chembars

The purpose of this study was to determine if there was a difference in the perception of scientific inquiry between experts and practitioners, and, if a difference was shown to exist, to analyze those perceptions in order to better understand the extent of that difference or gap. A disconnect was found between how experts and practitioners perceived scientific inquiry. The practitioners differed from both the experts and the literature in three key areas. First, although the teachers indicated that students would be manipulating materials, there was no direct reference to this manipulation actually being performed for the purpose of investigating. Second, the practitioners implied active physical engagement with materials, but they did not tie this to active mental engagement or direct involvement in their own learning. Third, teachers omitted their role in laying the foundation for inquiry. Though classroom teachers lacked a complete understanding of true inquiry and its place in the K-12 classroom, most of them actually believed they were practicing the art of teaching via inquiry. Additionally, two other points of interest arose. First, an examination of the national standards for a number of curricular areas established that the process skills of scientific inquiry are mirrored in those standards, implying that inquiry is not limited to the sciences. Second, a definition of inquiry was formulated based upon interviews with experts in the field. Although the literature and the experts were in unison in their definition, there was a disparity between the accepted definition and that provided by the teachers. The struggle for a comprehensive understanding of inquiry continues to this day. It might very well be that the concept still remains elusive partly because the teacher behaviors associated with it run counter to more traditional methods of instruction...methods that most teachers have experienced throughout their own educational careers. The most pervasive

Windscale inquiry. A selected list of material based on the DOE/DTp library

Energy Technology Data Exchange (ETDEWEB)

Lambert, C M [comp.

1981-01-01

The nuclear debate, far from being concluded by the Windscale decision, was in fact opened up and its scope widened to take into account the political, international, environmental and social issues involved. This debate continues and the selection of literature presented here aims to illustrate all aspects of the Inquiry and its implications. The material is presented in two main sections. Section A is concerned with the Inquiry itself: the proceedings, the report and the government's decision. Section B presents a selection of the literature and debate that resulted.

Inquiry-based Science Education Competence of Primary School Teachers: A Delphi Study

NARCIS (Netherlands)

Alake-Tuenter, E.; Biemans, H.J.A.; Tobi, H.; Mulder, M.

2013-01-01

Earlier, extracted inquiry-based science teaching competency elements and domains from the international literature were compared to the United States' National Science Teaching Standards. The present Delphi study aimed to validate the findings for the Netherlands, where such standards are lacking.

Infusing Authentic Inquiry into Biotechnology

Science.gov (United States)

Hanegan, Nikki L.; Bigler, Amber

2009-10-01

Societal benefit depends on the general public's understandings of biotechnology (Betsch in World J Microbiol Biotechnol 12:439-443, 1996; Dawson and Cowan in Int J Sci Educ 25(1):57-69, 2003; Schiller in Business Review: Federal Reserve Bank of Philadelphia (Fourth Quarter), 2002; Smith and Emmeluth in Am Biol Teach 64(2):93-99, 2002). A National Science Foundation funded survey of high school biology teachers reported that hands-on biotechnology education exists in advanced high school biology in the United States, but is non-existent in mainstream biology coursework (Micklos et al. in Biotechnology labs in American high schools, 1998). The majority of pre-service teacher content preparation courses do not teach students appropriate content knowledge through the process of inquiry. A broad continuum exists when discussing inquiry-oriented student investigations (Hanegan et al. in School Sci Math J 109(2):110-134, 2009). Depending on the amount of structure in teacher lessons, inquiries can often be categorized as guided or open. The lesson can be further categorized as simple or authentic (Chinn and Malhotra in Sci Educ 86(2):175-218, 2002). Although authentic inquiries provide the best opportunities for cognitive development and scientific reasoning, guided and simple inquiries are more often employed in the classroom (Crawford in J Res Sci Teach 37(9):916-937, 2000; NRC in Inquiry and the national science education standards: a guide for teaching and learning, 2000). For the purposes of this study we defined inquiry as "authentic" if original research problems were resolved (Hanegan et al. in School Sci Math J 109(2):110-134, 2009; Chinn and Malhotra in Sci Educ 86(2):175-218, 2002; Roth in Authentic school science: knowing and learning in open-inquiry science laboratories, 1995). The research question to guide this study through naturalistic inquiry research methods was: How will participants express whether or not an authentic inquiry experience enhanced

The Implementation of Pedagogical Content Knowledge (PCK based Guided Inquiry on Science Teacher Students

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Lulu Tunjung Biru

2018-05-01

Full Text Available The aim of this study is examining the learning of Integrated Sciences through PCK based guided inquiry on prospective science teacher students. This research method was descriptive qualitative involving 33 science teacher students who taking Integrated Science 1 Subject in academic year 2016/2017. The research instrument used was the observation sheet to know the implementation PCK based guided inquiry. The results showed that the implementation of the activities of lecturer and science teacher students during the learning process using PCK based guided inquiry was very good conducted.

Ark of Inquiry: Responsible Research and Innovation through Computer-Based Inquiry Learning

NARCIS (Netherlands)

Margus Pedaste; Leo Siiman; Bregje de Vries; Mirjam Burget; Tomi Jaakkola; Emanuele Bardone; Meelis Brikker; Mario Mäeots; Marianne Lind; Koen Veermans

2015-01-01

Ark of Inquiry is a learning platform that uses a computer-based inquiry learning approach to raise youth awareness to Responsible Research and Innovation (RRI). It is developed in the context of a large-scale European project (http://www.arkofinquiry.eu) and provides young European citizens

Do science coaches promote inquiry-based instruction in the elementary science classroom?

Science.gov (United States)

Wicker, Rosemary Knight

The South Carolina Mathematics and Science Coaching Initiative established a school-based science coaching model that was effective in improving instruction by increasing the level of inquiry-based instruction in elementary science classrooms. Classroom learning environment data from both teacher groups indicated considerable differences in the quality of inquiry instruction for those classrooms of teachers supported by a science coach. All essential features of inquiry were demonstrated more frequently and at a higher level of open-ended inquiry in classrooms with the support of a science coach than were demonstrated in classrooms without a science coach. However, from teacher observations and interviews, it was determined that elementary schoolteacher practice of having students evaluate conclusions and connect them to current scientific knowledge was often neglected. Teachers with support of a science coach reported changes in inquiry-based instruction that were statistically significant. This mixed ethnographic study also suggested that the Mathematics and Science Coaching Initiative Theory of Action for Instructional Improvement was an effective model when examining the work of science coaches. All components of effective school infrastructure were positively impacted by a variety of science coaching strategies intended to promote inquiry. Professional development for competent teachers, implementation of researched-based curriculum, and instructional materials support were areas highly impacted by the work of science coaches.

Design processes of a citizen inquiry community

OpenAIRE

Aristeidou, Maria; Scanlon, Eileen; Sharples, Mike

2017-01-01

As with other online communities, it is important to design elements of citizen inquiry projects that will attract and engage members. This chapter describes the process of designing an online community for citizen inquiry. It builds on design principles of inquiry learning, citizen inquiry and other online communities. The ‘Weather-it’ citizen inquiry community is intended to engage and support people in initiating and joining sustainable citizen-led investigations. The findings indicate som...

10 CFR 1022.6 - Public inquiries.

Science.gov (United States)

2010-01-01

... 10 Energy 4 2010-01-01 2010-01-01 false Public inquiries. 1022.6 Section 1022.6 Energy DEPARTMENT... REQUIREMENTS General § 1022.6 Public inquiries. Inquiries regarding DOE's floodplain and wetland environmental... at 1-800-472-2756, toll free. ...

Collaboration Modality, Cognitive Load, and Science Inquiry Learning in Virtual Inquiry Environments

Science.gov (United States)

Erlandson, Benjamin E.; Nelson, Brian C.; Savenye, Wilhelmina C.

2010-01-01

Educational multi-user virtual environments (MUVEs) have been shown to be effective platforms for situated science inquiry curricula. While researchers find MUVEs to be supportive of collaborative scientific inquiry processes, the complex mix of multi-modal messages present in MUVEs can lead to cognitive overload, with learners unable to…

Challenges Pre-Service Teachers Face When Implementing a 5E Inquiry Model of Instruction

Science.gov (United States)

Enugu, Ramya; Hokayem, Hayat

2017-01-01

This study examined the challenges that pre-service teachers faced when implementing inquiry and their perspective on how to overcome them. The data sample was 55 pre-service teachers (PSTs) enrolled into two sections of a science methods course in a private university in North Texas. The data sources consisted of inquiry-based lesson plans, PST…

Acting Like a Mathematician: A Project to Encourage Inquiry Early in the Math Major

Science.gov (United States)

Camenga, Kristin A.

2017-01-01

Inquiry is promoted as a way to engage students so that they learn more deeply; inquiry is also an end in itself, introducing students to the research process and the behaviors of a mathematician. This article reflects on an individual exploratory project used in a sophomore-level number theory course, examining how it supported student inquiry…

A Practical Examination of Two Diverse Research Paradigms

Science.gov (United States)

Brewer, Robert A.

2007-01-01

This manuscript examines the practical differences between quantitative and qualitative inquiry by comparing the differences between one article from each paradigm. Quantitative research differs greatly from qualitative inquiry in purpose, assumptions, methodology, and representation. While quantitative research has been the dominant paradigm for…

Procedural status of prosecutor during the conduction of short inquiry

Directory of Open Access Journals (Sweden)

Nikanorov S.A.

2014-12-01

Full Text Available The issues of conducting short inquiry from the position of prosecutor’s procedural status are considered. Low rate of applying short inquiry is caused by ignorance about this procedural form among the participants in criminal procedure. The initiators of conducting short inquiry were not suspects (accused, but their lawyers who followed by their own ambitions, not by the interests of defendants. The insufficiency of total time of short inquiry is noted. The author proposes to minimize prosecutors’ paperwork, notably to concentrate their attention on collecting crime data by conducting secret investigation operations, receiving explanations and other documentation. Obtained data should be processed according to police regulations. Confession of guilt, recognition of damage and consent with legal assessment of criminal act allow to collect only the evidence, indicating crime event and complicacy of a person (expertise should be established on court’s initiative. The favourable conditions of adequacy of collected evidence for establishing crime event, character and amount of damage, as well as guilt of committing crime are confirmed. The right of investigators not to examine evidences if they were not contradicted by suspect, victim or his/her representative (predetermined strength of evidence is criticized. There is no short effective procedure of trying criminal cases with rational division of powers among the authorities, conducting criminal proceeding. The author proves the necessity of reasonable approach to prosecutor’s supervision of conducting short inquiry. Main tendency of further improvement of short inquiry procedure is redivision of powers among agencies in charge of preliminary investigation and prosecutor’s office.

Hinkley Point 'C' power station public inquiry: proof of evidence on safety criteria

International Nuclear Information System (INIS)

Taylor, R.H.

1988-09-01

A public inquiry has been set up to examine the planning application made by the Central Electricity Generating Board (CEGB) for the construction of a 1200 MW Pressurized Water Reactor power station at Hinkley Point (Hinkley Point ''C'') in the United Kingdom. The policy is to replicate the Sizewell ''B'' PWR design which was accepted as safe by an earlier enquiry. In this evidence to the Inquiry, subsequent developments are examined with a view to determining whether these would reverse the Sizewell decision. They are: the possible revision of radiation risk estimates upwards; whether cases of leukaemia occur with greater frequency around nuclear sites than elsewhere; publication of the Health and Safety Executive's consultative document ''The Tolerability of Risk from Nuclear Power Stations''. The overall conclusion is that these developments do not undermine the findings of the Sizewell ''B'' inquiry or the validity of the CEGB's safety criteria. (author)

How Select Groups of Preservice Science Teachers with Inquiry Orientations View Teaching and Learning Science through Inquiry

Science.gov (United States)

Ward, Peggy

Although hailed as a powerful form of instruction, in most teaching and learning contexts, inquiry-based instruction is fraught with ambiguous and conflicting definitions and descriptions. Yet little has been written about the experiences preservice science teacher have regarding their learning to teach science through inquiry. This project sought to understand how select preservice secondary science teachers enrolled in three UTeach programs in Arkansas conceptualize inquiry instruction and how they rationalize its value in a teaching and learning context. The three teacher education programs investigated in this study are adoption sites aligned with the UTeach Program in Austin, TX that distinguishes itself in part by its inquiry emphasis. Using a mixed method investigation design, this study utilized two sources of data to explore the preservice science teachers' thinking. In the first phase, a modified version of the Pedagogy of Science teaching Tests (POSTT) was used to identify select program participants who indicated preferences for inquiry instruction over other instructional strategies. Secondly, the study used an open-ended questionnaire to explore the selected subjects' beliefs and conceptions of teaching and learning science in an inquiry context. The study also focused on identifying particular junctures in the prospective science teachers' education preparation that might impact their understanding about inquiry. Using a constant comparative approach, this study explored 19 preservice science teachers' conceptions about inquiry. The results indicate that across all levels of instruction, the prospective teachers tended to have strong student-centered teaching orientations. Except subjects in for the earliest courses, subjects' definitions and descriptions of inquiry tended toward a few of the science practices. More advanced subjects, however, expressed more in-depth descriptions. Excluding the subjects who have completed the program, multiple

Nuclear energy inquiries

International Nuclear Information System (INIS)

Robertson, J.A.L.

1993-02-01

Our choice of energy sources has important consequences for the economy and the environment. Nuclear energy is a controversial energy source, subject to much public debate. Most individuals find it difficult to decide between conflicting claims and allegations in a variety of technical subjects. Under these circumstances, knowledge of various relevant inquiries can be helpful. This publication summarizes the composition and major findings of more than thirty nuclear energy inquiries. Most of the these are Canadian, but others are included where they have relevance. The survey shows that, contrary to some claims, virtually every aspect of nuclear energy has been subject to detailed scrutiny. The inquiries' reports include many recommendations on how nuclear energy can be exploited safely, but none rejects it as an acceptable energy source when needed. (Author) 38 refs

Confronting the Equity "Learning Problem" through Practitioner Inquiry

Science.gov (United States)

Ching, Cheryl D.

2018-01-01

This study examined how participation in an inquiry-based workshop on assessing course syllabi for equity-mindedness and cultural inclusivity fostered community college math faculty learning about racial/ethnic equity and equity-mindedness. Findings show that the workshop prompted reflection on what equity means and how participants' teaching…

Strategies of Qualitative Inquiry. Third Edition

Science.gov (United States)

Denzin, Norman K., Ed.; Lincoln, Yvonna S., Ed.

2007-01-01

"Strategies of Qualitative Inquiry, Third Edition," the second volume in the paperback version of "The SAGE Handbook of Qualitative Research, 3rd Edition," consists of Part III of the handbook ("Strategies of Inquiry"). "Strategies of Qualitative Inquiry, Third Edition" presents the major tactics--historically, the research methods--that…

The Wisdom of Sages: Nuclear Physics Education, Knowledge-Inquiry, and Wisdom-Inquiry

Science.gov (United States)

Cottey, Alan

2012-01-01

This article addresses the difference between knowledge-inquiry and wisdom-inquiry in nuclear physics education. In the spirit of an earlier study of 57 senior-level textbooks for first-degree physics students, this work focuses here on a remarkable use of literary quotations in one such book. "Particles and Nuclei: an introduction to the physical…

A theory of planned behaviour-based analysis of TIMSS 2011 to determine factors influencing inquiry teaching practices in high-performing countries

Science.gov (United States)

Pongsophon, Pongprapan; Herman, Benjamin C.

2017-07-01

Given the abundance of literature describing the strong relationship between inquiry-based teaching and student achievement, more should be known about the factors impacting science teachers' classroom inquiry implementation. This study utilises the theory of planned behaviour to propose and validate a causal model of inquiry-based teaching through analysing data relating to high-performing countries retrieved from the 2011 Trends in International Mathematics and Science Study assessments. Data analysis was completed through structural equation modelling using a polychoric correlation matrix for data input and diagonally weighted least squares estimation. Adequate fit of the full model to the empirical data was realised. The model demonstrates that the extent the teachers participated in academic collaborations was positively related to their occupational satisfaction, confidence in teaching inquiry, and classroom inquiry practices. Furthermore, the teachers' confidence with implementing inquiry was positively related to their classroom inquiry implementation and occupational satisfaction. However, perceived student-generated constraints demonstrated a negative relationship with the teachers' confidence with implementing inquiry and occupational satisfaction. Implications from this study include supporting teachers through promoting collaborative opportunities that facilitate inquiry-based practices and occupational satisfaction.

Questions, Curiosity and the Inquiry Cycle

Science.gov (United States)

Casey, Leo

2014-01-01

This article discusses the conceptual relationship between questions, curiosity and learning as inquiry elaborated in the work of Chip Bruce and others as the Inquiry Cycle. The Inquiry Cycle describes learning in terms of a continuous dynamic of ask, investigate, create, discuss and reflect. Of these elements "ask" has a privileged…

An examination of the International Natural Gas Trade

International Nuclear Information System (INIS)

Mazighi, A.

2003-01-01

Recent developments in the liquefied natural gas (LNG) industry, particularly the ongoing projects of liquefaction and regasification and the increasing number of LNG-carriers to be delivered in forthcoming years, have led some specialists to argue that LNG is today a crossroads between regionalisation and globalisation. Other specialists think that, by LNG's share of the total international trade of natural gas will be predominant, compared to that of pipelines. All these assumptions are based on an examination of the duration and ongoing international gas projects. The objective of our article is to examine the historical patterns of the international natural gas and discuss the conditions for the globalisation of LNG trade. Using some evidence on the international trade of natural gas from 1970 to 1997, we show the A strong correlation exists between the international trade of gas by pipeline and LNG becomes predominant, we need a delinking of these two means of trading gas. Globalisation of the LNG trade is not only linked to an increase in the relative share trade; it is also and primarily linked to an increase in the inter-area trade of LNG. There is a negligible change in the pattern of inter-area and intra-area trade of even during the late 1990s; this is due to the contracted nature of the LNG international that resulted in a stickiness of LNG routes. The emergence of a global LNG market requires the satisfaction of four conditions: economic, technical and institutional conditions - therefore, it will certainly take more years to make ING a global commodity. (author)

Contextual inquiry for medical device design

CERN Document Server

Privitera, Mary Beth

2015-01-01

Contextual Inquiry for Medical Device Design helps users understand the everyday use of medical devices and the way their usage supports the development of better products and increased market acceptance. The text explains the concept of contextual inquiry using real-life examples to illustrate its application. Case studies provide a frame of reference on how contextual inquiry is successfully used during product design, ultimately producing safer, improved medical devices. Presents the ways contextual inquiry can be used to inform the evaluation and business case of technologyHelps users

Science Teachers' Perceptions of the Relationship Between Game Play and Inquiry Learning

Science.gov (United States)

Mezei, Jessica M.

The implementation of inquiry learning in American science classrooms remains a challenge. Teachers' perceptions of inquiry learning are predicated on their past educational experiences, which means outdated methods of learning may influence teachers' instructional approaches. In order to enhance their understanding and ultimately their implementation of inquiry learning, teachers need new and more relevant models. This study takes a preliminary step exploring the potential of game play as a valuable experience for science teachers. It has been proposed that game play and inquiry experiences can embody constructivist processes of learning, however there has been little work done with science teachers to systematically explore the relationship between the two. Game play may be an effective new model for teacher education and it is important to understand if and how teachers relate game playing experience and knowledge to inquiry. This study examined science teachers' game playing experiences and their perceptions of inquiry experiences and evaluated teacher's recognition of learning in both contexts. Data was collected through an online survey (N=246) and a series of follow-up interviews (N=29). Research questions guiding the study were: (1) What is the nature of the relationship between science teachers' game experience and their perceptions of inquiry? (2) How do teachers describe learning in and from game playing as compared with inquiry science learning? and (3) What is the range of similarities and differences teachers articulate between game play and inquiry experiences?. Results showed weak quantitative links between science teachers' game experiences and their perceptions of inquiry, but identified promising game variables such as belief in games as learning tools, game experiences, and playing a diverse set of games for future study. The qualitative data suggests that teachers made broad linkages in terms of parallels of both teaching and learning. Teachers

The Effect of Serious Video Game Play on Science Inquiry Scores

Science.gov (United States)

Hilosky, Alexandra Borzillo

American students are not developing the science inquiry skills needed to solve complex 21st century problems, thus impacting the workforce. In 2009, American high school students ranked 21 out of 26 in the category of problem-solving according to the Program for International Student Assessment. Serious video games have powerful epistemic value and are beneficial with respect to enhancing inquiry, effective problem-solving. The purpose of this correlational, quantitative study was to test Gee's assumption regarding the cycle of thinking (routinization, automatization, and deroutinization) by determining whether players status was a significant predictor of science inquiry scores, controlling for age, gender, and major. The 156 non-random volunteers who participated in this study were enrolled in a 2-year college in the northeastern U.S. Multiple regression analyses revealed that major was the strongest overall (significant) predictor, b = -.84, t(149) = -3.70, p video game play. Recommendations include using serious games as instructional tools and to assess student learning (formative and summative), especially among non-traditional learners.

Elite International Schools in the Global South: Transnational Space, Class Relationalities and the "Middling" International Schoolteacher

Science.gov (United States)

Tarc, Paul; Mishra Tarc, Aparna

2015-01-01

The elite international school is a rich site for sociological inquiry in global times. In this paper, we conceptualize the international school as a transnational space of agonist social class-making given the dynamic positioning of the complement of international school actors. We position international schoolteachers in the middle of these…

Concurrent Validity Between a Shared Curriculum, the Internal Medicine In-Training Examination, and the American Board of Internal Medicine Certifying Examination.

Science.gov (United States)

Sisson, Stephen D; Bertram, Amanda; Yeh, Hsin-Chieh

2015-03-01

A core objective of residency education is to facilitate learning, and programs need more curricula and assessment tools with demonstrated validity evidence. We sought to demonstrate concurrent validity between performance on a widely shared, ambulatory curriculum (the Johns Hopkins Internal Medicine Curriculum), the Internal Medicine In-Training Examination (IM-ITE), and the American Board of Internal Medicine Certifying Examination (ABIM-CE). A cohort study of 443 postgraduate year (PGY)-3 residents at 22 academic and community hospital internal medicine residency programs using the curriculum through the Johns Hopkins Internet Learning Center (ILC). Total and percentile rank scores on ILC didactic modules were compared with total and percentile rank scores on the IM-ITE and total scores on the ABIM-CE. The average score on didactic modules was 80.1%; the percentile rank was 53.8. The average IM-ITE score was 64.1% with a percentile rank of 54.8. The average score on the ABIM-CE was 464. Scores on the didactic modules, IM-ITE, and ABIM-CE correlated with each other (P ITE total and percentile rank scores (P ITE percentile rank. Performance on a widely shared ambulatory curriculum is associated with performance on the IM-ITE and the ABIM-CE.

Inquiry in Limnology Lessons

Science.gov (United States)

Variano, Evan; Taylor, Karen

2006-01-01

Inquiry can be implemented in various ways, ranging from simple classroom discussions to longterm research projects. In this article, the authors developed a project in which high school students were introduced to the nature and process of scientific discovery through a two-week guided inquiry unit on "limnology"--the study of fresh water, which…

Mentoring a new science teacher in reform-based ways: A focus on inquiry

Science.gov (United States)

Schomer, Scott D.

"Essential Features and Variations of Inquiry" table, were helpful for planning and assessing inquiry-based experiences. Examination of findings revealed how the process of purposefully collaborating on the development of inquiry-based lessons fostered a more student-centered approach to teaching and learning by the protege. Therefore, having new teachers continue to collaborate with reform-minded mentors beyond their first year of teaching may help new teachers develop inquiry-based pedagogies.

Science Camps for Introducing Nature of Scientific Inquiry Through Student Inquiries in Nature: Two Applications with Retention Study

Science.gov (United States)

Leblebicioglu, G.; Abik, N. M.; Capkinoglu, E.; Metin, D.; Dogan, E. Eroglu; Cetin, P. S.; Schwartz, R.

2017-08-01

Scientific inquiry is widely accepted as a method of science teaching. Understanding its characteristics, called Nature of Scientific Inquiry (NOSI), is also necessary for a whole conception of scientific inquiry. In this study NOSI aspects were taught explicitly through student inquiries in nature in two summer science camps. Students conducted four inquiries through their questions about surrounding soil, water, plants, and animals under the guidance of university science educators. At the end of each investigation, students presented their inquiry. NOSI aspects were made explicit by one of the science educators in the context of the investigations. Effectiveness of the science camp program and its retention were determined by applying Views of Scientific Inquiry (VOSI-S) (Schwartz et al. 2008) questionnaire as pre-, post-, and retention test after two months. The patterns in the data were similar. The science camp program was effective in developing three of six NOSI aspects which were questions guide scientific research, multiple methods of research, and difference between data and evidence. Students' learning of these aspects was retained. Discussion about these and the other three aspects is included in the paper. Implications of differences between school and out-of-school science experiences are also discussed.

Lecture to inquiry: The transformation of a tech prep biology teacher

Science.gov (United States)

Haskell, Deborah Harris

As teachers implement the National Science Education Standards (NRC, 1996) many have to reform the instructional methods they have used throughout their careers. This case study examines the transformation of Laurie, a 20-year teacher, during her first year of change from a "traditional" textbook/lecture style of teaching to a facilitator of an inquiry-based classroom. Implementing change requires not only pedagogical expertise, but also the belief that the modifications can be made and that the outcomes are significant. Using Bandura's social cognitive theory as a framework, changes in Laurie's self-efficacy, outcome expectancy, and motivation are followed throughout the transition. During her first year of change, Laurie used worksheets, small group activities, and guided inquiry activities, all strategies in which she had high self-efficacy and experienced positive student outcomes. She rarely used class forums, authentic assessment, and formative assessment. Factors that influenced her change were experiential professional development opportunities that allowed her to practice inquiry-based techniques, a change in her teaching environment from college prep chemistry to tech prep biology, autonomy regarding classroom decisions, and reflective decision making as she learned through experience. Using a standards-based biology textbook increased her self-efficacy toward using inquiry-based practices. The textbook format of embedding text in activities rather than adding activities to the text resulted in an increase of the number and frequency of activities done. Facilitating the textbook's Guided Inquiries and Extended Inquiries helped Laurie gain experience with inquiry-based methods. She also realized that when building from the students' concrete experiences, her students were able to attain higher-level thinking skills. The study revealed six factors contributing to Laurie's change process: (a) experiential professional development, (b) motivation for change

Meta-Analysis of Inquiry-Based Instruction Research

Science.gov (United States)

Hasanah, N.; Prasetyo, A. P. B.; Rudyatmi, E.

2017-04-01

Inquiry-based instruction in biology has been the focus of educational research conducted by Unnes biology department students in collaboration with their university supervisors. This study aimed to describe the methodological aspects, inquiry teaching methods critically, and to analyse the results claims, of the selected four student research reports, grounded in inquiry, based on the database of Unnes biology department 2014. Four experimental quantitative research of 16 were selected as research objects by purposive sampling technique. Data collected through documentation study was qualitatively analysed regarding methods used, quality of inquiry syntax, and finding claims. Findings showed that the student research was still the lack of relevant aspects of research methodology, namely in appropriate sampling procedures, limited validity tests of all research instruments, and the limited parametric statistic (t-test) not supported previously by data normality tests. Their consistent inquiry syntax supported the four mini-thesis claims that inquiry-based teaching influenced their dependent variables significantly. In other words, the findings indicated that positive claims of the research results were not fully supported by good research methods, and well-defined inquiry procedures implementation.

Characterising Extrinsic Challenges Linked to the Design and Implementation of Inquiry-Based Practical Work

Science.gov (United States)

Akuma, Fru Vitalis; Callaghan, Ronel

2017-11-01

Inquiry-based science education has been incorporated in science curricula internationally. In this regard, however, many teachers encounter challenges. The challenges have been characterised into those linked to the personal characteristics of these teachers (intrinsic challenges) and others associated with contextual factors (extrinsic challenges). However, this level of characterisation is inadequate in terms of appreciating the complexity of the challenges, tracking of their development, and discovering knowledge within specific categories. Against this background, the purpose of the research presented here was to characterise extrinsic challenges linked to the design and implementation of inquiry-based practical work. In order to do so, we used a conceptual framework of teaching challenges based on Bronfenbrenner's ecological theory of human development. The data gathered using a multi-method case study of practical work in two South African high schools, was analysed by combining the data-driven inductive approach and the deductive a priori template of codes approach in thematic analysis. On this basis, the extrinsic challenges linked to the design and implementation of inquiry-based practical work that participants are confronted with, were found to consist of macrosystem challenges (such as a restrictive curriculum) and microsystem challenges. At the latter level, the challenges are material-related (e.g., lack of science education equipment and materials) or non-material-related (such as time constraints and the lack of access to interactive computer simulations). We have discussed the theory-, practice- and research-based implications of these results in relation to the design and implementation of inquiry-based practical work in South Africa and internationally.

Patterns of Scaffolding in Computer-Mediated Collaborative Inquiry

Science.gov (United States)

Lakkala, Minna; Muukkonen, Hanni; Hakkarainen, Kai

2005-01-01

There is wide agreement on the importance of scaffolding for student learning. Yet, models of individual and face-to-face scaffolding are not necessarily applicable to educational settings in which a group of learners is pursuing a process of inquiry mediated by technology. The scaffolding needed for such a process may be examined from three…

Supporting inquiry learning by promoting normative understanding of multivariable causality

Science.gov (United States)

Keselman, Alla

2003-11-01

Early adolescents may lack the cognitive and metacognitive skills necessary for effective inquiry learning. In particular, they are likely to have a nonnormative mental model of multivariable causality in which effects of individual variables are neither additive nor consistent. Described here is a software-based intervention designed to facilitate students' metalevel and performance-level inquiry skills by enhancing their understanding of multivariable causality. Relative to an exploration-only group, sixth graders who practiced predicting an outcome (earthquake risk) based on multiple factors demonstrated increased attention to evidence, improved metalevel appreciation of effective strategies, and a trend toward consistent use of a controlled comparison strategy. Sixth graders who also received explicit instruction in making predictions based on multiple factors showed additional improvement in their ability to compare multiple instances as a basis for inferences and constructed the most accurate knowledge of the system. Gains were maintained in transfer tasks. The cognitive skills and metalevel understanding examined here are essential to inquiry learning.

APPRECIATIVE INQUIRY AND PEDAGOGY

DEFF Research Database (Denmark)

Duvander, Mille Themsen

2017-01-01

I blogindlægget gives en lille indblik i hvordan Appreciative Inquiry kan anvendes i undervisningen af pædagogstuderende på en Professionshøjskole i Danmark......I blogindlægget gives en lille indblik i hvordan Appreciative Inquiry kan anvendes i undervisningen af pædagogstuderende på en Professionshøjskole i Danmark...

Incorporating Inquiry into Upper-Level Homework Assignments: The Mini-Journal

Science.gov (United States)

Whittington, A. G.; Speck, A. K.; Witzig, S. B.; Abell, S. K.

2009-12-01

defining the problem that they will pursue, (ii) the open-ended nature of the inquiry, such that students need to recognize when they have enough information to answer their question, (iii) presentation of results in graphical and tabular formats, and (iv) a written discussion of their findings. We present both the rationale for and concept of using mini-journal homeworks, and provide specific examples we are currently employing in classes. In addition, we explore the challenges (real and perceived) and successes associated with implementing such a technique, and examine student feedback comparing mini-journal and traditional homework formats from the same classes.

Community and inquiry: journey of a science teacher

Science.gov (United States)

Goldberg, Jennifer; Welsh, Kate Muir

2009-09-01

In this case study, we examine a teacher's journey, including reflections on teaching science, everyday classroom interaction, and their intertwined relationship. The teacher's reflections include an awareness of being "a White middle-class born and raised teacher teaching other peoples' children." This awareness was enacted in the science classroom and emerges through approaches to inquiry . Our interest in Ms. Cook's journey grew out of discussions, including both informal and semi-structured interviews, in two research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction during science lessons and discovered connections between Ms. Cook's reflections and classroom interaction. In this article, we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her "hegemonic (cultural and socio-economic) practices" and consider how these reflections help her reconsider such practices through analysis of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.

An Exploration of Elementary Teachers' Beliefs and Perceptions About Science Inquiry: A Mixed Methods Study

Science.gov (United States)

Hamadeh, Linda

In order for science-based inquiry instruction to happen on a large scale in elementary classrooms across the country, evidence must be provided that implementing this reform can be realistic and practical, despite the challenges and obstacles teachers may face. This study sought to examine elementary teachers' knowledge and understanding of, attitudes toward, and overall perceptions of inquiry-based science instruction, and how these beliefs influenced their inquiry practice in the classroom. It offered a description and analysis of the approaches elementary science teachers in Islamic schools reported using to promote inquiry within the context of their science classrooms, and addressed the challenges the participating teachers faced when implementing scientific inquiry strategies in their instruction. The research followed a mixed method approach, best described as a sequential two-strand design (Teddlie & Tashakkori, 2006). Sequential mixed designs develop two methodological strands that occur chronologically, and in the case of this research, QUAN→QUAL. Findings from the study supported the notion that the school and/or classroom environment could be a contextual factor that influenced some teachers' classroom beliefs about the feasibility of implementing science inquiry. Moreover, although teacher beliefs are influential, they are malleable and adaptable and influenced primarily by their own personal direct experiences with inquiry instruction or lack of.

Supporting Collective Inquiry: A Technology Framework for Distributed Learning

Science.gov (United States)

Tissenbaum, Michael

making timely and effective use of the community's knowledge base, towards producing solutions to sophisticated, ill defined problems in the domain of physics. Video analysis examined whether S3 supported teacher orchestration, freeing him to focus less on classroom management and more on students' inquiry. Three important outcomes of this research are a set of design principles for DTEL environments, a specific technology infrastructure (S3), and a DTEL research framework.

I Want to Be the Inquiry Guy! How Research Experiences for Teachers Change Beliefs, Attitudes, and Values about Teaching Science as Inquiry

Science.gov (United States)

Herrington, Deborah G.; Bancroft, Senetta F.; Edwards, Molly M.; Schairer, Caroline J.

2016-01-01

This qualitative study examined how and why research experiences for teachers (RETs) influenced middle and high school science teachers' beliefs, attitudes, and values about teaching science as inquiry. Changes teachers reported after participating in the RET ranged from modifying a few lessons (belief change) to a comprehensive revision of what…

The Industry Commission inquiry into charitable organisations.

Science.gov (United States)

Suter, K

1996-01-01

The Industry Commission has carried out Australia's largest inquiry into charities. It was, from the point of view of charities, an unsatisfactory operation, all the more so since it was not clear why the task had been given to the commission. This article examines the commission's work in three ways: the overall relationship between government and charities; the commission's proposed major reforms; and the minor reforms.

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

Science.gov (United States)

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

An analysis of the Sizewell B inquiry

International Nuclear Information System (INIS)

Anon.

1986-01-01

The public inquiry into the Central Electricity Generating Board's application to build the first PWR reactor in the United Kingdom (at Sizewell) ranged beyond that particular issue to a more general investigation of the desirability of promoting nuclear power generally. The CEGB's case is presented briefly. The four main arguments are security of electricity supply, diversity of supply, the benefits of PWRs as opposed to AGRs and cost savings. This latter was important to justify not only the need case, but the economic case for Sizewell-B. The economic case included five computed scenarios over a range of the proposed station's capital, fuel and related operating costs, set against three 'no-nuclear', 'medium nuclear' or 'high nuclear' backgrounds. The CEGB figures are compared with those from objectors. The main arguments are outlined. Other political and technical arguments were not examined in depth by the Inquiry. (UK)

Pre-service elementary teachers' understanding of scientific inquiry and its role in school science

Science.gov (United States)

Macaroglu, Esra

The purpose of this research was to explore pre-service elementary teachers' developing understanding of scientific inquiry within the context of their elementary science teaching and learning. More specifically, the study examined 24 pre-service elementary teachers' emerging understanding of (1) the nature of science and scientific inquiry; (2) the "place" of scientific inquiry in school science; and (3) the roles and responsibilities of teachers and students within an inquiry-based learning environment. Data sources consisted primarily of student-generated artifacts collected throughout the semester, including pre/post-philosophy statements and text-based materials collected from electronic dialogue journals. Individual data sources were open-coded to identify concepts and categories expressed by students. Cross-comparisons were conducted and patterns were identified. Assertions were formed with these patterns. Findings are hopeful in that they suggest pre-service teachers can develop a more contemporary view of scientific inquiry when immersed in a context that promotes this perspective. Not surprisingly, however, the prospective teachers encountered a number of barriers when attempting to translate their emerging ideas into practice. More research is needed to determine which teacher preparation experiences are most powerful in supporting pre-service teachers as they construct a framework for science teaching and learning that includes scientific inquiry as a central component.

Does Varying Attentional Focus Affect Skill Acquisition in Children? A Comparison of Internal and External Focus Instructions and Feedback

Science.gov (United States)

Agar, Charles; Humphries, Charlotte A.; Naquin, Millie; Hebert, Edward; Wood, Ralph

2016-01-01

Recently, researchers have concluded that motor skill performance is enhanced when learners adopt an external attentional focus, compared to adopting an internal focus. We extended the line of inquiry to children and examined if skill learning in children was differentially affected by providing instructions and feedback that direct attentional…

Naturalistic Inquiry in E-Learning Research

Directory of Open Access Journals (Sweden)

Shirley Agostinho

2005-03-01

Full Text Available In this article, the author explains how and why one particular qualitative research approach, the naturalistic inquiry paradigm, was implemented in an e-learning research study that investigated the use of the World Wide Web technology in higher education. A framework is presented that situates the research study within the qualitative research literature. The author then justifies how the study was compliant with naturalistic inquiry and concludes by presenting a model for judging the quality of such research. The purpose of this article is to provide an example of how naturalistic inquiry can be implemented in e-learning research that can serve as a guide for researchers undertaking this form of qualitative inquiry. As such, the focus of the article is to illustrate how methodological issues pertaining to naturalistic inquiry were addressed and justified to represent a rigorous research approach rather than presenting the results of the research study.

Using Cloud-Computing Applications to Support Collaborative Scientific Inquiry: Examining Pre-Service Teachers' Perceived Barriers to Integration

Science.gov (United States)

Donna, Joel D.; Miller, Brant G.

2013-01-01

Technology plays a crucial role in facilitating collaboration within the scientific community. Cloud-computing applications, such as Google Drive, can be used to model such collaboration and support inquiry within the secondary science classroom. Little is known about pre-service teachers' beliefs related to the envisioned use of collaborative,…

Shaping policy: the Canadian Cancer Society and the Hormone Receptor Testing Inquiry.

Science.gov (United States)

Mathews, M; Newbury, J; Housser, E M

2011-08-01

In 2007, the Government of Newfoundland and Labrador established the Commission of Inquiry on Hormone Receptor Testing to examine problems with estrogen and progesterone hormone receptor tests conducted in the province between 1997 and 2005. Using the Inquiry as a case study, we examine the knowledge transfer activities used by the Canadian Cancer Society - Newfoundland and Labrador Division (CCS-NL) to shape policy and improve cancer control in the province. CCS-NL established a panel to advise its legal counsel and asked academic researchers to prepare papers to submit to the Commission. CCS-NL also interviewed patients to better inform its legal arguments, used its province-wide networks to raise awareness of the Inquiry, and provided a toll-free number that people could call. It also provided basic information, resources, and contact information for people who were affected by the flawed hormone receptor tests. The effectiveness of CCS-NL's activities is reflected by the inclusion of its key messages in the Commission's recommendations, and the investment in cancer care following the Inquiry. The success of the CCS-NL knowledge transfer efforts stemmed from its reputation as an advocate for cancer patients and its long-standing relationship with researchers, especially at the local level. The case illustrates real-world application of knowledge transfer practices in the development of public policy, and describes how community-based non-government organizations can identify and draw attention to important issues that otherwise might not have been addressed.

First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction

Directory of Open Access Journals (Sweden)

Tanya Chichekian

2016-05-01

Full Text Available This longitudinal study of six first-year teachers focused on conceptualizations of inquiry-based pedagogy, self-efficacy for inquiry-based teaching, and its actual enactment. Data included a self-report survey of self-efficacy for inquiry-based instruction, individual interviews at the beginning and end of the year, and five distributed classroom observations. At year’s end, self-efficacy for inquiry teaching declined, as did frequencies of concepts teachers used to describe inquiry enactment. Inquiry descriptions reflected a set of interrelated procedures more than inquiry as conceptual knowledge. Novice teachers were observed least enacting pedagogical actions that required enabling students to communicate findings and the most in student engagement; however, over time frequencies of student engagement declined. Consistent patterns were observed between shifts in self-efficacy and inquiry enactment and shifts between self-efficacy and conceptualizations of inquiry enactment. We found beginning steps toward links between teacher’s conceptualizations and classroom practice.

Theoretical perspectives on narrative inquiry.

Science.gov (United States)

Emden, C

1998-04-01

Narrative inquiry is gaining momentum in the field of nursing. As a research approach it does not have any single heritage of methodology and its practitioners draw upon diverse sources of influence. Central to all narrative inquiry however, is attention to the potential of stories to give meaning to people's lives, and the treatment of data as stories. This is the first of two papers on the topic and addresses the theoretical influences upon a particular narrative inquiry into nursing scholars and scholarship. The second paper, Conducting a narrative analysis, describes the actual narrative analysis as it was conducted in this same study. Together, the papers provide sufficient detail for others wishing to pursue a similar approach to do so, or to develop the ideas and procedures according to their own way of thinking. Within this first theoretical paper, perspectives from Jerome Bruner (1987) and Wade Roof (1993) are outlined. These relate especially to the notion of stories as 'imaginative constructions' and as 'cultural narratives' and as such, highlight the profound importance of stories as being individually and culturally meaningful. As well, perspectives on narrative inquiry from nursing literature are highlighted. Narrative inquiry in this instance lies within the broader context of phenomenology.

49 CFR 211.61 - Informal safety inquiries.

Science.gov (United States)

2010-10-01

... information on selected topics relating to railroad safety. A notice of each such inquiry will be published in... 49 Transportation 4 2010-10-01 2010-10-01 false Informal safety inquiries. 211.61 Section 211.61..., DEPARTMENT OF TRANSPORTATION RULES OF PRACTICE Miscellaneous Safety-Related Proceedings and Inquiries § 211...

Multiple Modes of Inquiry in Earth Science

Science.gov (United States)

Kastens, Kim A.; Rivet, Ann

2008-01-01

To help teachers enrich their students' understanding of inquiry in Earth science, this article describes six modes of inquiry used by practicing geoscientists (Earth scientists). Each mode of inquiry is illustrated by using examples of seminal or pioneering research and provides pointers to investigations that enable students to experience these…

Dealing with the Ambiguities of Science Inquiry

Science.gov (United States)

Tan, Yuen Sze Michelle; Caleon, Imelda Santos

2016-01-01

The current vision of science education in myriad educational contexts encourages students to learn through the process of science inquiry. Science inquiry has been used to promote conceptual learning and engage learners in an active process of meaning-making and investigation to understand the world around them. The science inquiry process…

Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning

Science.gov (United States)

Haefner, Leigh Ann; Zembal-Saul, Carla

This study examined prospective elementary teachers' learning about scientific inquiry in the context of an innovative life science course. Research questions included: (1) What do prospective elementary teachers learn about scientific inquiry within the context of the course? and (2) In what ways do their experiences engaging in science investigations and teaching inquiry-oriented science influence prospective elementary teachers' understanding of science and science learning and teaching? Eleven prospective elementary teachers participated in this qualitative, multi-participant case study. Constant comparative analysis strategies attempted to build abstractions and explanations across participants around the constructs of the study. Findings suggest that engaging in scientific inquiry supported the development more appropriate understandings of science and scientific inquiry, and that prospective teachers became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include careful consideration of learning experiences crafted for prospective elementary teachers to support the development of robust subject matter knowledge.

Data-driven Inquiry in Environmental Restoration Studies

Science.gov (United States)

Zalles, D. R.; Montgomery, D. R.

2008-12-01

Place-based field work has been recognized as an important component of geoscience education programs for engaging students. Field work helps students appreciate the spatial extent of data and the systems operating in a locale. Data collected in a place has a temporal aspect that can be explored through representations such as photographs and maps and also though numerical data sets that capture characteristics of place. Yet, experiencing authentic geoscience research in an educational setting requires going beyond fieldwork: students must develop data literacy skills that will enable them to connect abstract representations of spatio-temporal data with place. Educational researchers at SRI International led by Dr. Daniel Zalles, developer of inquiry-based geoscience curricula, and geoscientists at the University of Washington (UW) led by Dr. David Montgomery, Professor of Earth and Space Sciences, are building educational curriculum modules that help students make these connections. The modules concern the environmental history of the Puget Sound area in Washington State and its relevance for the American Indians living there. This collaborative project relies on environmental data collected in the Puget Sound Regional Synthesis Model (PRISM) and Puget Sound River History Project. The data sets are being applied to inquiry-based geoscience investigations at the undergraduate and high school level. The modules consist of problem-based units centered on the data sets, plus geographic and other data representations. The modules will rely on educational "design patterns" that characterize geoscientific inquiry tasks. Use of design patterns will enable other modules to be built that align to the modes of student thinking and practice articulated in the design patterns. The modules will be accompanied by performance assessments that measure student learning from their data investigations. The design principles that drive this project have already been used effectively

Collaborative Inquiry Learning: Models, tools, and challenges

Science.gov (United States)

Bell, Thorsten; Urhahne, Detlef; Schanze, Sascha; Ploetzner, Rolf

2010-02-01

Collaborative inquiry learning is one of the most challenging and exciting ventures for today's schools. It aims at bringing a new and promising culture of teaching and learning into the classroom where students in groups engage in self-regulated learning activities supported by the teacher. It is expected that this way of learning fosters students' motivation and interest in science, that they learn to perform steps of inquiry similar to scientists and that they gain knowledge on scientific processes. Starting from general pedagogical reflections and science standards, the article reviews some prominent models of inquiry learning. This comparison results in a set of inquiry processes being the basis for cooperation in the scientific network NetCoIL. Inquiry learning is conceived in several ways with emphasis on different processes. For an illustration of the spectrum, some main conceptions of inquiry and their focuses are described. In the next step, the article describes exemplary computer tools and environments from within and outside the NetCoIL network that were designed to support processes of collaborative inquiry learning. These tools are analysed by describing their functionalities as well as effects on student learning known from the literature. The article closes with challenges for further developments elaborated by the NetCoIL network.

Talking Science: Developing a Discourse of Inquiry

Science.gov (United States)

Hackling, Mark; Smith, Pru; Murcia, Karen

2010-01-01

A key principle of inquiry-based science education is that the process of inquiry must include opportunities for the exploration of questions and ideas, as well as reasoning with ideas and evidence. Teaching and learning Science therefore involves teachers managing a discourse that supports inquiry and students engaging in talk that facilitates…

The Inquiry Matrix: A Tool for Assessing and Planning Inquiry in Biology and Beyond

Science.gov (United States)

Grady, Julie

2010-01-01

One way to advance inquiry in the classroom is to establish a systematic strategy for reflecting on our practice and our students' readiness to engage in increasingly complex scientific reasoning. The Matrix for Assessing and Planning Scientific Inquiry (MAPSI) is a tool that promotes this valuable reflection so that we, as teachers, are better…

Critical inquiry and knowledge translation: exploring compatibilities and tensions

Science.gov (United States)

Reimer-Kirkham, Sheryl; Varcoe, Colleen; Browne, Annette J.; Lynam, M. Judith; Khan, Koushambhi Basu; McDonald, Heather

2016-01-01

Knowledge translation has been widely taken up as an innovative process to facilitate the uptake of research-derived knowledge into health care services. Drawing on a recent research project, we engage in a philosophic examination of how knowledge translation might serve as vehicle for the transfer of critically oriented knowledge regarding social justice, health inequities, and cultural safety into clinical practice. Through an explication of what might be considered disparate traditions (those of critical inquiry and knowledge translation), we identify compatibilities and discrepancies both within the critical tradition, and between critical inquiry and knowledge translation. The ontological and epistemological origins of the knowledge to be translated carry implications for the synthesis and translation phases of knowledge translation. In our case, the studies we synthesized were informed by various critical perspectives and hence we needed to reconcile differences that exist within the critical tradition. A review of the history of critical inquiry served to articulate the nature of these differences while identifying common purposes around which to strategically coalesce. Other challenges arise when knowledge translation and critical inquiry are brought together. Critique is one of the hallmark methods of critical inquiry and, yet, the engagement required for knowledge translation between researchers and health care administrators, practitioners, and other stakeholders makes an antagonistic stance of critique problematic. While knowledge translation offers expanded views of evidence and the complex processes of knowledge exchange, we have been alerted to the continual pull toward epistemologies and methods reminiscent of the positivist paradigm by their instrumental views of knowledge and assumptions of objectivity and political neutrality. These types of tensions have been productive for us as a research team in prompting a critical reconceptualization of

Critical inquiry and knowledge translation: exploring compatibilities and tensions.

Science.gov (United States)

Reimer-Kirkham, Sheryl; Varcoe, Colleen; Browne, Annette J; Lynam, M Judith; Khan, Koushambhi Basu; McDonald, Heather

2009-07-01

Knowledge translation has been widely taken up as an innovative process to facilitate the uptake of research-derived knowledge into health care services. Drawing on a recent research project, we engage in a philosophic examination of how knowledge translation might serve as vehicle for the transfer of critically oriented knowledge regarding social justice, health inequities, and cultural safety into clinical practice. Through an explication of what might be considered disparate traditions (those of critical inquiry and knowledge translation), we identify compatibilities and discrepancies both within the critical tradition, and between critical inquiry and knowledge translation. The ontological and epistemological origins of the knowledge to be translated carry implications for the synthesis and translation phases of knowledge translation. In our case, the studies we synthesized were informed by various critical perspectives and hence we needed to reconcile differences that exist within the critical tradition. A review of the history of critical inquiry served to articulate the nature of these differences while identifying common purposes around which to strategically coalesce. Other challenges arise when knowledge translation and critical inquiry are brought together. Critique is one of the hallmark methods of critical inquiry and, yet, the engagement required for knowledge translation between researchers and health care administrators, practitioners, and other stakeholders makes an antagonistic stance of critique problematic. While knowledge translation offers expanded views of evidence and the complex processes of knowledge exchange, we have been alerted to the continual pull toward epistemologies and methods reminiscent of the positivist paradigm by their instrumental views of knowledge and assumptions of objectivity and political neutrality. These types of tensions have been productive for us as a research team in prompting a critical reconceptualization of

Inquiry and Digital Learning Centers

Science.gov (United States)

Pappas, Marjorie L.

2005-01-01

"Inquiry is an investigative process that engages students in answering questions, solving real world problems, confronting issues, or exploring personal interests" (Pappas and Tepe 2002, 27). Students who engage in inquiry learning need tools and resources that enable them to independently gather and use information. Scaffolding is important for…

Science Inquiry as Knowledge Transformation: Investigating Metacognitive and Self-regulation Strategies to Assist Students in Writing about Scientific Inquiry Tasks

Science.gov (United States)

Collins, Timothy A.

2011-12-01

Science inquiry is central to the science education reform efforts that began in the early 1990's. It is both a topic of instruction and a process to be experienced. Student engagement in the process of scientific inquiry was the focus of this study. The process of scientific inquiry can be conceived as a two-part task. In the initial part of the task, students identify a question or problem to study and then carry out an investigation to address the issue. In the second part of the task, students analyze their data to propose explanations and then report their findings. Knowing that students struggle with science inquiry tasks, this study sought to investigate ways to help students become more successful with the communication demands of science inquiry tasks. The study took place in a high school chemistry class. Students in this study completed a total of three inquiry tasks over the course of one school year. Students were split into four experimental groups in order to determine the effect of goal setting, metacognitive prompts, and sentence stems on student inquiry tasks. The quality of the student written work was assessed using a scoring rubric familiar to the students. In addition, students were asked at four different times in the school year to respond to a self-efficacy survey that measured student self-efficacy for chemistry content and science inquiry processes. Student self-efficacy for the process of scientific inquiry was positive and did not change over the course of the study while student scores on the science inquiry tasks rose significantly. The metacognitive prompts and instruction in goal setting did not have any effect on student inquiry scores. Results related to the effect of the sentence stems were mixed. An analysis of student work indicated that students who received high marks on their initial inquiry task in this study were the ones that adopted the use of the sentence stems. Students who received low marks on their initial inquiry

Refining Inquiry with Multi-Form Assessment: Formative and Summative Assessment Functions for Flexible Inquiry

Science.gov (United States)

Zuiker, Steven; Whitaker, J. Reid

2014-01-01

This paper describes the 5E+I/A inquiry model and reports a case study of one curricular enactment by a US fifth-grade classroom. A literature review establishes the model's conceptual adequacy with respect to longstanding research related to both the 5E inquiry model and multiple, incremental innovations of it. As a collective line of research,…

Community of inquiry model: advancing distance learning in nurse anesthesia education.

Science.gov (United States)

Pecka, Shannon L; Kotcherlakota, Suhasini; Berger, Ann M

2014-06-01

The number of distance education courses offered by nurse anesthesia programs has increased substantially. Emerging distance learning trends must be researched to ensure high-quality education for student registered nurse anesthetists. However, research to examine distance learning has been hampered by a lack of theoretical models. This article introduces the Community of Inquiry model for use in nurse anesthesia education. This model has been used for more than a decade to guide and research distance learning in higher education. A major strength of this model learning. However, it lacks applicability to the development of higher order thinking for student registered nurse anesthetists. Thus, a new derived Community of Inquiry model was designed to improve these students' higher order thinking in distance learning. The derived model integrates Bloom's revised taxonomy into the original Community of Inquiry model and provides a means to design, evaluate, and research higher order thinking in nurse anesthesia distance education courses.

Student leadership in small group science inquiry

Science.gov (United States)

Oliveira, Alandeom W.; Boz, Umit; Broadwell, George A.; Sadler, Troy D.

2014-09-01

Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity. Purpose: This study addresses this issue of oversimplification of group dynamics by examining the social leadership structures that emerge in small student groups during science inquiry. Sample: Two small student groups investigating the burning of a candle under a jar participated in this study. Design and method: We used a mixed-method research approach that combined computational discourse analysis (computational quantification of social aspects of small group discussions) with microethnography (qualitative, in-depth examination of group discussions). Results: While in one group social leadership was decentralized (i.e., students shared control over topics and tasks), the second group was dominated by a male student (centralized social leadership). Further, decentralized social leadership was found to be paralleled by higher levels of student cognitive engagement. Conclusions: It is argued that computational discourse analysis can provide science educators with a powerful means of developing pedagogical models of collaborative science learning that take into account the emergent nature of group structures and highly fluid nature of student collaboration.

22 CFR 92.60 - Examination procedures.

Science.gov (United States)

2010-04-01

... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Examination procedures. 92.60 Section 92.60... and Letters Rogatory § 92.60 Examination procedures. (a) Explaining interrogatory to witness. If the... examination of a witness propound such inquiries as may be necessary to satisfy himself whether the witness is...

A design-based study of Citizen Inquiry for geology

OpenAIRE

Aristeidou, Maria; Scanlon, Eileen; Sharples, Mike

2013-01-01

Citizen Inquiry forms a new method of informal science learning and aims to enable the engagement of citizens in online scientific investigations. Citizen Inquiry combines aspects from Citizen Science and Inquiry-based learning and is implemented through a community of practice where people having a shared interest interact and exchange knowledge and methods supported and guided by online systems and tools within a web-based inquiry environment. To explore the potential of Citizen Inquiry, a ...

Development, validation, and factorial comparison of the McGill Self-Efficacy of Learners For Inquiry Engagement (McSELFIE) survey in natural science disciplines

Science.gov (United States)

Ibrahim, Ahmed; Aulls, Mark W.; Shore, Bruce M.

2016-11-01

Sociocognitive theory [Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall; Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184. doi:10.1037/0003-066x.44.9.1175; Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287. doi:10.1016/0749-5978(91)90022-L] accords high importance to the mechanisms of human agency and how they are exercised through self-efficacy. In this paper, we developed and validated the McGill Self-Efficacy For Inquiry Engagement (McSELFIE) instrument with undergraduate students in natural science disciplines. We defined inquiry engagement as carrying out the practices of science (POS) that are supported by students' personality characteristics (SPCs) and that result in achieving inquiry-learning outcomes (ILOs). Based on these theoretical perspectives, the McSELFIE is a 60-item, learner-focused survey that addresses three components that are theoretically important for engaging in scientific inquiry: (a) SPCs, (b) ILOs, and (c) POS. Evidence for construct and content validity were obtained by using experts' judgments and confirmatory factor analysis with a sample of 110 undergraduate students enrolled in science disciplines. Internal consistency of the factors and instrument was also examined. The McSELFIE instrument is a reliable and valid instrument for measuring science undergraduate students' self-efficacy for inquiry engagement. Matched pairs analyses were conducted among the instruments' factors. Students reported the highest self-efficacy for openness, applying knowledge, and carrying out investigations. Students reported the lowest self-efficacy for extraversion, understanding metacognitive knowledge, and planning investigations. Theoretical and practical implications are discussed.

Using technology to support science inquiry learning

Directory of Open Access Journals (Sweden)

P John Williams

2017-03-01

Full Text Available This paper presents a case study of a teacher’s experience in implementing an inquiry approach to his teaching over a period of two years with two different classes. His focus was on using a range of information technologies to support student inquiry learning. The study demonstrates the need to consider the characteristics of students when implementing an inquiry approach, and also the influence of the teachers level of understanding and related confidence in such an approach. The case also indicated that a range of technologies can be effective in supporting student inquiry learning.

Exploring the meaning of practicing classroom inquiry from the perspectives of National Board Certified Science Teachers

Science.gov (United States)

Karaman, Ayhan

Inquiry has been one of the most prominent terms of the contemporary science education reform movement (Buck, Latta, & Leslie-Pelecky, 2007; Colburn, 2006; Settlage, 2007). Practicing classroom inquiry has maintained its central position in science education for several decades because science education reform documents promote classroom inquiry as the potential savior of science education from its current problems. Likewise, having the capabilities of teaching science through inquiry has been considered by National Board for Professional Teaching Standards [NBPTS] as one of the essential elements of being an accomplished science teacher. Successful completion of National Board Certification [NBC] assessment process involves presenting a clear evidence of enacting inquiry with students. Despite the high-profile of the word inquiry in the reform documents, the same is not true in schools (Crawford, 2007). Most of the science teachers do not embrace this type of approach in their everyday teaching practices of science (Johnson, 2006; Luera, Moyer, & Everett, 2005; Smolleck, Zembal-Saul, & Yoder, 2006; Trumbull, Scarano, & Bonney, 2006). And the specific meanings attributed to inquiry by science teachers do not necessarily match with the original intentions of science education reform documents (Matson & Parsons, 2006; Wheeler, 2000; Windschitl, 2003). Unveiling the various meanings held by science teachers is important in developing better strategies for the future success of science education reform efforts (Jones & Eick, 2007; Keys & Bryan, 2001). Due to the potential influences of National Board Certified Science Teachers [NBCSTs] on inexperienced science teachers as their mentors, examining inquiry conceptions of NBCSTs is called for. How do these accomplished practitioners understand and enact inquiry? The purpose of this dissertation research study was twofold. First, it investigated the role of NBC performance assessment process on the professional development

Computational Inquiry in Introductory Statistics

Science.gov (United States)

Toews, Carl

2017-01-01

Inquiry-based pedagogies have a strong presence in proof-based undergraduate mathematics courses, but can be difficult to implement in courses that are large, procedural, or highly computational. An introductory course in statistics would thus seem an unlikely candidate for an inquiry-based approach, as these courses typically steer well clear of…

Introducing the Cycle of Inquiry System: A Reflective Inquiry Practice for Early Childhood Teacher Development

Science.gov (United States)

Broderick, Jane Tingle; Hong, Seong Bock

2011-01-01

The Cycle of Inquiry (COI) is a tool for emergent curriculum planning and for professional development of early childhood teachers and teacher education students. The COI includes a sequence of five organizational forms connecting analysis of documentation data with intentional planning for long-term emergent inquiry inspired by the Reggio Emilia…

Teacher students' dilemmas when teaching science through inquiry

Science.gov (United States)

Krämer, Philipp; Nessler, Stefan H.; Schlüter, Kirsten

2015-09-01

Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage. Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective? Design & method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective. Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning 'Supporting pupils' own investigations' and 'Guiding analysis and conclusions.' The subjectively perceived problems comprise concerns about 'Teachers' abilities' and 'Pupils' abilities,' 'Differentiated instruction' and institutional frame 'Conditions' while the self-reflectively noticed problems mainly comprise concerns about 'Allowing inquiry,' 'Instructional Aspects,' and 'Pupils' behavior.' Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these

Promoting Cognitive and Social Aspects of Inquiry through Classroom Discourse

Science.gov (United States)

Jin, Hui; Wei, Xin; Duan, Peiran; Guo, Yuying; Wang, Wenxia

2016-01-01

We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught.…

Conceptualising inquiry based education in mathematics

DEFF Research Database (Denmark)

Blomhøj, Morten; Artigue, Michéle

2013-01-01

of inquiry as a pedagogical concept in the work of Dewey (e.g. 1916, 1938) to analyse and discuss its migration to science and mathematics education. For conceptualizing inquiry-based mathematics education (IBME) it is important to analyse how this concept resonates with already well-established theoretical...... frameworks in mathematics education. Six such frameworks are analysed from the perspective of inquiry: the problem-solving tradition, the Theory of Didactical Situations, the Realistic Mathematics Education programme, the mathematical modelling perspective, the Anthropological Theory of Didactics...

Pragmatic inquiry and creativity

DEFF Research Database (Denmark)

Gimmler, Antje

’Don’t block the road of inquiry” was the motto of Peirce and also Dewey situated inquiry in its ideal version in a democratic and cooperative community. Abduction became the key concept for the pragmatic and creative research process where the lonely engineer is substituted with intelligent...... collaborations of the many. Thus, inquiry is from a pragmatic understanding rather a social than a purely cognitive task. The paper will firstly give a sketch of this understanding of inquiry and creativity on the background of the theories of Peirce and Dewey and will draw some parallels to recent...... of Thevenot’s critical pragmatism this understanding might be naïve – not because this is an idealistic rather than a real-life scenario but because the idea of collaborative creativity and self-realization has actually become the driving force in a marked dominated organization of science and production...

HASIL BELAJAR ASPEK KETERAMPILAN IPA PADA PEMBELAJARAN LEVEL OF INQUIRY TINGKAT INQUIRY LESSON DI SMP

Directory of Open Access Journals (Sweden)

Yeni Hariningsih

2016-08-01

Full Text Available Learning science in junior high school in general is focused on mastery of concepts and basic science has not yet developed abilities, such as the ability berinkuiri. Therefore, it is necessary to find the appropriate steps to improve the process of learning science. The purpose of the study iniuntuk improve learning outcomes by using the skill aspect of inquiry learning model level. The method used in this research is mixed method. The instrument used is the syllabus, lesson plans, and the observation sheet keterampilan.Teknik data collection using observation. Aspects of data analysis skills using data reduction method, coding and interpretation. Results of research conducted on 36 students showed the ability berinkuiri learners increased by using the model level of inquiry. Results of learners aspect of overall skill increases with the good category. The conclusion from this study that the use of models level of inquiry to improve the ability berinkuiri learners and improve learning outcomes aspects of science skills of learners. Pembelajaran IPA di SMP pada umumnya masih menekankan pada penguasaan konsep dan belum mengembangkan kemampuan dasar sains, seperti kemampuan berinkuiri.Oleh karena itu perlu ditemukan langkah yang tepat untuk memperbaiki proses pembelajaran IPA. Tujuan dari penelitian iniuntuk meningkatkan hasil belajar aspek keterampilan dengan menggunakan model pembelajaran level of inquiry. Metode yang digunakan dalam penelitian ini yaitu mixed methode. Instrumen yang digunakan yaitu Silabus, RPP dan lembar observasi keterampilan. Teknik pengumpulan data menggunakan observasi. Analisis data aspek keterampilan dengan menggunakan cara mereduksi data, pengkodean dan interpretasi. Hasil penelitian yang dilakukan pada 36 peserta didik menunjukkan kemampuan berinkuiri peserta didik mengalami peningkatan dengan menggunakan model level of inquiry. Hasil belajar peserta didik aspek keterampilan secara keseluruhan meningkat dengan dengan

A "Narrowing of Inquiry" in American Moral Psychology and Education

Science.gov (United States)

Richardson, Michael J.; Slife, Brent D.

2013-01-01

We explore the possibility that a priori philosophical commitments continue to result in a narrowing of inquiry in moral psychology and education where theistic worldviews are concerned. Drawing from the theories of Edward L. Thorndike and John Dewey, we examine naturalistic philosophical commitments that influenced the study of moral psychology…

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

NARCIS (Netherlands)

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

2009-01-01

The Dutch chemistry curriculum for upper secondary schools has prescribed inquiry-based student learning since 1997. For some decades inquiry tasks have been a feature of school science in various countries (1). As in other countries, some of our chemistry teachers are used to recipe-geared

48 CFR 32.909 - Contractor inquiries.

Science.gov (United States)

2010-10-01

... 48 Federal Acquisition Regulations System 1 2010-10-01 2010-10-01 false Contractor inquiries. 32.909 Section 32.909 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION GENERAL CONTRACTING REQUIREMENTS CONTRACT FINANCING Prompt Payment 32.909 Contractor inquiries. (a) Direct questions...

Towards an Ecological Inquiry in Child-Computer Interaction

DEFF Research Database (Denmark)

Smith, Rachel Charlotte; Iversen, Ole Sejer; Hjermitslev, Thomas

2013-01-01

The paper introduces an Ecological Inquiry as a methodological approach for designing technology with children. The inquiry is based on the ‘ecological turn’ in HCI, Ubiquitous Computing and Participatory Design that shift the emphasis of design from technological artifacts to entire use ecologies...... into which technologies are integrated. Our Ecological Inquiry extends Cooperative Inquiry in three directions: from understanding to emergence of social practices and meanings, from design of artifacts to hybrid environments, and from a focus on technology to appropriations through design and use. We...... exemplify our approach in a case study in which we designed social technologies for hybrid learning environments with children in two schools, and discuss how an Ecological Inquiry can inform existing approaches in CCI....

Associations between United States Medical Licensing Examination (USMLE) and Internal Medicine In-Training Examination (IM-ITE) scores.

Science.gov (United States)

McDonald, Furman S; Zeger, Scott L; Kolars, Joseph C

2008-07-01

Little is known about the associations of previous standardized examination scores with scores on subsequent standardized examinations used to assess medical knowledge in internal medicine residencies. To examine associations of previous standardized test scores on subsequent standardized test scores. Retrospective cohort study. One hundred ninety-five internal medicine residents. Bivariate associations of United States Medical Licensing Examination (USMLE) Steps and Internal Medicine In-Training Examination (IM-ITE) scores were determined. Random effects analysis adjusting for repeated administrations of the IM-ITE and other variables known or hypothesized to affect IM-ITE score allowed for discrimination of associations of individual USMLE Step scores on IM-ITE scores. In bivariate associations, USMLE scores explained 17% to 27% of the variance in IME-ITE scores, and previous IM-ITE scores explained 66% of the variance in subsequent IM-ITE scores. Regression coefficients (95% CI) for adjusted associations of each USMLE Step with IM-ITE scores were USMLE-1 0.19 (0.12, 0.27), USMLE-2 0.23 (0.17, 0.30), and USMLE-3 0.19 (0.09, 0.29). No single USMLE Step is more strongly associated with IM-ITE scores than the others. Because previous IM-ITE scores are strongly associated with subsequent IM-ITE scores, appropriate modeling, such as random effects methods, should be used to account for previous IM-ITE administrations in studies for which IM-ITE score is an outcome.

Analyzing students' attitudes towards science during inquiry-based lessons

Science.gov (United States)

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.

Flipped Science Inquiry@Crescent Girls' School

Directory of Open Access Journals (Sweden)

Peishi Goh

2017-06-01

Full Text Available This study shares the findings of a school-based Action Research project to explore how inquiry-based science practical lessons designed using the Flipped Science Inquiry@CGS classroom pedagogical model influence the way students learn scientific knowledge and also students' development of 21st century competencies, in particular, in the area of Knowledge Construction. Taking on a broader definition of the flipped classroom pedagogical model, the Flipped Science Inquiry@CGS framework adopts a structure that inverted the traditional science learning experience. Scientific knowledge is constructed through discussions with their peers, making use of their prior knowledge and their experiences while engaging in hands-on activities. Through the study, it is found that with the use of the Flipped Science Inquiry@CGS framework, learning experiences that are better aligned to the epistemology of science while developing 21st century competencies in students are created.

Artful inquiry as a leadership skill

DEFF Research Database (Denmark)

Darsø, Lotte

Artful Inquiry as a Leadership Skill Lotte Darsø Abstract for 8th AMO 2016: Open Stream How do leaders develop their own leadership? How do leaders get inspiration and energy for leading and how do they make decisions in complex situations with scarce information? In this paper I will argue...... that artful inquiry is an important leadership skill, both in relation for leaders to rekindle themselves and their employees. I’ll define Artful Inquiry as the skill of inquiring into something of importance through body, mind, heart and spirit. Artful Inquiry taps into the leader’s tacit knowledge...... of materials such as paper, clay, LEGO pieces, photos, cloth, materials from nature, or a combinations of these); embodying (e.g. exploring positions, developing empathy, or focused sensing into what the body knows); listening (e.g. to different music pieces or live music); or presencing (e.g. through...

How are scientific thinking skills best developed? Direct instruction vs. inquiry practice

Science.gov (United States)

Dean, David Worth, Jr.

Despite its support and adoption by most major scientific and educational organizations, some researchers have questioned whether inquiry learning is indeed the best method for acquiring the skills of inquiry. Klahr and colleagues have investigated the development of the control of variables strategy, or controlled comparison (CC), and claim that a brief session of direct instruction, characterized by explicit training of CC, as opposed to allowing children to discover CC through inquiry learning, is sufficient for acquisition, maintenance, and transfer of this core aspect of inquiry. Kuhn and colleagues, however, argue that direct instruction may be insufficient for development of the metastrategic level of understanding necessary to adequately maintain and transfer inquiry skills. In the present study, I attempt to identify the intervention most effective in supporting acquisition, maintenance, and transfer of these skills. Three groups of students received either a direct instruction session followed by standard classroom instruction (DI-only), an introductory session (without direct instruction) followed by practice sessions only (PR-only), or a direct instruction session followed by practice sessions (DI+PR). Practice sessions involved the use of a computer-based inquiry task requiring students to investigate the effects of five potential causal variables on an outcome. The two practice groups worked with this program during 12 sessions over nine weeks. They worked with structurally identical software programs during five weekly maintenance sessions. During this time, the DI-only group received standard classroom instruction. All groups were assessed on familiar and unfamiliar computer-based inquiry tasks at the conclusion of intervention (immediate assessment) and maintenance sessions (delayed assessment). Students in the two practice groups demonstrated improvement in an integrative measure of inquiry skill (valid intent, valid strategy, valid inference, and

The Teaching of Anthropogenic Climate Change and Earth Science via Technology-Enabled Inquiry Education

Science.gov (United States)

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2016-01-01

A gap has existed between the tools and processes of scientists working on anthropogenic global climate change (AGCC) and the technologies and curricula available to educators teaching the subject through student inquiry. Designing realistic scientific inquiry into AGCC poses a challenge because research on it relies on complex computer models, globally distributed data sets, and complex laboratory and data collection procedures. Here we examine efforts by the scientific community and educational researchers to design new curricula and technology that close this gap and impart robust AGCC and Earth Science understanding. We find technology-based teaching shows promise in promoting robust AGCC understandings if associated curricula address mitigating factors such as time constraints in incorporating technology and the need to support teachers implementing AGCC and Earth Science inquiry. We recommend the scientific community continue to collaborate with educational researchers to focus on developing those inquiry technologies and curricula that use realistic scientific processes from AGCC research and/or the methods for determining how human society should respond to global change.

Inquiry-based Learning in Mathematics Education

DEFF Research Database (Denmark)

Dreyøe, Jonas; Larsen, Dorte Moeskær; Hjelmborg, Mette Dreier

From a grading list of 28 of the highest ranked mathematics education journals, the six highest ranked journals were chosen, and a systematic search for inquiry-based mathematics education and related keywords was conducted. This led to five important theme/issues for inquiry-based learning...

Trained Inquiry Skills on Heat and Temperature Concepts

Science.gov (United States)

Hasanah, U.; Hamidah, I.; Utari, S.

2017-09-01

Inquiry skills are skills that aperson needs in developing concepts, but the results of the study suggest that these skills haven’t yet been trained along with the development of concepts in science feeding, found the difficulties of students in building the concept scientifically. Therefore, this study aims to find ways that are effective in training inquiry skills trough Levels of Inquiry (LoI) learning. Experimental research with one group pretest-postest design, using non-random sampling samples in one of vocational high school in Cimahi obtained purposively 33 students of X class. The research using the inquiry skills test instrument in the form of 15questions multiple choice with reliability in very high category. The result of data processing by using the normalized gain value obtained an illustration that the ways developed in the LoI are considered effective trained inquiry skills in the middle category. Some of the ways LoI learning are considered effective in communicating aspects through discovery learning, predicting trough interactive demonstration, hypotheses through inquiry lesson, and interpreting data through inquiry lab, but the implementation of LoI learning in this study hasn’t found a way that is seen as effective for trespassing aspects of designing an experiment.

Scientific Inquiry in Health Sciences Education

DEFF Research Database (Denmark)

Musaeus, Peter

inquiry or critical thinking. Discussion: The value of this study is that it might enable educational developers to give junior faculty better guidance on teaching and specific feedback on their teaching portfolio in particular in regards to the design of learning activities that might use scientific...... in terms of a more systematic approach to higher-level thinking. Thus although participants cited one or more constructivist educational theorists, they did not express a well-articulated notion of inquiry and they provided limited concrete examples on how to design a conducive learning environment around...... inquiry as means and end in higher education....

Inquiry-Based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology

Science.gov (United States)

Kim, Hanna

2011-12-01

This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school students' attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were entering eighth grade attended an intensive, 1-week Inquiry-Based Science and Technology Enrichment Program which used a main theme, "Green Earth Enhanced with Inquiry and Technology." We used pre- and post-attitude surveys, pre- and post-science content knowledge tests, and selective interviews to collect data and measure changes in students' attitudes and content knowledge. The study results indicated that at the post-intervention measures, participants significantly improved their attitudes toward science and science-related careers and increased their content knowledge of selected science concepts ( p < .05).

Lessons from the Sizewell B inquiry: how to make major public inquiries into energy projects fair and efficient. Address to the parliamentary group for energy studies

Energy Technology Data Exchange (ETDEWEB)

O' Riordan, T.; Purdue, M.; Kemp, R.

1986-07-01

The paper is an address to the Parliamentary Group for Energy Studies, and concerns an appraisal of the Sizewell B Inquiry. The unique nature of the Inquiry is described, and an assessment of the Inquiry is given. Based on the main criticisms of the Inquiry, proposals for the reform of future major public inquiries are put forward.

Analysis of the project synthesis goal cluster orientation and inquiry emphasis of elementary science textbooks

Science.gov (United States)

Staver, John R.; Bay, Mary

The purpose of this descriptive study was to examine selected units of commonly used elementary science texts, using the Project Synthesis goal clusters as a framework for part of the examination. An inquiry classification scheme was used for the remaining segment. Four questions were answered: (1) To what extent do elementary science textbooks focus on each Project Synthesis goal cluster? (2) In which part of the text is such information found? (3) To what extent are the activities and experiments merely verifications of information already introduced in the text? (4) If inquiry is present in an activity, then what is the level of such inquiry?Eleven science textbook series, which comprise approximately 90 percent of the national market, were selected for analysis. Two units, one primary (K-3) and one intermediate (4-6), were selected for analysis by first identifying units common to most series, then randomly selecting one primary and one intermediate unit for analysis.Each randomly selected unit was carefully read, using the sentence as the unit of analysis. Each declarative and interrogative sentence in the body of the text was classified as: (1) academic; (2) personal; (3) career; or (4) societal in its focus. Each illustration, except those used in evaluation items, was similarly classified. Each activity/experiment and each miscellaneous sentence in end-of-chapter segments labelled review, summary, evaluation, etc., were similarly classified. Finally, each activity/experiment, as a whole, was categorized according to a four-category inquiry scheme (confirmation, structured inquiry, guided inquiry, open inquiry).In general, results of the analysis are: (1) most text prose focuses on academic science; (2) most remaining text prose focuses on the personal goal cluster; (3) the career and societal goal clusters receive only minor attention; (4) text illustrations exhibit a pattern similar to text prose; (5) text activities/experiments are academic in orientation

Report on the inquiry into sale price fluctuations of gasoline and diesel fuel in the regions of Abitibi-Temiscamingue, Saguenay-Lac Saint Jean and the Upper Mauricie, October 1998 to 31 December 1999

International Nuclear Information System (INIS)

Lambert, L.; Dumais, M. A.

2000-01-01

An inquiry was initiated by the President of the Quebec Energy Board (Regie de l'energie) on October 7, 1999 to review the reasons for the wide fluctuations in the retail sale prices of gasoline and diesel fuel in the regions of Abitibi-Temiscamingue, Saguenay/Lac-Saint-Jean and the Upper Mauricie, although the Board has no jurisdiction over the prices charged for petroleum products or anti-competitive practices. Consequently, the inquiry confined itself to an analysis of the information pertaining to the structure and forces driving the petroleum products market, and an examination of price mechanisms and consumer reactions in these regions. The inquiry reviewed the relevant legislation and regulation, the social, economic and energy situations in the affected regions, and the structure and functioning of the market for gasoline and diesel fuel. The inquiry came to the conclusion that the price fluctuations during the period under review reflected the wholesale prices recorded at Montreal and Quebec, which are determined by national and international market forces over which Quebec has no significant control. Furthermore, the inquiry concluded that although market forces are present and functioning in the regions, there are relatively few outlets affiliated with major oil companies, and a large number of independent retail outlets with relatively small volumes of annual sales. They essentially set their own prices at a level that reflect their cost of operation. Appendices contain the Inquiry's mandate, a list of those who testified before the Inquiry, a map showing the geographic profile of the regions surveyed and a list of figures and tables. 18 tabs., 31 figs

Exploring the Benefits of a Collaborative Inquiry Team in Education (CITE) Initiative to Develop a Research Community and Enhance Student Engagement

Science.gov (United States)

Cantalini-Williams, Maria; Curtis, Debra; Eden-DeGasperis, Kimberley; Esposto, Lauren; Guibert, Jenny; Papp, Heather; Roque, Carlos

2015-01-01

This study examined a collaborative inquiry process, facilitated by university faculty in an elementary school, intended to develop a research community, foster knowledge mobilization, and enhance student engagement. The Collaborative Inquiry Team in Education (CITE) initiative consisted of five school-based sessions that included videos,…

Eliciting User Requirements Using Appreciative Inquiry

Science.gov (United States)

Gonzales, Carol Kernitzki

2010-01-01

Many software development projects fail because they do not meet the needs of users, are over-budget, and abandoned. To address this problem, the user requirements elicitation process was modified based on principles of Appreciative Inquiry. Appreciative Inquiry, commonly used in organizational development, aims to build organizations, processes,…

A Template for Open Inquiry: Using Questions to Encourage and Support Inquiry in Earth and Space Science

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Hermann, Ronald S.; Miranda, Rommel J.

2010-01-01

This article provides an instructional approach to helping students generate open-inquiry research questions, which the authors call the "open-inquiry question template." This template was created based on their experience teaching high school science and preservice university methods courses. To help teachers implement this template, they…

An exploration of middle school science teachers' understandings and teaching practice of science as inquiry

Science.gov (United States)

Castle, Margaret Ann

A number of reports have raised a concern that the U.S. is not meeting the demands of 21st century skill preparation of students, teachers, and practitioners in the areas of science, technology, engineering, and mathematics (STEM). In 2005 and 2006 five reports were released indicating a need for improvement in science and mathematics education in the U.S. The reports were: Keeping America Competitive: Five Strategies To Improve Mathematics and Science Education (Coble & Allen, 2005); National Defense Education and Innovation Initiative: Meeting America's Economic and Security Challenges in the 21st Century (The Association of American Universities, 2006); Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future (National Academies Press, 2007); Tapping America's Potential: The Education for Innovation Initiative (Business Roundtable Taskforce , 2005); and Waiting for Sputnik: Basic Research and Strategic Competition (Lewis, 2005). Consensus of data in these reports indicates that the U.S., as compared to other industrialized nations, does not fare very well in science achievement and STEM degree attainment. For example, on the 2003 Program for International Assessment (PISA), 15-year-old students in the U.S. ranked 28th in math and 24th in science literacy (Kuenzi, Matthews, & Mangon, 2006). Furthermore, the U.S. ranked 20th among all nations in the proportion of 24-year-olds who earned degrees in natural sciences or engineering (Kuenzi, 2008). As a result, if the U.S. is to remain scientifically and technologically competitive in the world, it is necessary to increase our efforts to incorporate scientific practices associated with science, technology, engineering, and mathematics into the science classroom. Middle school is a critical point in students' science education and it is in middle school that they begin to dislike science. Research indicates that when students learn science through inquiry their interest in and

'If we can't do more, let's do it differently!': using appreciative inquiry to promote innovative ideas for better health care work environments.

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Richer, Marie-Claire; Ritchie, Judith; Marchionni, Caroline

2009-12-01

To examine the use of appreciative inquiry to promote the emergence of innovative ideas regarding the reorganization of health care services. With persistent employee dissatisfaction with work environments, experts are calling for radical changes in health care organizations. Appreciative inquiry is a transformational change process based on the premise that nurses and health care workers are accumulators and producers of knowledge who are agents of change. A multiple embedded case study was conducted in two interdisciplinary groups in outpatient cancer care to better understand the emergence and implementation of innovative ideas. The appreciative inquiry process and the diversity of the group promoted the emergence and adoption of innovative ideas. Nurses mostly proposed new ideas about work reorganization. Both groups adopted ideas related to interdisciplinary networks and collaboration. A forum was created to examine health care quality and efficiency issues in the delivery of cancer care. This study makes a contribution to the literature that examines micro systems change processes and how ideas evolve in an interdisciplinary context. The appreciative inquiry process created an opportunity for team members to meet and share their successes while proposing innovative ideas about care delivery. Managers need to support the implementation of the proposed ideas to sustain the momentum engendered by the appreciative inquiry process.

How to Support Primary Teachers' Implementation of Inquiry: Teachers' Reflections on Teaching Cooperative Inquiry-Based Science

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Gillies, Robyn M.; Nichols, Kim

2015-01-01

Many primary teachers face challenges in teaching inquiry science, often because they believe that they do not have the content knowledge or pedagogical skills to do so. This is a concern given the emphasis attached to teaching science through inquiry where students do not simply learn about science but also do science. This study reports on the…

Examining changes in certification/licensure requirements and the international medical graduate examinee pool.

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McKinley, Danette W; Hess, Brian J; Boulet, John R; Lipner, Rebecca S

2014-03-01

Changes in certification requirements and examinee characteristics are likely to influence the validity of the evidence associated with interpretations made based on test data. We examined whether changes in Educational Commission for Foreign Medical Graduates (ECFMG) certification requirements over time were associated with changes in internal medicine (IM) residency program director ratings and certification examination scores. Comparisons were made between physicians who were ECFMG-certified before and after the Clinical Skills Assessment (CSA) requirement. A multivariate analysis of covariance was conducted to examine the differences in program director ratings based on CSA cohort and whether the examinees emigrated for undergraduate medical education (national vs. international students). A univariate analysis of covariance was conducted to examine differences in scores from the American Board of Internal Medicine (ABIM) Internal Medicine Certification Examination. For both analyses, United States Medical Licensing Examination (USMLE) Step 1 and Step 2 scores were used as covariates. Results indicate that, of those certified by ECFMG between 1993 and 1997, 17 % (n = 1,775) left their country of citizenship for undergraduate medical education. In contrast, 38 % (n = 1,874) of those certified between 1999 and 2003 were international students. After adjustment by covariates, the main effect of cohort membership on the program director ratings was statistically significant (Wilks' λ = 0.99, F 5, 15391 = 19.9, P migration status was statistically significant and weak (Wilks' λ = 0.98, F 5,15391 = 45.3, P Internal Medicine Certification Examination scores based on whether or not CSA were required was statistically significant, although the magnitude of the association between these variables was very small. The findings suggest that the implementation of an additional evaluation of skills (e.g., history-taking, physical examination) as a

An Inquiry-Based Linear Algebra Class

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Wang, Haohao; Posey, Lisa

2011-01-01

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

Hinkley Point 'C' power station public inquiry: proof of evidence on potential off-site effects of radiation

International Nuclear Information System (INIS)

Western, D.J.

1988-09-01

A public inquiry has been set up to examine the planning application made by the Central Electricity Generating Board (CEGB) for the construction of a 1200 MW Pressurized Water Reactor power station at Hinkley Point (Hinkley Point ''C'') in the United Kingdom. This evidence to the Inquiry is concerned with the potential of the proposed Hinkely Point ''C'' PWR to increase the exposure of members of the public offsite to radiation. The policy is to replicate the design of the Sizewell ''B'' reactor. The evidence examined in great detail at the Sizewell ''B'' Public Inquiry where the Inspector concluded that the risk would be very small. The purpose of this evidence is to provide an explicit account of the potential off-site effects of radiation at the Hinkley Point site, so that it can be seen that there is nothing specific to this location that could lead to a different conclusion. (author)

The Role of Academic Developers in Embedding High-Impact Undergraduate Research and Inquiry in Mainstream Higher Education: Twenty Years' Reflection

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Healey, Mick; Jenkins, Alan

2018-01-01

The focus of this article is on the role of academic developers in supporting and influencing undergraduate research and inquiry, a high-impact activity. We examine the levels at which academic developers can influence undergraduate research and inquiry practices by distinguishing between staff and student practices; disciplinary and departmental…

Potentials in Udeskole: Inquiry-Based Teaching Outside the Classroom

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Karen S. Barfod

2018-05-01

Full Text Available Most research on outdoor education, including the Scandinavian concept udeskole (regular curriculum-based teaching outside the classroom, has focused on pupils' outcomes, whereas less has focused on teachers' practices. In this article, we described the occurrence of inquiry-based teaching in udeskole. To analyze practice, we extended the notion of inquiry-based education. Within science and mathematics education, a strong stepwise teaching approach formerly was established, called Inquiry Based Science and Mathematics Education (IBSME, emphasizing pupils' hypothesis testing, data validation and systematic experimentation. In this study, we broadened the IBSME-concept of inquiry in order to include a more holistic, non-linear teaching approach, but excluding teacher-instructed inquiry. Using this idea, we observed and documented by field notes how five experienced teachers practiced mathematics and science teaching in udeskole at primary level in Denmark. Twenty-eight outdoor days were observed. Each day was divided into separate teaching incidents with a distinct start and end. The level of teacher interference and possible choices in each teaching incidents formed the analytic background. We analyzed each of the 71 teaching incidents, and categorized each of them into one of five categories numbered 4–0. The categories designated numbers 4–2 contained the inquiry-based teaching incidents, and the categories designated 1 and 0 were categorized as “non-inquiry-based.” They contained teaching incidents where the teacher was instructing the pupils (category 1, and outdoor teaching activities with no sign of inquiry, called training activities (category 0. Our results showed that about half of the analyzed outdoor teaching practice seemed to be inquiry-based, emphasizing pupils' choice and presenting cognitive challenge. This indicates that the analyzed udeskole had the potential to support an explorative and multifaceted inquiry

Interpretive Internalism In The Time Of Technoscience

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Dimitri Ginev

2017-01-01

Full Text Available This paper argues that scientific inquiry (1 creates its own cognitive autonomy within the interplay of research practices and possibilities for doing research, and (2 discloses, meaningfully articulates, and procedurally objectifies reality in a unique manner. Taken together, both claims characterize the position of hermeneutic realism which lays foundations for the radically anti-foundationalist hermeneutic philosophy of science. Claim (1 opens a subject of meta-epistemological studies aiming at a complementarity between a hermeneutic theory of the facticity of scientific inquiry as a mode of being and an epistemological theory that works out in its own terms the conditions for having science’s cognitive specificity, whereas claim (2 is a necessary presupposition for studying how reality becomes meaningfully articulated within scientific practices. The position of hermeneutic realism is on a par with the thesis of interpretive internalism stating that the cognitive autonomy of scientific inquiry is achieved through the openness of inquiry to its milieus. This openness consists in a selective assimilation of external themes, goals, tasks, and other items. The paper also deals with some socio-political consequences from the thesis of interpretive internalism. It is argued that only scientific inquiry freed from social monitoring and political control is able to serve societal needs, preventing at the same time a politically initiated scientification of societies, i.e. a scientification guided by dubious economic and political interests, and accomplished through sciences that are not able to preserve their cognitive autonomy, thereby becoming exposed to manipulation and misuse.

Student performance of the general physical examination in internal medicine: an observational study

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2014-01-01

Background Many practicing physicians lack skills in physical examination. It is not known whether physical examination skills already show deficiencies after an early phase of clinical training. At the end of the internal medicine clerkship students are expected to be able to perform a general physical examination in every new patient encounter. In a previous study, the basic physical examination items that should standardly be performed were set by consensus. The aim of the current observational study was to assess whether medical students were able to correctly perform a general physical examination regarding completeness as well as technique at the end of the clerkship internal medicine. Methods One hundred students who had just finished their clerkship internal medicine were asked to perform a general physical examination on a standardized patient as they had learned during the clerkship. They were recorded on camera. Frequency of performance of each component of the physical examination was counted. Adequacy of performance was determined as either correct or incorrect or not assessable using a checklist of short descriptions of each physical examination component. A reliability analysis was performed by calculation of the intra class correlation coefficient for total scores of five physical examinations rated by three trained physicians and for their agreement on performance of all items. Results Approximately 40% of the agreed standard physical examination items were not performed by the students. Students put the most emphasis on examination of general parameters, heart, lungs and abdomen. Many components of the physical examination were not performed as was taught during precourses. Intra-class correlation was high for total scores of the physical examinations 0.91 (p internal medicine clerkship. Possible causes and suggestions for improvement are discussed. PMID:24712683

Fostering Creativity through Inquiry and Adventure in Informal Learning Environment Design

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Doering, Aaron; Henrickson, Jeni

2015-01-01

Self-directed, inquiry-based learning opportunities focused on transdisciplinary real-world problem solving have been shown to foster creativity in learners. What tools might we provide classroom teachers to scaffold them and their students through this creative process? This study examines an online informal learning environment and the role the…

African American Career Aspirations: Examining the Relative Influence of Internalized Racism

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Brown, Danice L.; Segrist, Daniel

2016-01-01

The present study examined the relative influence of aspects of internalized racism on the career aspirations of a sample of African American adults. Participants (N = 315), ranging in age from 18 to 62 years, completed measures of internalized racism and career aspirations online. A hierarchical multiple regression analysis was conducted to…

Scientists' conceptions of scientific inquiry: Revealing a private side of science

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Reiff, Rebecca R.

Science educators, philosophers, and pre-service teachers have contributed to conceptualizing inquiry but missing from the inquiry forum is an in-depth research study concerning science faculty conceptions of scientific inquiry. The science education literature has tended to focus on certain aspects of doing, teaching, and understanding scientific inquiry without linking these concepts. As a result, conceptions of scientific inquiry have been disjointed and are seemingly unrelated. Furthermore, confusion surrounding the meaning of inquiry has been identified as a reason teachers are not using inquiry in instruction (Welch et al., 1981). Part of the confusion surrounding scientific inquiry is it has been defined differently depending on the context (Colburn, 2000; Lederman, 1998; Shymansky & Yore, 1980; Wilson & Koran, 1976). This lack of a common conception of scientific inquiry is the reason for the timely nature of this research. The result of scientific journeys is not to arrive at a stopping point or the final destination, but to refuel with questions to drive the pursuit of knowledge. A three-member research team conducted Interviews with science faculty members using a semi-structured interview protocol designed to probe the subject's conceptions of scientific inquiry. The participants represented a total of 52 science faculty members from nine science departments (anthropology, biology, chemistry, geology, geography, school of health, physical education and recreation (HPER), medical sciences, physics, and school of environmental science) at a large mid-western research university. The method of analysis used by the team was grounded theory (Strauss & Corbin, 1990; Glaser & Strauss, 1967), in which case the frequency of concepts, patterns, and themes were coded to categorize scientists' conceptions of scientific inquiry. The results from this study address the following components: understanding and doing scientific inquiry, attributes of scientists engaged

The Failure of Inquiry: Preparing Science Teachers with an Authentic Investigation

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Lustick, David

2009-12-01

This mixed methodology action research study examined the impact of a curricular innovation designed to provide an authentic science inquiry learning experience for 15 secondary science teacher candidates enrolled in a master’s level initial certification program. The class investigated the question “How can peak autumn color in New England be determined?” The project goals were to help teacher candidates acquire the skills, knowledge, and dispositions necessary to foster learning through inquiry in their respective content areas as defined by teacher preparation professional standards. Though the teacher candidates were successful at identifying a likely answer to the question, the project failed to achieve its learning goals. Reasons for the project’s failure and implications for the science education community are discussed.

Preservice special education teachers' understandings, enactments, views, and plans for scientific inquiry: Issues and hopes

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Ghosh, Rajlakshmi

This study examined the understandings, enactments, views, and plans for scientific inquiry held by preservice special education teachers enrolled in a K--8 general science methods course. Sixteen participants from four special education concentration areas---Mild to Moderate Educational Needs, Moderate to Intense Educational Needs, Mild to Moderate Educational Needs with Language Arts and Reading Emphasis, and Early Childhood Intervention---participated in this study. Qualitative data were collected from questionnaires, interviews, teaching videos, lesson plans, planning commentaries, and reflection papers. Data were analyzed using a grounded theory approach (Strauss & Corbin, 1990) and compared against the theoretical view of inquiry as conceptualized by the National Research Council (NRC, 2000). The participants held unique interpretations of inquiry that only partially matched with the theoretical insights provided by the NRC. The participants' previous science learning experiences and experiences in special education played an important role in shaping their conceptualizations of inquiry as learned in the science methods class. The impacts of such unique interpretations are discussed with reference to both science education and special education, and implications for teacher education are provided.

The Benefits of Using Authentic Inquiry within Biotechnology Education

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Hanegan, Nikki; Bigler, Amber

2010-01-01

A broad continuum exists to describe the structure of inquiry lessons (Hanegan, Friden, & Nelson, 2009). Most teachers have heard inquiry described from a range of simple questioning to completely student-designed scientific studies (Chinn & Malhotra, 2002). Biotechnology education often uses a variety of inquiries from cookbook laboratory…

4-H Science Inquiry Video Series

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Green, Jeremy W.; Black, Lynette; Willis, Patrick

2013-01-01

Studies support science inquiry as a positive method and approach for 4-H professionals and volunteers to use for teaching science-based practices to youth. The development of a science inquiry video series has yielded positive results as it relates to youth development education and science. The video series highlights how to conduct science-rich…

Learning Analytics for Communities of Inquiry

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Kovanovic, Vitomir; Gaševic, Dragan; Hatala, Marek

2014-01-01

This paper describes doctoral research that focuses on the development of a learning analytics framework for inquiry-based digital learning. Building on the Community of Inquiry model (CoI)--a foundation commonly used in the research and practice of digital learning and teaching--this research builds on the existing body of knowledge in two…

Alteration in reactor installation (addition of Unit 2) in Shimane Nuclear Power Station, Chugoku Electric Power Co., Inc. (inquiry)

International Nuclear Information System (INIS)

1983-01-01

An inquiry was made by the Ministry of International Trade and Industry to Nuclear Safety Commission on the addition of Unit 2 in Shimane Nuclear Power Station of The Chugoku Electric Power Co., Inc., concerning the technical capability of Chugoku Electric Power Co., Inc., and the plant safety. The NSC requested the Committee on Examination of Reactor Safety to make a deliberation on this subject. Both the technical capability and the safety of Unit 1 were already confirmed by MITI. Unit 2 to be newly added in the Shimane Nuclear Power Station is a BWR power plant with electric output of 820 MW. The examination made by MITI is described: the technical capability of Chugoku Electric Power Co., Inc., the safety of Unit 2 about its siting, reactor proper, reactor cooling system, radioactive waste management, etc. (J.P.N.)

Physics Learning using Inquiry-Student Team Achievement Division (ISTAD and Guided Inquiry Models Viewed by Students Achievement Motivation

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S. H. Sulistijo

2017-04-01

Full Text Available This study aims to determine the differences in learning outcomes of between students that are given the Physics learning models of Inquiry-Student Team Achievement Division (ISTAD and guided inquiry, between students who have high achievement motivation and low achievement motivation. This study was an experimental study with a 2x2x2 factorial design. The study population was the students of class X of SMAN 1 Toroh Grobogan of academic year 2016/2017. Samples were obtained by cluster random sampling technique consists of two classes, class X IPA 3 is used as an experimental class using ISTAD model and class X IPA 4 as the control class using guided inquiry model. Data collection techniques using test techniques for learning outcomes, and technical questionnaire to obtain the data of students' achievement motivation. Analysis of data using two-way ANOVA. The results showed that: (1 there is a difference between the learning outcomes of students with the ISTAD Physics models and with the physics model of guided inquiry. (2 There are differences in learning outcomes between students who have high achievement motivation and low achievement motivation. (3 There is no interaction between ISTAD and guided inquiry Physics models learning and achievement motivation of students.

World Energy Issues: An Inquiry-Based Lesson Using ArcGIS Online

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Jo, Injeong

2018-01-01

This 45 minute inquiry lesson can be used for a high school world geography or AP Human Geography course when the class discusses various issues regarding world energy resources. The lesson focuses on two particular issues: fossil fuel dependency and the growing energy demand. Students will examine the geographic distribution of current energy…

Transformative Inquiry While Learning-Teaching: Entry Points Through Mentor-Mentee Vulnerability

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Tanaka, Michele T. D.; Farish, Maureen; Nicholson, Diana; Tse, Vanessa; Doll, Jenn; Archer, Elizabeth

2014-01-01

In Transformative Inquiry (TI), pre-service teachers explore issues about which they are personally passionate in order to enter into the delicate work of transformation. We examine how shared vulnerability within three mentor-mentee pairs leads to new pedagogical possibilities. Michele and Vanessa discuss poetry as a way of entering into TI and…

Web2Quests: Updating a Popular Web-Based Inquiry-Oriented Activity

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Kurt, Serhat

2009-01-01

WebQuest is a popular inquiry-oriented activity in which learners use Web resources. Since the creation of the innovation, almost 15 years ago, the Web has changed significantly, while the WebQuest technique has changed little. This article examines possible applications of new Web trends on WebQuest instructional strategy. Some possible…

Inquiry-based science education

DEFF Research Database (Denmark)

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...

Experimental Comparison of Inquiry and Direct Instruction in Science

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Cobern, William W.; Schuster, David; Adams, Betty; Applegate, Brooks; Skjold, Brandy; Undreiu, Adriana; Loving, Cathleen C.; Gobert, Janice D.

2010-01-01

There are continuing educational and political debates about "inquiry" versus "direct" teaching of science. Traditional science instruction has been largely direct but in the US, recent national and state science education standards advocate inquiry throughout K-12 education. While inquiry-based instruction has the advantage of modelling aspects…

Using Appreciative Inquiry to Discover and Deliver Change for Surgical Technology Students

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Cabai, Katherine A.

2012-01-01

The purpose of this study was to examine efficacious teaching-learning strategies that community college stakeholders employ that enhance surgical technology student outcomes. Knowles's adult learning theory, constructivist theory, and appreciative inquiry served as the theoretical foundation for this study. Discovering effective aspects and…

Teacher candidates in an online post-baccalaureate science methods course: Implications for teaching science inquiry with technology

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Colon, Erica L.

Online learning is becoming more prevalent in today's education and is changing the way students learn and instructors teach. This study proposed using an informative case study design within a multilevel conceptual framework as teacher candidates were learning to teach and use science inquiry while in an online post-baccalaureate science methods course. The purposes were to (a) explore whether the teacher candidates had a thorough understanding of scientific inquiry and how to implement higher-order thinking skills, (b) examine whether or not the teacher candidates used a variety of computer-based instructional technologies when choosing instructional objectives, and (c) identify barriers that impede teacher candidates from using science inquiry or technology singly, or the ability to incorporate technology into learning science inquiry. The findings indicate that an online approach in preparing science teachers holds great potential for using innovative technology to teach science inquiry. First, the teacher candidates did incorporate essential features of classroom inquiry, however it was limited and varied in the type of inquiry used. Second, of the 86 lesson plans submitted by the teacher candidates, less than twelve percent of the learning objectives involved higher-order skills that promoted science inquiry. Third, results supported that when using technology in their lesson planning, participants had widely varying backgrounds in reference to their familiarity with technology. However, even though each participant used some form or another, the technology used was fairly low level. Finally, when discussing implementing inquiry-based science in the lesson plans, this study identified time as a reason that participants may not be pushing for more inquiry-based lessons. The researcher also identifies that school placements were a huge factor in the amount of inquiry-based skills coded in the lesson plans. The study concludes that online teacher preparation

Hinkley Point 'C' power station public inquiry: proof of evidence on agriculture

International Nuclear Information System (INIS)

Worthington, T.R.

1988-09-01

A public inquiry has been set up to examine the planning application made by the Central Electricity Generating Board (CEGB) for the construction of a 1200 MW Pressurized Water Reactor power station at Hinkley Point (Hinkley Point ''C'') in the United Kingdom. Agricultural land will need to be acquired for the proposed construction both on a temporary and permanent basis. The CEGB evidence to the Inquiry identifies the land which will be permanently lost for agricultural purposes and that which could eventually be returned to agriculture. All the land required is on a single holding but should leave a viable area to be farmed. The farming business would be compensated for loss of profits. (UK)

Tools for Science Inquiry Learning: Tool Affordances, Experimentation Strategies, and Conceptual Understanding

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Bumbacher, Engin; Salehi, Shima; Wieman, Carl; Blikstein, Paulo

2017-12-01

Manipulative environments play a fundamental role in inquiry-based science learning, yet how they impact learning is not fully understood. In a series of two studies, we develop the argument that manipulative environments (MEs) influence the kind of inquiry behaviors students engage in, and that this influence realizes through the affordances of MEs, independent of whether they are physical or virtual. In particular, we examine how MEs shape college students' experimentation strategies and conceptual understanding. In study 1, students engaged in two consecutive inquiry tasks, first on mass and spring systems and then on electric circuits. They either used virtual or physical MEs. We found that the use of experimentation strategies was strongly related to conceptual understanding across tasks, but that students engaged differently in those strategies depending on what ME they used. More students engaged in productive strategies using the virtual ME for electric circuits, and vice versa using the physical ME for mass and spring systems. In study 2, we isolated the affordance of measurement uncertainty by comparing two versions of the same virtual ME for electric circuits—one with and one without noise—and found that the conditions differed in terms of productive experimentation strategies. These findings indicate that measures of inquiry processes may resolve apparent ambiguities and inconsistencies between studies on MEs that are based on learning outcomes alone.

Wave motion as inquiry the physics and applications of light and sound

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Espinoza, Fernando

2017-01-01

This undergraduate textbook on the physics of wave motion in optics and acoustics avoids presenting the topic abstractly in order to emphasize real-world examples. While providing the needed scientific context, Dr. Espinoza also relies on students' own experience to guide their learning. The book's exercises and labs strongly emphasize this inquiry-based approach. A strength of inquiry-based courses is that the students maintain a higher level of engagement when they are studying a topic that they have an internal motivation to know, rather than solely following the directives of a professor. "Wave Motion" takes those threads of engagement and interest and weaves them into a coherent picture of wave phenomena. It demystifies key components of life around us--in music, in technology, and indeed in everything we perceive--even for those without a strong math background, who might otherwise have trouble approaching the subject matter.

Exploring the inquiry experience: A focus on Kentucky teachers

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Nolte, Beth

2007-12-01

Inquiry-based instruction is driven by active participation by the learner. Through the learning process, critical thinking skills are practiced. While inquiry methods are often discussed in the realm of science education, the methods are not subject specific. In fact, the Kentucky Program of Studies calls for the incorporation of inquiry strategies into all areas of the curriculum. This call for more inquiry-based education occurs in the midst of a national testing debate in which accountability is tied to student test scores. This study takes a narrative approach to explore teachers' experiences with using inquiry methods. Interviews were conducted with teachers who, at least 1 year prior to participating in this study, had attended a weeklong intensive professional development workshop on using inquiry methods for instruction. A method is described for analyzing interview data direct in its digital audio form---without transcription. Eight teachers' experiences are presented here in the narrative form and their narratives are compared for an overall analysis. Themes of conflict previously reported in the literature are explored in participants' stories. This research concludes with a discussion of the results, a reflection on the method, and suggestions for the future based on teachers' experiences with using inquiry-based learning strategies.

A Return to Methodological Commitment: Reflections on Narrative Inquiry

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Caine, Vera; Estefan, Andrew; Clandinin, D. Jean

2013-01-01

In the 25 years since narrative inquiry emerged as a social science research methodology, it has been rapidly taken up in the social sciences. In what is sometimes called a "narrative revolution," researchers with diverse understandings have co-opted the concept of narrative inquiry and used narrative inquiry or narrative research to…

Identifying Effective Design Features of Technology-Infused Inquiry Learning Modules: A Two-Year Study of Students' Inquiry Abilities

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Hsu, Ying-Shao; Fang, Su-Chi; Zhang, Wen-Xin; Hsin-Kai, Wu; Wu, Pai-Hsing; Hwang, Fu-Kwun

2016-01-01

The two-year study aimed to explore how students' development of different inquiry abilities actually benefited from the design of technology-infused learning modules. Three learning modules on the topics of seasons, environmental issues and air pollution were developed to facilitate students' inquiry abilities: questioning, planning, analyzing,…

Print Knowledge in Yucatec Maya-Spanish Bilingual Children: An Initial Inquiry

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Bengochea, Alain; Justice, Laura M.; Hijlkema, Maria J.

2017-01-01

This study serves as an initial inquiry regarding the early print knowledge of emergent bilingual preschool-age children living in an Indigenous community in Mexico. In this research, we examine various dimensions of print knowledge with Yucatec Maya-Spanish bilingual children for whom one of their languages (Yucatec Maya) is seldom seen in print…

Perspectives of Students with Disabilities toward Physical Education: A Qualitative Inquiry Review

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Haegele, Justin A.; Sutherland, Sue

2015-01-01

The purpose of this article is to review published qualitative inquiries that examine the perspective of students with disabilities toward experiences in physical education. Keyword searches were used to identify articles from electronic databases published from 1995 to 2014. Thirteen articles met all inclusion criteria, and findings were…

Economics through Inquiry: Creating Social Businesses in Fifth Grade

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Whitlock, Annie McMahon

2015-01-01

The College, Career, and Civic Life (C3) Framework from the National Council for Social Studies (NCSS) features an inquiry approach to teaching K-12 social studies in which social studies standards are organized into an "inquiry arc." Inquiry in elementary economics is often underused in practice (Laney 2001). This study describes how a…

Preservice Teacher Preparation in International Contexts: A Case-Study Examination of the International Student Teacher Programs

Directory of Open Access Journals (Sweden)

W. James Jacob

2010-12-01

Full Text Available This article examines the teacher preparation experiences of preservice teachers in six international contexts: China, Fiji, Kiribati, Mexico, Samoa, and Tonga. More specifically, it looks at the value-added components in an international teacher education program, with an emphasis on effective teaching and employability. Theoretically the study is based on Straus and Corbin’s (1998a substantive grounded theory and Patton’s (1997 Theory of Action Framework. Verbal and non-verbal forms of feedback were identified as essential aspects of the international preservice training experience. Cultural diversity, teaching English as a second language, collaboration, and exposure to a different educational system were identified among several components as advantages to individuals who conduct their preservice teacher training in international settings.

Empowering Rural Appalachian Youth Through Integrated Inquiry-based Earth Science

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Cartwright, T. J.; Hogsett, M.

2009-05-01

Science education must be relevant and inspiring to keep students engaged and receptive to learning. Reports suggest that science education reform can be advanced by involving students in active research (NSF 1996). Through a 2-year Geoscience Education award from the National Science Foundation, a program called IDGE (Integrated Design for Geoscience Education) has targeted low-income, under-represented, and minority high school students in rural Appalachia in inquiry-based projects, international collaboration, and an international environmental expedition incorporating the GLOBE program protocols. This program targeted Upward Bound students at Marshall University in Huntington, West Virginia. The Upward Bound is a federally-supported program targeting low-income, under-represented, and minority students for inclusion in a summer academic- enrichment program. IDGE builds on the mission of Upward Bound by encouraging underprivileged students to investigate science and scientific careers. This outreach has proven to be successful in enhancing positive attitudes and understanding about science and increasing the number of students considering science careers. IDGE has found that students must be challenged to observe the world around them and to consider how their decisions affect the future of our planet, thus making geoscience relevant and interesting to the students. By making the geoscience course inquiry-based and incorporating field research that is relevant to local environmental issues, it becomes possible for students to bridge the gap between science in theory and science in practice while remaining engaged. Participants were able to broaden environmental connections through an ecological expedition experience to Costa Rica, serving as an opportunity to broaden the vision of students as members of an international community of learners and scientists through their experiences with a diverse natural environment. This trip, in coordination with the inclusion

Examining Elementary Students' Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry

Science.gov (United States)

Chen, Ying-Chih; Hand, Brian; Park, Soonhye

2016-05-01

Argumentation, and the production of scientific arguments are critical elements of inquiry that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. This case study employed a mixed methods research design to examine the development in 5th grade students' practices of oral and written argumentation from one unit to another over 16 weeks utilizing the science writing heuristic approach. Data sources included five rounds of whole-class discussion focused on group presentations of arguments that occurred over eleven class periods; students' group writings; interviews with six target students and the teacher; and the researcher's field notes. The results revealed five salient trends in students' development of oral and written argumentative practices over time: (1) Students came to use more critique components as they participated in more rounds of whole-class discussion focused on group presentations of arguments; (2) by challenging each other's arguments, students came to focus on the coherence of the argument and the quality of evidence; (3) students came to use evidence to defend, support, and reject arguments; (4) the quality of students' writing continuously improved over time; and (5) students connected oral argument skills to written argument skills as they had opportunities to revise their writing after debating and developed awareness of the usefulness of critique from peers. Given the development in oral argumentative practices and the quality of written arguments over time, this study indicates that students' development of oral and written argumentative practices is positively related to each other. This study suggests that argumentative practices should be framed through both a social and epistemic understanding of argument-utilizing talk and writing as vehicles to create norms of these complex practices.

The Inquiry Approach in Dental Hygiene Education.

Science.gov (United States)

Scott, Ruth Lois; And Others

1985-01-01

A study to assess the impact of an inquiry-oriented curriculum in a dental hygiene program is described. Two instruments, designed to measure student perception of personal and faculty inquiry and disinquiry behavior, were administered. The implications of the findings are discussed. (Author/MLW)

Inquiry Learning in the Singaporean Context: Factors affecting student interest in school science

Science.gov (United States)

Jocz, Jennifer Ann; Zhai, Junqing; Tan, Aik Ling

2014-10-01

Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion.

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

Science.gov (United States)

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…

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

Science.gov (United States)

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,…

The pharmaceutical sector inquiry: 'Hamlet' in a nutshell.

Science.gov (United States)

den Exter, André

2010-03-01

In July 2009, the European Commission (DG Competition) published a Communication on the pharmaceutical sector. This inquiry was launched because there were some indications that competition in the pharmaceutical market in the European Union might not be working well. The report examines the reasons for the observed delay. This article analyses the outcomes from a critical standpoint, arguing in favour of enhanced 'soft law' accountability mechanisms in the pharmaceutical sector, defending conditional patenting and the introduction of a Community patent.

Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making

Science.gov (United States)

Dalal, Medha; Archambault, Leanna; Shelton, Catharyn

2017-01-01

This mixed-methods study explored the impacts of a semester-long technology professional development for secondary school international teachers from developing nations around the world. We used (a) a survey approach to examine international teachers' perceived technology integration abilities using the technological pedagogical content knowledge…

Bringing Inquiry Science to K-5 Classrooms

Science.gov (United States)

Schachtel, Paula L.; Messina, D. L.; McDermott, L. C.

2006-12-01

As a science coach in the Seattle School District, I am responsible for helping other elementary teachers teach science. For several years, I have been participating in a program that consists of intensive NSF Summer Institutes and an ongoing academic-year Continuation Course. Teachers in this program work through modules in Physics by Inquiry, a research-based curriculum developed by the Physics Education Group at the University of Washington.1 I will discuss how this type of professional development has deepened my understanding of topics in physical science, helped me to teach science by inquiry to my own students, and enabled me to assist my colleagues in implementing inquiry science in their K-5 classrooms. Sponsored by Lillian C. McDermott. 1. A research-based curriculum developed by L.C. McDermott and the Physics Education Group at the University of Washington, Physics by Inquiry, New York, NY, John Wiley & Sons, Inc. (1996.)

Intelligent Tutoring Systems for Scientific Inquiry Skills.

Science.gov (United States)

Shute, Valerie; Bonar, Jeffrey

Described are the initial prototypes of several intelligent tutoring systems designed to build students' scientific inquiry skills. These inquiry skills are taught in the context of acquiring knowledge of principles from a microworld that models a specific domain. This paper discusses microworlds that have been implemented for microeconomics,…

Ethno-Experiments: Creating Robust Inquiry and Futures

Science.gov (United States)

Ramsey, Caroline

2007-01-01

This article introduces a practice-centred inquiry method called an "ethno-experiment". The method is built on a social constructionist understanding of practice as a social performance rather than as an individual's act. Additionally, it draws on Garfinkel's early ethnomethodological work and Marshall's self-reflective inquiry to construct a…

Connecting Mathematics in Primary Science Inquiry Projects

Science.gov (United States)

So, Winnie Wing-mui

2013-01-01

Science as inquiry and mathematics as problem solving are conjoined fraternal twins attached by their similarities but with distinct differences. Inquiry and problem solving are promoted in contemporary science and mathematics education reforms as a critical attribute of the nature of disciplines, teaching methods, and learning outcomes involving…

Inquiry based learning in physical education

DEFF Research Database (Denmark)

Østergaard, Lars Domino

2014-01-01

The present project is a case study founded on the decreasing motivation and engagement in physical education. The project suggests inquiry based learning (IBL) as an educational methodology. This may help to turn the trend as IBL has shown to engage and motivate students at different educational...... levels and within different subjects. In this pilot research project performed at a physical education teacher education program, qualitative methods were chosen to investigate students’ motivation and engagement within an IBL-unit in physical education and to accentuate challenges, advantages...... and disadvantages within the IBL-methodology in relation to students’ motivation. Instructed in guided inquiry, 32 students of physical education in a teacher training college worked with inquiry based learning in physical education over a four week period. During the IBL-unit, qualitative data such as the students...

The perceptions of inquiry held by greater Houston area science supervisors

Science.gov (United States)

Aoki, Jon Michael

The purpose of this study was to describe the perceptions of inquiry held by responding greater Houston area science supervisors. Leading science organizations proposed that students might be better served if students are mentally and physically engaged in the process of finding out about natural phenomena rather than by didactic modes of teaching and learning. During the past fifty years, inquiry-based instruction has become a significant theme of new science programs. Students are more likely to make connections between classroom exercises and their personal lives through the use of inquiry-based instruction. Learning becomes relevant to students. Conversely, traditional science instruction often has little or no connection to students' everyday lives (Papert, 1980). In short, inquiry-based instruction empowers students to become independent thinkers. The utilization of inquiry-based instruction is essential to a successful reform in science education. However, a reform's success is partly determined by the extent to which science supervisors know and understand inquiry and consequently promote its integration in the district's science curricula. Science supervisors have the role of providing curriculum and instructional support to science teachers and for implementing science programs. There is a fundamental need to assess the perceptions of inquiry held by greater Houston area science supervisors. Science supervisor refers to a class of job titles that include department chairperson, science specialist, science consultant, and science coordinator. The target population was greater Houston area science supervisors in Texas. This study suggests that there are three major implications for educational practice. First, there is the implication that responding greater Houston area science supervisors need an inclusive perception of inquiry. Second, responding greater Houston area science supervisors' perception of inquiry may affect the perceptions and understandings

Effects of collaboration and inquiry on reasoning and achievement in biology

Science.gov (United States)

Jensen, Jamie Lee

The primary purpose of the present study was to compare the effectiveness of two collaborative grouping strategies and two instructional methods in terms of gains in reasoning ability and achievement in college biology. In order to do so, a quasi-experimental study was performed in which students were placed in one of four treatment conditions: heterogeneous grouping within inquiry instruction, homogeneous grouping within inquiry instruction, heterogeneous grouping within non-inquiry instruction, and homogeneous grouping within non-inquiry instruction. Students were placed in groups based on initial reasoning level. Reasoning levels and achievement gains were assessed at the end of the study. Results showed that within non-inquiry instruction, heterogeneous mean group scores were higher in both reasoning and achievement than homogeneous groups. In contrast, within inquiry instruction, homogeneous mean group scores were higher in both reasoning and achievement. Inquiry instruction, as a whole, significantly outperformed non-inquiry instruction in the development of reasoning ability. Within inquiry instruction, low-ability students had significantly greater reasoning gains when grouped homogeneously. These results support Piaget's developmental theory and contradict Vygotsky's developmental theory. These results also suggest that the success of one grouping strategy over another is highly dependent upon the nature of instruction, which may be a cause for such conflicting views on grouping strategies within the educational literature. In addition, inquiry instruction led to students having greater confidence in their reasoning ability as well as a more positive attitude toward collaboration. Instructional implications are discussed.

Improvement of Inquiry in a Complex Technology-Enhanced Learning Environment

NARCIS (Netherlands)

Pedaste, Margus; Kori, Külli; Maeots, Mario; de Jong, Anthonius J.M.; Riopel, Martin; Smyrnaiou, Zacharoula

2016-01-01

Inquiry learning is an effective approach in science education. Complex technology-enhanced learning environments are needed to apply inquiry worldwide to support knowledge gain and improvement of inquiry skills. In our study, we applied an ecology mission in the SCY-Lab learning environment and

Implementing e-network-supported inquiry learning in science

DEFF Research Database (Denmark)

Williams, John; Cowie, Bronwen; Khoo, Elaine

2013-01-01

The successful implementation of electronically networked (e-networked) tools to support an inquiry-learning approach in secondary science classrooms is dependent on a range of factors spread between teachers, schools, and students. The teacher must have a clear understanding of the nature......-construct knowledge using a wide range of resources for meaning making and expression of ideas. These outcomes were, however, contingent on the interplay of teacher understanding of the nature of science inquiry and school provision of an effective technological infrastructure and support for flexible curriculum...... of inquiry, the school must provide effective technological infrastructure and sympathetic curriculum parameters, and the students need to be carefully scaffolded to the point of engaging with the inquiry process. Within this study, e-networks supported students to exercise agency, collaborate, and co...

Investigating inquiry beliefs and nature of science (NOS) conceptions of science teachers as revealed through online learning

Science.gov (United States)

Atar, Hakan Yavuz

Creating a scientifically literate society appears to be the major goal of recent science education reform efforts (Abd-El-Khalick, Boujaoude, Dushl, Lederman, Hofstein, Niaz, Tregust, & Tuan, 2004). Recent national reports in the U.S, such as Shaping the Future, New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology (NSF,1996), Inquiry in Science and In Classroom, Inquiry and the National Science Education Standards (NRC, 2001), Pursuing excellence: Comparison of international eight-grade mathematics and science achievement from a U.S. perspective (NCES, 2001), and Standards for Science Teacher Preparation (NSTA 2003) appear to agree on one thing: the vision of creating a scientifically literate society. It appears from science education literature that the two important components of being a scientifically literate individual are developing an understanding of nature of science and ability to conduct scientific inquiries. Unfortunately, even though teaching science through inquiry has been recommended in national reports since the 1950's, it has yet to find its way into many science classrooms (Blanchard, 2006; Yerrick, 2000). Science education literature identfies several factors for this including: (1) lack of content knowledge (Anderson, 2002; Lee, Hart Cuevas, & Enders, 2004; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Moscovici, 1999; Smith & Naele, 1989; Smith, 1989); (2) high stake tests (Aydeniz, 2006); (3) teachers' conflicting beliefs with inquiry-based science education reform (Blanchard, 2006; Wallace & Kang, 2004); and, (4) lack of collaboration and forums for communication (Anderson, 2002; Davis, 2003; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Wallace & Kang, 2004). In addition to the factors stated above this study suggest that some of the issues and problems that have impeded inquiry instruction to become the primary approach to teaching science in many science classrooms might be related to

Genuine Inquiry: Widely Espoused Yet Rarely Enacted

Science.gov (United States)

Le Fevre, Deidre M.; Robinson, Viviane M. J.; Sinnema, Claire E. L.

2015-01-01

The concept of inquiry is central to contemporary discussions of teacher and leader professional learning and problem solving in interpersonal contexts. However, while few would debate its value, there has been little discussion of the significant challenges inherent in engaging in genuine inquiry. In this article, we distinguish between genuine…

Negotiating Competing Goals in the Development of an Urban Ecology Practitioner Inquiry Community

Science.gov (United States)

Piazza, Peter; McNeill, Katherine L.

2013-01-01

Teacher learning communities are hailed by many as vehicles for reforming and elevating the professional status of teaching. While much research explores teacher community as a venue for measurable gains, our research examines the orientation of practitioner inquiry toward critical debate about effective instruction. Specifically, our study…

Instructional Uses of Podcasting in Online Learning Environments: A Cooperative Inquiry Study

Science.gov (United States)

Brown, Abbie; Brown, Carol; Fine, Bethann; Luterbach, Kenneth; Sugar, William; Vinciguerra, David C.

2009-01-01

A report on the results of a year-long cooperative inquiry study in which 11 faculty members at a southeastern university examined their various uses of podcasting for instruction. Through participation in the study, members developed insights into what technologies are most commonly applied to the task of podcast production and dissemination as…

Relationship between internal medicine program board examination pass rates, accreditation standards, and program size.

Science.gov (United States)

Falcone, John L; Gonzalo, Jed D

2014-01-19

To determine Internal Medicine residency program compliance with the Accreditation Council for Graduate Medical Education 80% pass-rate standard and the correlation between residency program size and performance on the American Board of Internal Medicine Certifying Examination. Using a cross-sectional study design from 2010-2012 American Board of Internal Medicine Certifying Examination data of all Internal Medicine residency pro-grams, comparisons were made between program pass rates to the Accreditation Council for Graduate Medical Education pass-rate standard. To assess the correlation between program size and performance, a Spearman's rho was calculated. To evaluate program size and its relationship to the pass-rate standard, receiver operative characteristic curves were calculated. Of 372 Internal Medicine residency programs, 276 programs (74%) achieved a pass rate of =80%, surpassing the Accreditation Council for Graduate Medical Education minimum standard. A weak correlation was found between residency program size and pass rate for the three-year period (p=0.19, pInternal Medicine residency programs complied with Accreditation Council for Graduate Medical Education pass-rate standards, a quarter of the programs failed to meet this requirement. Program size is positively but weakly associated with American Board of Internal Medicine Certifying Examination performance, suggesting other unidentified variables significantly contribute to program performance.

KEEFEKTIFAN METODE SCHOOLYARD INQUIRY TERHADAP PENINGKATAN PEMAHAMAN SCIENCE VOCABULARY

Directory of Open Access Journals (Sweden)

S.D. Pamelasari

2014-10-01

Full Text Available Tantangan yang harus dihadapi dalam mengajar Bahasa Inggris di pada mahasiswa selain jurusan Bahasa Inggris adalah tingkat pemahaman kosakata yang rendah. Hal tersebut berpengaruh pada pemahaman materi mereka, berdasarkan permasalahan tersebut metode schoolyard inquiry digagas untuk membantu meningkatkan pemahaman mereka dalam memahami science vocabulary sebagai metode alternative untuk membantu mereka belajar. Schoolyard inquiry adalah metode belajar kosakata secara mandiri di luar kelas. Hasil analisis menunjukkan bahwa pemahaman science vocabulary mahasiswa Pendidikan IPA FMIPA Unnes mengingkat secara signifikan dan mencapai tingkat tinggi pada level pemahamannya. Melalui metode ini mahasiswa juga dapat mengintegrasikan pembelajaran Bahasa Inggris dengan metode saintifik. Mahasiswa juga memberikan respon positif terhadap metode schoolyard inquiry  ini. The challenge that should be faced of teaching English for non English department students is the low level of students’ vocabulary mastery. It affects their comprehension of material, therefore to help students to master the science vocabulary schoolyard inquiry method was proposed to be used as alternative method to improve students’ vocabulary mastery. Schoolyard inquiry is a method of independent learning that is conducted outside the class. The result showed that the students’ science vocabulary mastery improved significantly most of students reached high level of science vocabulary mastery. Through Schoolyard Inquiry method Students were be able to learn English by applying the scientific skill. The students also gave positive responses of learning vocabulary by using alternatif method of schoolyard inquiry.

Inquiry-Based Instruction in the Social Studies: Successes and Challenges

Science.gov (United States)

Beshears, Crystal M.

2012-01-01

The purpose of this study was to investigate teachers' perceptions, understanding, and use of inquiry-based instruction in the social studies, to assess the impact of inquiry-based units on instruction, to detail implementation successes and challenges reported by teachers when implementing inquiry-based instruction, and to provide…

Trends and issues of regulative support use during inquiry learning: patterns from three studies

NARCIS (Netherlands)

Manlove, S.A.; Lazonder, Adrianus W.; de Jong, Anthonius J.M.

2009-01-01

This paper looks across three experimental studies that examined supports designed to assist high-school students (age 15–19) with cognitive regulation of their physics inquiry learning efforts in a technology-enhanced learning environment called Co-Lab. Cognitive regulation involves the recursive

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

Science.gov (United States)

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.

Working with mathematics and science teachers on Inquiry Based Learning (IBL) approaches : teacher belief. [VISIONS 2011: Teacher Education

NARCIS (Netherlands)

Sikko, S.A.; Lyngved, R.; Pepin, B.

2012-01-01

This paper reports on mathematics and science teachers’ beliefs concerning the use of inquiry-based teaching strategies. Two different surveys were conducted: one with 24 teachers who were to become future instructional leaders; and one with 75 teachers as part of an international baseline study. We

Pre-Service Science Teachers in Xinjiang "Scientific Inquiry" - Pedagogical Content Knowledge Research

Science.gov (United States)

Li, Yufeng; Xiong, Jianwen

2012-01-01

Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…

Students Learn How Nonprofits Utilize Volunteers through Inquiry-Based Learning

Science.gov (United States)

Bolton, Elizabeth B.; Brennan, M. A.; Terry, Bryan D.

2009-01-01

This article highlights how undergraduate students implemented inquiry-based learning strategies to learn how nonprofit organizations utilize volunteers. In inquiry-based learning, students begin with a problem or question with some degree of focus or structure provided by the professor. The student inquiry showcased in this article was based on a…

Kindergarten Teachers' Understanding of the Elements of Implementing Inquiry-Based Science Instruction

Science.gov (United States)

Blevins, Kathryn

The purpose of this basic qualitative research study was to identify the extent to which kindergarten teachers understand and implement inquiry-based instruction in their science classrooms. This study was conducted in response to the indication that traditional didactic teaching methods were not enough to adequately prepare American students to compete in the global economy. Inquiry is a teaching method that could prepare students for the critical thinking skills needed to enter society in the 21st century. It is vital that teachers be sufficiently trained in teaching using the necessary components of inquiry-based instruction. This study could be used to inform leaders in educational administration of the gaps in teachers' understanding as it pertains to inquiry, thus allowing for the delivery of professional development that will address teachers' needs. Existing literature on inquiry-based instruction provides minimal information on kindergarten teachers' understanding and usage of inquiry to teach science content, and this information would be necessary to inform administrators in their response to supporting teachers in the implementation of inquiry. The primary research question for this study was "To what extent do kindergarten teachers understand the elements of implementing inquiry-based lessons in science instruction?" The 10 participants in this study were all kindergarten teachers in a midsized school district in the Mid-Atlantic region of the United States. Data were collected using face-to-face semistructured interviews, observations of the teachers implementing what they perceived to be inquiry-based instruction, and the analysis of lesson plans to indicate the components used to plan for inquiry-instruction. The findings of this study indicated that while teachers believed inquiry to be a beneficial method for teaching science, they did not understand the components of inquiry and tended to implement lesson plans created at the district level. By

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

Science.gov (United States)

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…

Fictional Inquiry

DEFF Research Database (Denmark)

Dindler, Christian; Iversen, Ole Sejer

At designe i en fortællemæssig ramme giver brugere og designere mulighed for i fællesskab at udforske fremtidens it-anvendelser. Metoden hedder Fictional Inquiry, og den motiverer brugerne til at tænke ud over dagligdagens begrænsninger og sætte ord på ting i hverdagen, som ellers er svære...

Promoting Shared Decision Making through Descriptive Inquiry

Science.gov (United States)

Seher, Rachel; Traugh, Cecelia; Cheng, Alan

2018-01-01

This article shows how City-As-School, a progressive public school in New York City, used descriptive inquiry to deepen shared decision making, which is a central value of the school and part of a democratic way of life. Descriptive inquiry is a democratic knowledge-making process that was developed at the Prospect School in North Bennington,…

Refining Inquiry with Multi-Form Assessment: Formative and summative assessment functions for flexible inquiry

Science.gov (United States)

Zuiker, Steven; Reid Whitaker, J.

2014-04-01

This paper describes the 5E+I/A inquiry model and reports a case study of one curricular enactment by a US fifth-grade classroom. A literature review establishes the model's conceptual adequacy with respect to longstanding research related to both the 5E inquiry model and multiple, incremental innovations of it. As a collective line of research, the review highlights a common emphasis on formative assessment, at times coupled either with differentiated instruction strategies or with activities that target the generalization of learning. The 5E+I/A model contributes a multi-level assessment strategy that balances formative and summative functions of multiple forms of assessment in order to support classroom participation while still attending to individual achievement. The case report documents the enactment of a weeklong 5E+I/A curricular design as a preliminary account of the model's empirical adequacy. A descriptive and analytical narrative illustrates variable ways that multi-level assessment makes student thinking visible and pedagogical decision-making more powerful. In light of both, it also documents productive adaptations to a flexible curricular design and considers future research to advance this collective line of inquiry.

Digital Storytelling as Arts-Inspired Inquiry for Engaging, Understanding, and Supporting Indigenous Youth

Science.gov (United States)

Eglinton, Kristen Ali; Gubrium, Aline; Wexler, Lisa

2017-01-01

In this paper we examine digital storytelling as a mode of arts-inspired inquiry: in particular we consider digital storytelling as a powerful arts-inspired approach that can help researchers, practitioners, and communities understand and support indigenous and marginalized youth. Our two-fold focus is on: (1) a digital storytelling initiative…

The Sizewell inquiry - is there a better way

International Nuclear Information System (INIS)

Greenhalgh, G.

1984-01-01

The author sees the Inquiry as the latest in a line arising from government's wish to achieve greater public participation in controversial decisions. He believes that the Sizewell Inquiry is unlikely to shake the public out of its apathy, while a decision that goes against them will not satisfy the objectors. The concept of the Inquiry is based on the belief that the legal process will unearth objective truth, while most of the issues are matters of opinion and judgement. The wide-ranging terms of reference are leading to constitutional anomalies and attempts to take on Herculean tasks in the search for objective truth. However, while concluding that an Inquiry Commission adopting a legal approach and following courtroom procedures is not a satisfactory way of dealing with large-scale technological projects, the author finds it hard to suggest alternatives short of more direct parliamentary control. (author)

The influence inquiry-based science has on elementary teachers' perception of instruction and self-efficacy

Science.gov (United States)

Lewis, Felecia J.

The nature and purpose of this study was to examine the self-efficacy of teachers who use an inquiry-based science program to provide authentic experiences within the elementary school setting. It is essential to explore necessary improvements to bring about effective science education. Using a mixed methods study, the researcher conducted interviews with elementary teachers from five elementary schools within the same school district. The interviews focused on the teachers' experiences with inquiry-based science and their perceptions of quality science instruction. The Teachers' Sense of Efficacy Scale was used to collect quantitative data regarding the teachers' perception of instructional practice and student engagement. The study revealed that limited science content knowledge, inadequate professional development, and a low sense of self-efficacy have a substantial effect on teacher outcomes, instructional planning, and ability to motivate students to participate in inquiry-based learning. It will take a collective effort from administrators, teachers, parents, and students to discover ways to improve elementary science education.

Public Inquiry Data - Report on Incoming, Pending, and Completed Inquiries - FY 2015 Onward

Data.gov (United States)

Social Security Administration — This dataset provides data on the number of new incoming, pending, and completed inquiries by quarter. The data source is the Electronic Management of Assignments...

29 CFR 1604.7 - Pre-employment inquiries as to sex.

Science.gov (United States)

2010-07-01

... 29 Labor 4 2010-07-01 2010-07-01 false Pre-employment inquiries as to sex. 1604.7 Section 1604.7... DISCRIMINATION BECAUSE OF SEX § 1604.7 Pre-employment inquiries as to sex. A pre-employment inquiry may ask “Male... directly or indirectly any limitation, specification, or discrimination as to sex shall be unlawful unless...

Internationalising Nordic higher education: comparing the imagined with actual worlds of international scholar-practitioners

Directory of Open Access Journals (Sweden)

Meeri Hellstén

2018-01-01

Full Text Available This comparative case study addresses a timely issue engaging researchers involved in the internationalisation of Nordic Higher Education, in the context of Sweden and Finland. The study examines a hypothetical imaginary in the transition between university international policy statements and their understandings from the position of a globalised episteme. The investigation forms a tag-project as part of a funded large international research project examining ethical internationalism in times of global crises, involving a partnership between more than twenty higher education institutions in excess of ten countries across five continents. The data was collected using a mixed-methods design, whilst being controlled across the matched data collection period in 2013-2014. Data consisted of policy texts, surveys and interviews. The current research inquiry reports on a within and across comparative analyses of certain policy texts and follow-up interviews with university management. The results yield logical support for a global higher education imaginary driving internationalisation in ways which reveal paradoxical associations between the imagined and the real worlds of international scholar-practitioners.

Effects of explicit instruction on the acquisition of students' science inquiry skills in grades 5 and 6 of primary education

Science.gov (United States)

Kruit, P. M.; Oostdam, R. J.; van den Berg, E.; Schuitema, J. A.

2018-03-01

In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students in an explicit instruction condition received an eight-week intervention of explicit instruction on inquiry skills. In the lessons of the implicit condition, all aspects of explicit instruction were absent. Students in the baseline condition followed their regular science curriculum. In a quasi-experimental pre-test-post-test design, two paper-and-pencil tests and three performance assessments were used to examine the acquisition and transfer of inquiry skills. Additionally, questionnaires were used to measure metacognitive skills. The results of a multilevel analysis controlling for pre-tests, general cognitive ability, age, gender and grade level indicated that explicit instruction facilitates the acquisition of science inquiry skills. Specifically on the performance assessment with an unfamiliar topic, students in the explicit condition outperformed students of both the implicit and baseline condition. Therefore, this study provides a strong argument for including an explicit teaching method for developing inquiry skills in primary science education.

Dilemmas of Teaching Inquiry in Elementary Science Methods

Science.gov (United States)

Newman, William J., Jr.; Abell, Sandra K.; Hubbard, Paula D.; McDonald, James; Otaala, Justine; Martini, Mariana

2004-01-01

Because various definitions of inquiry exist in the science education literature and in classroom practice, elementary science methods students and instructors face dilemmas during the study of inquiry. Using field notes, instructor anecdotal notes, student products, and course artifacts, science methods course instructors created fictional…

Narrative inquiry: a relational research methodology for medical education.

Science.gov (United States)

Clandinin, D Jean; Cave, Marie T; Berendonk, Charlotte

2017-01-01

Narrative research, an inclusive term for a range of methodologies, has rapidly become part of medical education scholarship. In this paper we identify narrative inquiry as a particular theoretical and methodological framework within narrative research and outline its characteristics. We briefly summarise how narrative research has been used in studying medical learners' identity making in medical education. We then turn to the uses of narrative inquiry in studying medical learners' professional identity making. With the turn to narrative inquiry, the shift is to thinking with stories instead of about stories. We highlight four challenges in engaging in narrative inquiry in medical education and point toward promising future research and practice possibilities. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Characteristics and trends of drug and dietary supplement inquiries by college athletes.

Science.gov (United States)

Ambrose, Peter J; Tsourounis, Candy; Uryasz, Frank D; Patterson, Eric

2013-01-01

To characterize the types of drug and dietary supplement inquiries submitted to the National Center for Drug Free Sport through the Resource Exchange Center (REC). Cross-sectional study. United States, from July 2009 through June 2010. Athletes and athletic personnel associated with the National Collegiate Athletic Association (NCAA). Tabulation and classification of drugs and dietary supplement inquiries. Characteristics and trends of drug and dietary supplement inquiries. Inquiries for prescription medications for albuterol inhalers, methylphenidate, amphetamines, and prednisone were the most common using a drug lookup function. The most common inquiries for over-the-counter medications included pseudoephedrine, loratadine, cetirizine, and caffeine. Among dietary supplements, inquiries for amino acids/metabolites, vitamins and minerals, and herbal products occurred most frequently. One dietary supplement, N.O.-Xplode (Bio-Engineered Supplements and Nutrition, Inc.), accounted for the majority of individual dietary supplement inquiries. Banned substances accounted for 30% of all inquiries submitted to the REC and 18% of medications searched in a drug lookup database. Almost 25,000 inquiries were submitted to the REC. Pharmacists can use this information to advise, counsel, and refer NCAA athletes regarding the use of banned and permitted substances. Education programs regarding stimulants, dietary supplements, and the risk of using substances such as animal byproducts are needed, and pharmacists can participate in these programs.

The Intersectionality of African American Mothers in Counselor Education: A Phenomenological Examination

Science.gov (United States)

Haskins, Natoya H.; Ziomek-Daigle, Jolie; Sewell, Cheryl; Crumb, Lonika; Appling, Brandee; Trepal, Heather

2016-01-01

Using phenomenological inquiry, this study explored the lived experiences and intersecting identities of 8 African American counselor educators who are mothers. Six themes were identified: race, professional strain, work-life balance, support, internalized success, and mothering pedagogy.

The contribution of formative assessment and self-efficacy to inquiry learning

DEFF Research Database (Denmark)

Dolin, Jens; Evans, Robert Harry

2013-01-01

This chapter suggests the use of formative assessment in inquiry lessons as a helpful source of positive personal capacity beliefs for both teachers and students. The challenge most commonly experienced when first using inquiry learning methods is that pupils and even teachers become uncertain...... of their abilities to use inquiry and ‘give-up’ on it. With the use of formative assessment combined with conscious efforts to increase self-efficacy among students, teachers can help provide students with the confidence and motivation to engage in inquiry methods. Such student engagement can in-turn affirm teachers......’ inquiry teaching efforts and raise the likelihood that they will continue to improve them. We see inquiry methods as the motor for changing teacher practice and formative assessment methods combined with capacity beliefs as the fuel that keeps the motor running. The central position of the chapter is how...

Hinkley Point 'C' power station public inquiry: proof of evidence on landscape and architecture

International Nuclear Information System (INIS)

Lisney, A.; Owen, I.D.

1988-09-01

A public inquiry has been set up to examine the planning application made by the Central Electricity Generating Board (CEGB) for the construction of a 1200 MW Pressurized Water Reactor power station at Hinkley Point (Hinkley Point ''C'') in the United Kingdom, adjacent to an existing nuclear power station. The CEGB evidence to the Inquiry includes an assessment of the effect, in visual terms, that the additional power station will have on the surrounding landscape and landscaping proposals for the proposed construction, including reinstatement of land used for temporary works. In addition, the architectural objectives for the new buildings are presented, primarily aiming at the best possible appearance from relatively short distances and medium and long range. (UK)

75 FR 67970 - Notice of Inquiry; An Analysis of the European Union Repeal of the Liner Conference Block Exemption

Science.gov (United States)

2010-11-04

... FEDERAL MARITIME COMMISSION Notice of Inquiry; An Analysis of the European Union Repeal of the... information and comments concerning the effects on international liner shipping of the European Union's (``E.U.... The adoption by the European Union of Regulation 1419/2006 (``Repeal''), on September 25, 2006...

Developing Leadership for Early Childhood Professionals through Oral Inquiry: Strengthening Equity through Making Particulars Visible in Dilemmas of Practice

Science.gov (United States)

Nicholson, Julie Marie; Kroll, Linda

2015-01-01

Developing leadership among early childhood professionals has become increasingly important as investing in children's early years has been championed as a public and private national and international priority. Two case studies present how oral inquiry and specifically, the Prospect Center's Descriptive Review of a Professional Dilemma of…

Executive impunity and parallel justice? The United Kingdom debate on secret inquests and inquiries.

Science.gov (United States)

Bray, Rebecca Scott

2012-03-01

At the beginning of 2008, the United Kingdom Government rolled into the Counter-Terrorism Bill some controversial proposals to reform coronial inquest processes, namely clauses that would provide for "secret inquests". The provisions were heavily criticised both inside and outside Parliament, and took a rocky passage through both the House of Commons and the House of Lords before eventually being abandoned by the government. In 2009 the government again tried to introduce "secret inquests" with the Coroners and Justice Bill, instead ultimately succeeding in establishing what critics have termed a "parallel" system of justice through provisions around "secret inquiries". This move has been seen as subverting the principles of transparency and open justice in the investigation of contentious deaths. This article examines the government's efforts to introduce "secret inquests" and thereafter "secret inquiries" in the context of the United Kingdom's coronial law and purpose, human rights obligations and the ongoing issues around sensitive intelligence, and examines the clash of laws that gave rise to the controversial proposals.

Effects of gender and role selection in cooperative learning groups on science inquiry achievement

Science.gov (United States)

Affhalter, Maria Geralyn

An action research project using science inquiry labs and cooperative learning groups examined the effects of same-gender and co-educational classrooms on science achievement and teacher-assigned or self-selected group roles on students' role preferences. Fifty-nine seventh grade students from a small rural school district participated in two inquiry labs in co-educational classrooms or in an all-female classroom, as determined by parents at the beginning of the academic year. Students were assigned to the same cooperative groups for the duration of the study. Pretests and posttests were administered for each inquiry-based science lab. Posttest assessments included questions for student reflection on role assignment and role preference. Instruction did not vary and a female science teacher taught all class sections. The same-gender classroom and co-ed classrooms produced similar science achievement scores on posttests. Students' cooperative group roles, whether teacher-assigned or self-selected, produced similar science achievement scores on posttests. Male and female students shared equally in favorable and unfavorable reactions to their group roles during the science inquiry labs. Reflections on the selection of the leader role revealed a need for females in co-ed groups to be "in charge". When reflecting on her favorite role of leader, one female student in a co-ed group stated, "I like to have people actually listen to me".

IMPLEMENTASI METODE INQUIRY UNTUK MENINGKATKAN HASIL BELAJAR BIOLOGI

Directory of Open Access Journals (Sweden)

T. H. Agustanti

2012-04-01

Full Text Available Tujuan penelitian ini adalah untuk meningkatkan hasil belajar biologi pada siswa kelas VIIE SMP N 2 Wonosobo semester 1 tahun pelajaran 2010/2011 pada mata pelajaran biologi melalui Implementasi Metode Inquiry. Dari hasil penelitian dapat disimpulkan bahwa Implementasi Metode Inquiry dapat meningkatkan hasil belajar siswa pada mata pelajaran Biologi. Dari penelitian ini disarankan agar guru-guru mencari inovasi-inovasi baru yang dapat merangsang sehingga proses pembelajaran lebih bermakna. The purpose of this research is to improve the learning result for first semester students of SMP N 2 Wonosobo VIIE class in the academic year 2010/2011 in the Biology subject using Inquiry method. From the research, it can be concluded that the implementation of Inquiry method can improve the learning result in the Biology subject. Base don the research result it can be suggested that the teacher can find the new innovation to stimulate students’ motivation in order to make the learning process to be more significant.

Health care providers' use of a drug information service for pregnancy-related inquiries.

Science.gov (United States)

Patil, Avinash S; Patil, Neelima P; Lewis, Ashley N; Swamy, Geeta K; Murtha, Amy P

2014-01-01

To characterize pregnancy and lactation-related medication inquiries to a drug information center to identify classes of medications of most concern to providers. A secondary objective was to identify any trends in provider inquiries over the study period. A retrospective descriptive study of pregnancy and lactation-related inquiries to the University of North Carolina Health Care System Drug Information Center database between January 2001 and December 2010. University of North Carolina Health Care System Drug Information Center. Provider inquiries and responses were extracted and characterized by indication for treatment and reason for inquiry. Comparison of the first and second 5-year periods was performed to delineate trends. Descriptive statistics, Fisher's Exact and χ2 tests were used for analysis. Inquiry origin, time, and subject. 433 inquiries were retrieved over the study period from physicians (50%), pharmacists (21%), and nurses (18%). Inquiries were most often made during the antepartum period (34%), followed by the postpartum (28%) and preconception (22%) periods. The most frequent indications for inquiry were psychiatry (15%) and infectious diseases (14%), which remained constant throughout the study period. Safety was the most common reason for inquiry (52%). The responses provided to callers were limited due to lack of information availability 37% of the time. Psychiatry and infectious disease-related indications are the most frequent subjects of provider inquiry regarding medication use in pregnancy. Rates of inquiry remained constant throughout the past decade in most therapeutic areas. These findings are consistent with previous observations in other developed countries and suggest high-yield areas for pharmacist education.

"Martian Boneyards": Sustained Scientific Inquiry in a Social Digital Game

Science.gov (United States)

Asbell-Clarke, Jordis

Social digital gaming is an explosive phenomenon where youth and adults are engaged in inquiry for the sake of fun. The complexity of learning evidenced in social digital games is attracting the attention of educators. Martian Boneyards is a proof-of-concept game designed to study how a community of voluntary gamers can be enticed to engage in sustained, high-quality scientific inquiry. Science educators and game designers worked together to create an educational game with the polish and intrigue of a professional-level game, striving to attract a new audience to scientific inquiry. Martian Boneyards took place in the high-definition, massively multiplayer online environment, Blue Mars, where players spent an average of 30 hours in the game over the 4-month implementation period, with some exceeding 200 hours. Most of the players' time was spent in scientific inquiry activities and about 30% of the players' in-game interactions were in the analysis and theory-building phases of inquiry. Female players conducted most of the inquiry, in particular analysis and theory building. The quality of scientific inquiry processes, which included extensive information gathering by players, and the resulting content were judged to be very good by a team of independent scientists. This research suggests that a compelling storyline, a highly aesthetic environment, and the emergent social bonds among players and between players and the characters played by designers were all responsible for sustaining high quality inquiry among gamers in this free-choice experience. The gaming environment developed for Martian Boneyards is seen as an evolving ecosystem with interactions among design, players' activity, and players' progress.

Nudging toward Inquiry: Strategies for Searching for and Finding Great Information

Science.gov (United States)

Fontichiaro, Kristin, Comp.

2010-01-01

Inquiry does not replace information literacy; rather, it encompasses it. Inquiry-based learning invites school librarians to step into all aspects of instructional planning, from activating prior knowledge straight through to reflection. Libraries pursuing inquiry-based instruction are building on the bedrock of information literacy, not starting…

Democracy and the Sizewell inquiry

International Nuclear Information System (INIS)

Armstrong, J.

1987-01-01

In this paper the brief summary of selected procedural aspects of the Sizewell Inquiry indicates that the way in which major and controversial planning proposals are subject to public debate is in need of urgent review. The Sizewell Inquiry fell short of public expectation, and indeed of Government promises, on two major counts; it did not provide a forum for the debate of certain questions which are clearly of utmost importance and concern to the nuclear issue, while its semi-judicial format and unbalanced funding effectively discouraged and often prevented the level of participation which many objecting parties sought. The Government's assurance of a 'full and fair' debate proved to be hollow and in some quarters this has served to increase scepticism of the stated desire for public involvement in nuclear decision-making. Of the major controversies which have been in the subject of public inquiries in recent years, nuclear power is clearly one of the most challenging. It brings together an extremely varied band of objectors which, in the light of recent radioactive leakages from Windscale, future plans for waste storage facilities and the proposed plutonium reprocessing plant at Dounreay, promises only to grow

Positive Aspects of International Student Transitions: A Qualitative Inquiry

Science.gov (United States)

Moores, Lisa; Popadiuk, Natalee

2011-01-01

Despite the considerable growth of the international student population, positive aspects of their experience have received little attention. The current study combines a Critical Incident Technique methodology and a positive psychology lens to explore the cross-cultural transition of seven international students, focusing on facilitative factors,…

Hinkley Point 'C' power station public inquiry: proof of evidence on emergency planning

International Nuclear Information System (INIS)

Western, D.J.

1988-09-01

A public inquiry has been set up to examine the planning application made by the Central Electricity Generating Board (CEGB) for the construction of a 1200 MW Pressurized Water Reactor power station at Hinkley Point (Hinkley Point ''C'') in the United Kingdom, adjacent to an existing nuclear power station incorporating Magnox and Advanced Gas Cooled reactors. The CEGB evidence to the Inquiry presented here introduces the concept of the Reference Accident as the basis for emergency arrangements. The description which follows of the emergency arrangements at the Hinkley Point site include: the respective responsibilities and their co-ordination of bodies such as the CEGB, external emergency services and government departments; the site emergency organization; practical aspects of the emergency arrangements; and consideration of the extension of the arrangements to a PWR on the same site. Recent developments in emergency planning, such as those arising out of post Chernobyl reviews and the Sizewell ''B'' PWR Inquiry, are taken into account. The conclusion is reached that soundly based emergency arrangements already exist at Hinkley Point which would require relatively minor changes should the proposed PWR be constructed. (UK)

Books Only Got Us so Far: The Need for Multi-Genre Inquiry

Science.gov (United States)

Jewett, Pamela

2010-01-01

This study examines the instructional steps I took, based on gaps between what was happening in a graduate literacy class I taught and what I had intended to happen. This study describes the ways that I re-imagined the class and what came about when I created a pedagogical approach that featured multi-genre inquiry. I define inter-discursivity as…

Public inquiry and enquete publique - forms of public participation in England and France

International Nuclear Information System (INIS)

Macrory, R.; Lafontaine, M.

1982-01-01

The subject is covered in chapters, entitled: introduction; the enquete publique in France - a case study; the public inquiry in England - a case study; the French system - an English view; the English system - a French view; distinctive features of the two systems. Appendices cover: the methodology; the Advisory Committee; the legal and administrative background in England; the legal and administrative background in France; examination and cross-examination; the audition publique; selected bibliography and references. (U.K.)

Fast and Low-Complexity Simulations of the Inquiry Time in Bluetooth

DEFF Research Database (Denmark)

Figueiras, Joao; Schwefel, Hans-Peter

2006-01-01

The timing behavior of the Inquiry Procedure in Bluetooth is relevant for several important functionalities, in particular topology formation and localization. The detailed Inquiry procedure is rather complex and simulation models may become inefficient if they implement the full detailed...... specification. This paper presents an abstracted model to approximate the distribution of Bluetooth inquiry time for scenarios in which multiple Bluetooth nodes perform the inquiry procedure. The abstracted model leads to a simple algorithm which can be used in simulation models to generate samples from...

Narratives of Inquiry Learning in Middle-School Geographic Inquiry Class

Science.gov (United States)

Kuisma, Merja

2018-01-01

This study aimed at modifying a teaching and learning model for a geographic inquiry to enhance both the subject-related skills of geography and so-called twenty-first century skills in middle-school students (14-15 years old). The purpose of this research is to extend our understanding of the user experiences concerning certain tools for learning…

Mapping Science in Discourse-based Inquiry Classrooms

Science.gov (United States)

Yeneayhu, Demeke Gesesse

Abstract The purpose of this study was to investigate how discourse-based inquiry science lessons provided opportunities for students to develop a network of semantic relations among core ideas and concepts in science. It was a naturalistic inquiry classroom lessons observation study on three science teachers--- a middle school science teacher and two high school physics teachers in an urban school district located in the Western New York region. Discourse and thematic analysis drawn from the theory of Systemic Functional Linguistics were utilized as guiding framework and analysis tools. Analysis of the pre-observation and post-observation interviews of the participant teachers revealed that all of the three teachers participated in at least one inquiry-based science teaching teacher professional development program and they all thought their classroom teaching practice was inquiry-based. Analysis of their classroom lesson videos that each participant teacher taught on a specific science topic revealed that the middle school teacher was found to be a traditional teacher-dominated classroom whereas the two high school physics teachers' classroom teaching approach was found to be discourse-based inquiry. One of the physics teachers who taught on a topic of Magnetic Interaction used relatively structured and guided-inquiry classroom investigations. The other physics teacher who taught on a topic of Color Mixing utilized open-ended classroom investigations where the students planned and executed the series of classroom science investigations with minimal guidance from the teacher. The traditional teacher-based classroom communicative pattern was found to be dominated by Triadic Dialogue and most of the science thematics were jointly developed by the teacher and the students, but the students' role was limited to providing responses to the teacher's series questions. In the guided-inquiry classroom, the common communicative pattern was found to be True Dialogue and most

Students' attitude-related responses to inquiry learning in undergraduate kinesiology laboratory instruction

Science.gov (United States)

Henige, Kimberly Ann

The purpose of this investigation was to determine whether the student attitudes are impacted when teaching methods in an undergraduate Kinesiology lab course shift from a traditional, cookbook-style, low inquiry-level to an investigative, high inquiry-level approach. Students participated in five weeks of Level 0-1 (low) inquiry activities, followed by five weeks of a Level 3 (high) inquiry project. The same Likert-scale survey was administered to students before and after each 5-week period. The attitudes measured by the survey included students' (a) attitude to scientific inquiry, (b) adoption of scientific attitudes, (c) enjoyment of science lessons, and (d) motivation in science. Repeated measures ANOVAs revealed no significant change in any of the attitude measures when the survey results from the different time points were compared. An open-ended qualitative survey was given to the students at the end of the semester and provided more insight. When asked to compare the low and high-level inquiry experiences, most students reported enjoying the higher level of inquiry more. On the other hand, most students felt they learned more during the low inquiry-level activities. The reported level of motivation in lab was about the same for both levels. When asked what they liked most about the high-level inquiry project, students favored aspects such as the independence, responsibility, and personal relevance. When asked what they liked the least, most students said there was nothing they disliked. Of the minority of students who did not like the high-level of inquiry, most claimed to be uncomfortable with the lack of structure and guidance. Other findings were that many students expressed a new or increased respect and appreciation for what scientists do. Some students experienced a decrease in their reliance on science to be true and correct. While some students thought the high-level inquiry was harder, others perceived it as being easier. These findings illustrate

Martian Boneyards: Scientific Inquiry in an MMO Game

Science.gov (United States)

Asbell-Clarke, Jodi; Edwards, Teon; Rowe, Elizabeth; Larsen, Jamie; Sylvan, Elisabeth; Hewitt, Jim

2012-01-01

This paper reports on research of a game designed for scientific inquiry in a new and publicly available massively-multiplayer online environment (MMO). Educators and game designers worked together to create a highly immersive environment, a compelling storyline, and research-grounded tools for scientific inquiry within the game. The designers…

Appreciative Inquiry and Implementation Science in Leadership Development.

Science.gov (United States)

Bleich, Michael R; Hessler, Christine

2016-05-01

Appreciative inquiry was developed to initiate and animate change. As implementation science gains a foothold in practice settings to bridge theory, evidence, and practice, appreciative inquiry takes on new meaning as a leadership intervention and training tool. J Contin Educ Nurs. 2016;47(5):207-209. Copyright 2016, SLACK Incorporated.

US Medical Student Performance on the NBME Subject Examination in Internal Medicine: Do Clerkship Sequence and Clerkship Length Matter?

Science.gov (United States)

Ouyang, Wenli; Cuddy, Monica M; Swanson, David B

2015-09-01

Prior to graduation, US medical students are required to complete clinical clerkship rotations, most commonly in the specialty areas of family medicine, internal medicine, obstetrics and gynecology (ob/gyn), pediatrics, psychiatry, and surgery. Within a school, the sequence in which students complete these clerkships varies. In addition, the length of these rotations varies, both within a school for different clerkships and between schools for the same clerkship. The present study investigated the effects of clerkship sequence and length on performance on the National Board of Medical Examiner's subject examination in internal medicine. The study sample included 16,091 students from 67 US Liaison Committee on Medical Education (LCME)-accredited medical schools who graduated in 2012 or 2013. Student-level measures included first-attempt internal medicine subject examination scores, first-attempt USMLE Step 1 scores, and five dichotomous variables capturing whether or not students completed rotations in family medicine, ob/gyn, pediatrics, psychiatry, and surgery prior to taking the internal medicine rotation. School-level measures included clerkship length and average Step 1 score. Multilevel models with students nested in schools were estimated with internal medicine subject examination scores as the dependent measure. Step 1 scores and the five dichotomous variables were treated as student-level predictors. Internal medicine clerkship length and average Step 1 score were used to predict school-to-school variation in average internal medicine subject examination scores. Completion of rotations in surgery, pediatrics and family medicine prior to taking the internal medicine examination significantly improved scores, with the largest benefit observed for surgery (coefficient = 1.58 points; p value internal medicine subject examination performance. At the school level, longer internal medicine clerkships were associated with higher scores on the internal medicine

Teacher and student reflections on ICT-rich science inquiry

DEFF Research Database (Denmark)

Williams, John; Otrel-Cass, Kathrin

2017-01-01

and different ways for students to engage with, explore and communicate science ideas within inquiry. Sample: This project developed case studies with 6 science teachers of year 9 and 10 students, with an average age of 13 and 14 years in three New Zealand high schools. Teacher participants in the project had...... varying levels of understanding and experience with inquiry learning in science. Teacher knowledge and experience with ICT were equally diverse. Design and Methods: Teachers and researchers developed initially in a joint workshop a shared understanding of inquiry, and how this could be enacted. During......Background: Inquiry learning in science provides authentic and relevant contexts in which students can create knowledge to solve problems, make decisions and find solutions to issues in today’s world. The use of electronic networks can facilitate this interaction, dialogue and sharing, and adds...

The (non)making/becoming of inquiry practicing science teachers

Science.gov (United States)

Sharma, Ajay; Muzaffar, Irfan

2012-03-01

Teacher education programs have adopted preparing science teachers that teach science through inquiry as an important pedagogic agenda. However, their efforts have not met with much success. While traditional explanations for this failure focus largely on preservice science teachers' knowledge, beliefs and conceptions regarding science and science teaching, this conceptual paper seeks to direct attention toward discursive practices surrounding inquiry science teaching in teacher education programs for understanding why most science teachers do not teach science through inquiry. The paper offers a theoretical framework centered on critical notions of subjection and performativity as a much needed perspective on making/becoming of science teachers through participation in discursive practices of science teacher education programs. It argues that research based on such perspectives have much potential to offer a deeper understanding of the difficult challenges teacher education programs face in preparing inquiry practicing science teachers.

Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement

Science.gov (United States)

Hanners, Grace D.

Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.

How is the Inquiry Skills of Biology Preservice Teachers in Biotechnology Lecture?

Science.gov (United States)

Hayat, M. S.; Rustaman, N. Y.

2017-09-01

This study was to investigate the inquiry skills of biology pre-service teachers in one teachers college in Central Java in biotechnology lecture. The method used is a case study of 29 biology preservice teacher. Data were collected using observation sheets, questionnaires, and interview guidelines. Research findings collected through questionnaires show that most students are accustomed to asking questions and formulating biotechnology issues; Skilled in conducting experiments; Skilled in obtaining relevant information from various sources; As well as skilled at processing, analyzing and interpreting data. Based on observation: lectures are not dominated by lecturers, students are able to solve problems encountered and conduct investigations. Based on the interview towards lecturers: students are always actively involved in questioning, investigation, inquiry, problem solving and experimenting in lectures. Why do most students show good inquiry skills? Because students are accustomed to invited inquiry in biology lectures. The impact, the students become more ready to be invited to do more advanced inquiry, such as real-world application inquiry, because the skill of inquiry is essentially trained.

Peer Inquiry: Discovering What You Know through Dialogue

Science.gov (United States)

Wix, Linney; John-Steiner, Vera

2008-01-01

The article discusses a dialogical peer inquiry process as a practice of co-constructing knowledge in graduate coursework. The process, formerly structured as an exam, was developed by Dr. Vera John-Steiner more than 30 years ago and has been implemented in adapted forms by her students in their teaching. The dialogical peer inquiry process…

FILE: a tool for the study of inquiry learning.

NARCIS (Netherlands)

Hulshof, C.D.; Wilhelm, P.; Beishuizen, J.J.; Beishuizen, J.J.; van Rijn, H.

2005-01-01

A computerized learning environment (Flexible Inquiry Learning Environment; FILE) is discussed. FILE allows researchers in inquiry learning to design, administer, and analyze learning tasks in which content domain and task complexity can be configured independently, while other factors (e.g., the

Known structure, unknown function: An inquiry-based undergraduate biochemistry laboratory course.

Science.gov (United States)

Gray, Cynthia; Price, Carol W; 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 assessed by various metrics. To disseminate teaching resources to students and instructors alike, a freely accessible Biochemistry Laboratory Education resource is available at http://biochemlab.org. © 2015 The Authors Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology.

Assessing Dimensions of Inquiry Practice by Middle School Science Teachers Engaged in a Professional Development Program

Science.gov (United States)

Lakin, Joni M.; Wallace, Carolyn S.

2015-03-01

Inquiry-based teaching promotes students' engagement in problem-solving and investigation as they learn science concepts. Current practice in science teacher education promotes the use of inquiry in the teaching of science. However, the literature suggests that many science teachers hold incomplete or incorrect conceptions of inquiry. Teachers, therefore, may believe they are providing more inquiry experiences than they are, reducing the positive impact of inquiry on science interest and skills. Given the prominence of inquiry in professional development experiences, educational evaluators need strong tools to detect intended use in the classroom. The current study focuses on the validity of assessments developed for evaluating teachers' use of inquiry strategies and classroom orientations. We explored the relationships between self-reported inquiry strategy use, preferences for inquiry, knowledge of inquiry practices, and related pedagogical content knowledge. Finally, we contrasted students' and teachers' reports of the levels of inquiry-based teaching in the classroom. Self-reports of inquiry use, especially one specific to the 5E instructional model, were useful, but should be interpreted with caution. Teachers tended to self-report higher levels of inquiry strategy use than their students perceived. Further, there were no significant correlations between either knowledge of inquiry practices or PCK and self-reported inquiry strategy use.

An Inquiry-Based Laboratory Design for Microbial Ecology

Science.gov (United States)

Tessier, Jack T.; Penniman, Clayton A.

2006-01-01

There is a collective need to increase the use of inquiry-based instruction at the college level. This paper provides of an example of how inquiry was successfully used in the laboratory component of an undergraduate course in microbial ecology. Students were offered a collection of field and laboratory methods to choose from, and they developed a…

Effects of '"Environmental Chemistry" Elective Course via Technology-Embedded Scientific Inquiry Model on Some Variables

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Çalik, Muammer; Özsevgeç, Tuncay; Ebenezer, Jazlin; Artun, Hüseyin; Küçük, Zeynel

2014-01-01

The purpose of this study is to examine the effects of "environmental chemistry" elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge…

Science Teachers' Understanding and Practice of Inquiry-Based Instruction in Uganda

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Ssempala, Fredrick

High school students in Uganda perform poorly in science subjects despite the Ugandan government's efforts to train science teachers and build modern science laboratories in many public high schools. The poor performance of students in science subjects has been largely blamed on the inability by many science teachers to teach science through Inquiry-Based Instruction (IBI) to motivate the students to learn science. However, there have been no empirical studies done to establish the factors that influence science teachers' understanding and practice of IBI in Uganda. Most of the published research on IBI has been conducted in developed countries, where the prevailing contexts are very different from the contexts in developing countries such as Uganda. Additionally, few studies have explored how professional development (PD) training workshops on inquiry and nature of science (NOS) affect chemistry teachers' understanding and practice of IBI. My purpose in this multi-case exploratory qualitative study was to explore the effect of a PD workshop on inquiry and NOS on chemistry teachers' understanding and practice of IBI in Kampala city public schools in Uganda. I also explored the relationship between chemistry teachers' NOS understanding and the nature of IBI implemented in their classrooms and the internal and external factors that influence teachers' understanding and practice of IBI. I used a purposive sampling procedure to identify two schools of similar standards from which I selected eight willing chemistry teachers (four from each school) to participate in the study. Half of the teachers (those from School A) attended the PD workshop on inquiry and NOS for six days, while the control group (those from School B) did not. I collected qualitative data through semi-structured interviews, classroom observation, and document analysis. I analyzed these data by structural, conceptual and theoretical coding approach. I established that all the participating chemistry

Collaborative Inquiry-based Learning

NARCIS (Netherlands)

Suarez, Angel

2017-01-01

This thesis presents the results of the conducted research and development of applications to support collaborative inquiry-based learning, with a special focus on leveraging learners’ agency. The reported results are structured into three parts: the theoretical foundations, the design and

Scientific visualization as an expressive medium for project science inquiry

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Gordin, Douglas Norman

Scientists' external representations can help science education by providing powerful tools for students' inquiry. Scientific visualization is particularly well suited for this as it uses color patterns, rather than algebraic notation. Nonetheless, visualization must be adapted so it better fits with students' interests, goals, and abilities. I describe how visualization was adapted for students' expressive use and provide a case study where students successfully used visualization. The design process began with scientists' tools, data sets, and activities which were then adapted for students' use. I describe the design through scenarios where students create and analyze visualizations and present the software's functionality through visualization's sub-representations of data; color; scale, resolution, and projection; and examining the relationships between visualizations. I evaluate these designs through a "hot-house" study where a small group of students used visualization under near ideal circumstances for two weeks. Using videotapes of group interactions, software logs, and students' work I examine their representational and inquiry strategies. These inquiries were successful in that the group pursued their interest in world hunger by creating a visualization of daily per capita calorie consumption. Through creating the visualization the students engage in a process of meaning making where they interweave their prior experiences and beliefs with the representations they are using. This interweaving and other processes of collaborative visualization are shown when the students (a) computed values, (b) created a new color scheme, (c) cooperated to create the visualization, and (d) presented their work to other students. I also discuss problems that arose when students (a) used units without considering their meaning, (b) chose inappropriate comparisons in case-based reasoning, (c) did not participate equally during group work, (d) were confused about additive

The Telescoping Phenomenon: Origins in Gender Bias and Implications for Contemporary Scientific Inquiry.

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Marks, Katherine R; Clark, Claire D

2018-05-12

In an article published in International Journal of the Addictions in 1989, Nick Piazza and his coauthors described "telescoping," an accelerated progression through "landmark symptoms" of alcoholism, among a sample of recovering women. The aim of this critical analysis is to apply a feminist philosophy of science to examine the origins of the framework of telescoping research and its implications for contemporary scientific inquiry. A feminist philosophy of science framework is outlined and applied to key source publications of telescoping literature drawn from international and United States-based peer-reviewed journals published beginning in 1952. A feminist philosophy of science framework identifies gender bias in telescoping research in three ways. First, gender bias was present in the early conventions that laid the groundwork for telescoping research. Second, a "masculine" framework was present in the methodology guiding telescoping research. Third, gender bias was present in the interpretation of results as evidenced by biased comparative language. Telescoping research contributed to early evidence of critical sex and gender differences helping to usher in women's substance abuse research more broadly. However, it also utilized a "masculine" framework that perpetuated gender bias and limited generative, novel research that can arise from women-focused research and practice. A feminist philosophy of science identifies gender bias in telescoping research and provides an alternative, more productive approach for substance abuse researchers and clinicians.

A nomogram to predict the probability of passing the American Board of Internal Medicine examination

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Andrei Brateanu

2012-10-01

Full Text Available Background : Although the American Board of Internal Medicine (ABIM certification is valued as a reflection of physicians’ experience, education, and expertise, limited methods exist to predict performance in the examination. Purpose : The objective of this study was to develop and validate a predictive tool based on variables common to all residency programs, regarding the probability of an internal medicine graduate passing the ABIM certification examination. Methods : The development cohort was obtained from the files of the Cleveland Clinic internal medicine residents who began training between 2004 and 2008. A multivariable logistic regression model was built to predict the ABIM passing rate. The model was represented as a nomogram, which was internally validated with bootstrap resamples. The external validation was done retrospectively on a cohort of residents who graduated from two other independent internal medicine residency programs between 2007 and 2011. Results : Of the 194 Cleveland Clinic graduates used for the nomogram development, 175 (90.2% successfully passed the ABIM certification examination. The final nomogram included four predictors: In-Training Examination (ITE scores in postgraduate year (PGY 1, 2, and 3, and the number of months of overnight calls in the last 6 months of residency. The nomogram achieved a concordance index (CI of 0.98 after correcting for over-fitting bias and allowed for the determination of an estimated probability of passing the ABIM exam. Of the 126 graduates from two other residency programs used for external validation, 116 (92.1% passed the ABIM examination. The nomogram CI in the external validation cohort was 0.94, suggesting outstanding discrimination. Conclusions : A simple user-friendly predictive tool, based on readily available data, was developed to predict the probability of passing the ABIM exam for internal medicine residents. This may guide program directors’ decision

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

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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.

Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematics

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Makar, Katie; Fielding-Wells, Jill

2018-03-01

The 3-year study described in this paper aims to create new knowledge about inquiry norms in primary mathematics classrooms. Mathematical inquiry addresses complex problems that contain ambiguities, yet classroom environments often do not adopt norms that promote curiosity, risk-taking and negotiation needed to productively engage with complex problems. Little is known about how teachers and students initiate, develop and maintain norms of mathematical inquiry in primary classrooms. The research question guiding this study is, "How do classroom norms develop that facilitate student learning in primary classrooms which practice mathematical inquiry?" The project will (1) analyse a video archive of inquiry lessons to identify signature practices that enhance productive classroom norms of mathematical inquiry and facilitate learning, (2) engage expert inquiry teachers to collaborate to identify and design strategies for assisting teachers to develop and sustain norms over time that are conducive to mathematical inquiry and (3) support and study teachers new to mathematical inquiry adopting these practices in their classrooms. Anticipated outcomes include identification and illustration of classroom norms of mathematical inquiry, signature practices linked to these norms and case studies of primary teachers' progressive development of classroom norms of mathematical inquiry and how they facilitate learning.

GeoInquiries: Addressing a Grand Challenge for Teaching with GIS in Schools

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DiBiase, D.; Baker, T.

2016-12-01

According to the National Research Council (2006), geographic information systems (GIS) is a powerful tool for expanding students' abilities to think spatially, a critical skill for future STEM professionals. However, educators in mainstream subjects in U.S. education have struggled for decades to use GIS effectively in classrooms. GeoInquiries are no cost, standards-based (NGSS or AP), Creative Commons-licensed instructional activities that guide inquiry around map-based concepts found in key subjects like Earth and environmental science. Web maps developed for GeoInquiries expand upon printed maps in leading textbooks by taking advantage of 21st GIS capabilities. GeoInquiry collections consist of 15 activities, each chosen to offer a map-based activity every few weeks throughout the school year. GeoInquiries use a common inquiry instructional framework, learned by many educators during their teacher preparation coursework. GeoInquiries are instructionally flexible - acting as much like building blocks for crafting custom activities as finished instructional materials. Over a half million geoinquiries will be accessed in the next twelve months - serving an anticipated 15 million students. After a generation of outreach to the educators, GIS is finally finding its way the mainstream.

Can critical inquiry differ from criticism? A dialogue with current occupational science and occupational therapy schools of inquiry

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Jessie Wilson

2016-07-01

Full Text Available Introduction: Critical inquiry has been adopted by various academic disciplines. However, there is a lack of consistency and transparency in the way this complex theoretical and methodological position is applied in research. For novice researchers that ambiguity can lead to blurring the conceptual distinction between critical research and the act of criticizing. Objective: The purpose of this essay is to reflect on what it means to keep a critical perspective for novice researchers. Method: The concepts are explored through a personal narrative that allows authors to examine the details of their trajectory to embrace a critical perspective, which has the power to lead to change, both personal and social. Results: We explore the methodological foundations of the critical research and observe how the emotion is taken over or suppressed in the investigation process. Conclusion: We contextualize key concepts of critical investigation, examining its recent application both in occupational science and in occupational therapy.

Primary teachers conducting inquiry projects : the effect on attitude towards science and inquiry

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van Aalderen-Smeets, Sandra; Walma van der Molen, Julie Henriëtte

2015-01-01

This paper presents the results of a theoretically informed professionalisation project that was set up to improve primary teachers’ attitudes towards science and attitude towards inquiry. A positive attitude towards science is of fundamental importance for teachers when stimulating interest in

Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

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Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

2012-02-01

This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers' pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers' conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

Pengaruh Pembelajaran Inquiry dan Problem Solving terhadap Motivasi dan Prestasi Belajar Matematika

Directory of Open Access Journals (Sweden)

Henri Rianto

2014-06-01

This study aimed to describe the difference effect of inquiry approach and problem solving approach on motivations to learn mathematics and student mathematics achievement and the better  effect of inquiry approach and problem solving approach on motivations to learn mathematics and student mathematics achievement. This research was a quasi-experimental using nonrandomized control group, pretest-posttest design. The data were collected through non-test and test. The data were analyzed using the MANOVA test and independent sample t-test with significance level of 0,05. The results of the study show  the inquiry approach and problem solving approach was not effective to increase the student mathematics achievement, the inquiry approach and problem solving approach was not effective to increase the motivation to learn mathematics, and there is no difference effect between the inquiry approach and the problem solving approach on learning motivations and the student mathematics achievement. Keywords: inquiry approach, problem solving approach, motivations to learn mathematics, student mathematics achievement

Inquiry and Intersubjectivity in a Reggio Emilia-Inspired Preschool

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Lanphear, Jacquelyn; Vandermaas-Peeler, Maureen

2017-01-01

By utilizing inquiry processes, such as observing and questioning, young children learn to investigate and use evidence to evaluate information. Through intersubjectivity, or social collaboration and mutual focus, children coconstruct an understanding of the world. Children's inquiry and intersubjectivity were observed in a range of activities in…

Investigating the Effectiveness of Inquiry-Based Instruction on Students with Different Prior Knowledge and Reading Abilities

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Wang, Jing-Ru; Wang, Yuh-Chao; Tai, Hsin-Jung; Chen, Wen-Ju

2010-01-01

This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading ability, attitude toward science, and learning environment. Although the learning patterns and…

An Exploration of Students' Science Learning Interest Related to Their Cognitive Anxiety, Cognitive Load, Self-Confidence and Learning Progress Using Inquiry-Based Learning with an iPad

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Hong, Jon-Chao; Hwang, Ming-Yueh; Tai, Kai-Hsin; Tsai, Chi-Ruei

2017-01-01

Based on the cognitive-affective theory, the present study designed a science inquiry learning model, "predict-observe-explain" (POE), and implemented it in an app called "WhyWhy" to examine the effectiveness of students' science inquiry learning practice. To understand how POE can affect the cognitive-affective learning…

Paths through interpretive territory: Two teachers' enactment of a technology-rich, inquiry-fostering science curriculum

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McDonald, Scott Powell

New understandings about how people learn and constructivist pedagogy pose challenges for teachers. Science teachers face an additional challenge of developing inquiry-based pedagogy to foster complex reasoning skills. Theory provides only fuzzy guidance as to how constructivist or inquiry pedagogy can be accomplished in a wide variety of contexts and local constraints. This study contributes to the understanding of the development of constructivist, inquiry-based pedagogy by addressing the question: How do teachers interpret and enact a technology-rich, inquiry fostering science curricula for fifth grade students' biodiversity learning? This research is a case study of two teachers chosen as critical contrasting cases and represent differences across multiple criteria including: urban I suburban, teaching philosophy, and content preparation. The two fifth grade teachers each enacted BioKIDS: Kids' Inquiry in Diverse Species, an eight week curriculum focused on biodiversity. BioKIDS incorporates multiple learning technologies to support student learning including handheld computer software designed to help students collect field data, and a web-based resource for data on local animal species. The results of this study indicate there are tensions teachers must struggle with when setting goals during enactment of inquiry science curricula. They must find a balance between an emphasis on authentic learning and authentic science, and between natural history and natural science. Authentic learning focuses on students' interests and lives; Authentic science focuses on students working with the tools and processes of science. Natural history focuses on the foundational skills in science of observation and classification. Natural science focuses on analytical science drawing on data to develop claims about the world. These two key tensions in teachers' goal setting were critical in defining and understanding differences in how teachers interpreted a curriculum to meet

Inquiry Teaching in Clinical Periodontics.

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Heins, Paul J.; Mackenzie, Richard S.

1987-01-01

An adaptation of the inquiry method of teaching, which develops skills of information retrieval and reasoning through systematic questioning by the teacher, is proposed for instruction in clinical periodontics. (MSE)

New science teachers' descriptions of inquiry enactment

Science.gov (United States)

Dreon, Oliver, Jr.

This phenomenological study demonstrates the influence that affective factors have on beginning teachers' ability to enact instructional practices. Through narratives shared in interviews and web log postings, two beginning science teachers' emotional engagement with their instructional practices, especially that of implementing inquiry-based instruction, and the resulting impact these emotions had on professional decision-making were evidenced. Anxiety emerged as the most significant impacting emotion on instructional decision-making with the participants. Through their stories, the two participants describe how their emotions and views of self influence whether they continue using inquiry pedagogy or alter their lesson to adopt more didactic means of instruction. These emotions arise from their feelings of being comfortable teaching the content (self-efficacy), from the unpredictability of inquiry lessons (control beliefs), from how they perceive their students as viewing them (teacher identity) and from various school constraints (agency). This research also demonstrates how intertwined these aspects are, informing each other in a complex, dialectical fashion. The participants' self-efficacy and professional identity emerge from their interactions with the community (their students and colleagues) and the perceived agency afforded by their schools' curricula and administration. By providing descriptions of teachers' experiences enacting inquiry pedagogy, this study expands our understanding of factors that influence teachers' instructional practices and provides a basis for reforming science teacher preparation.

Food irradiation: an inquiry by the Australian Consumers' Association

International Nuclear Information System (INIS)

1987-04-01

The Australian Consumers' Association's Inquiry into Food Irradiation was undertaken at the request of the Commonwealth Minister of Health, Dr N Blewett. The terms of reference of the Inquiry covered the implications of food irradiation in terms of consumer health, the environment, and the cost to the consumer

Augmenting Guided-Inquiry Learning with a Blended Classroom Approach

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Baum, Edward J.

2013-01-01

Teaching strategies such as guided inquiry have long been reported to produce superior learning outcomes in postsecondary science education. Yet many teachers cite obstacles that prevent them from implementing the method. Students also often report negative attitudes toward guided inquiry, leading to a lack of student engagement and other…

A Guided Inquiry Activity for Teaching Ligand Field Theory

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Johnson, Brian J.; Graham, Kate J.

2015-01-01

This paper will describe a guided inquiry activity for teaching ligand field theory. Previous research suggests the guided inquiry approach is highly effective for student learning. This activity familiarizes students with the key concepts of molecular orbital theory applied to coordination complexes. Students will learn to identify factors that…

Implementation of Argument-Driven Inquiry as an Instructional Model in a General Chemistry Laboratory Course

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Kadayifci, Hakki; Yalcin-Celik, Ayse

2016-01-01

This study examined the effectiveness of Argument-Driven Inquiry (ADI) as an instructional model in a general chemistry laboratory course. The study was conducted over the course of ten experimental sessions with 125 pre-service science teachers. The participants' level of reflective thinking about the ADI activities, changes in their science…

Participant observation, anthropology methodology and design anthropology research inquiry

DEFF Research Database (Denmark)

Gunn, Wendy; Buch Løgstrup, Louise

2014-01-01

of practice. They do so by combining participant observation, anthropology methodology and design anthropology research inquiry engaging with practice based explorations to understand if methods and methodologies, understood as being central to anthropological inquiry, can be taught to interaction design...... engineering students studying in an engineering faculty and engineers working in an energy company. They ask how do you generate anthropological capacities with interaction design engineering students engaged in engineering design processes and employees of an energy company setting out to reframe...... their relation with the private end user? What kind of ways can engaging within collaborative processes of designing offer opportunities for both designing and anthropological research inquiry simultaneously?...

Hinkley Point 'C' power station public inquiry: proof of evidence on local site related issues

International Nuclear Information System (INIS)

Gammon, K.M.

1988-09-01

A public inquiry has been set up to examine the planning application made by the Central Electricity Generating Board (CEGB) for the construction of a 1200 MW Pressurized Water Reactor power station at Hinkley Point (Hinkley Point ''C'') in the United Kingdom, adjacent to an existing nuclear power station. The CEGB evidence to the Inquiry on local site related issues begins by setting the proposed development within the context of local authority planning policies for the area. The implications of the development in terms of overall land needs, construction, access, buildings and works both temporary and permanent, are described. Environmental impacts, aesthetic and socio-economic factors are considered including possible effects on agriculture, nature conservation, water supply, transport and employment. (UK)

The Relationship in Biology between the Nature of Science and Scientific Inquiry

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Kremer, Kerstin; Specht, Christiane; Urhahne, Detlef; Mayer, Jürgen

2014-01-01

Informed understandings of nature of science and scientific inquiry are generally accepted goals of biology education. This article points out central features of scientific inquiry with relation to biology and the nature of science in general terms and focuses on the relationship of students' inquiry skills in biology and their beliefs on the…

Lipman, Dewey, and Philosophical Inquiry in the Mathematics Classroom

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Kennedy, Nadia Stoyanova

2012-01-01

The paper discusses Matthew Lipman's approach to inquiry as shaped and fashioned by John Dewey's model of scientific inquiry. Although Lipman's program adopted the major aspects of Dewey's pedagogy, at least two characteristics of that program stand out as radically different--his use of relatively free-form philosophical discussions to teach…

Narrative inquiry: Locating Aboriginal epistemology in a relational methodology.

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Barton, Sylvia S

2004-03-01

This methodology utilizes narrative analysis and the elicitation of life stories as understood through dimensions of interaction, continuity, and situation. It is congruent with Aboriginal epistemology formulated by oral narratives through representation, connection, storytelling and art. Needed for culturally competent scholarship is an experience of research whereby inquiry into epiphanies, ritual, routines, metaphors and everyday experience creates a process of reflexive thinking for multiple ways of knowing. Based on the sharing of perspectives, narrative inquiry allows for experimentation into creating new forms of knowledge by contextualizing diabetes from the experience of a researcher overlapped with experiences of participants--a reflective practice in itself. The aim of this paper is to present narrative inquiry as a relational methodology and to analyse critically its appropriateness as an innovative research approach for exploring Aboriginal people's experience living with diabetes. Narrative inquiry represents an alternative culture of research for nursing science to generate understanding and explanation of Aboriginal people's 'diabetic self' stories, and to coax open a window for co-constructing a narrative about diabetes as a chronic illness. The ability to adapt a methodology for use in a cultural context, preserve the perspectives of Aboriginal peoples, maintain the holistic nature of social problems, and value co-participation in respectful ways are strengths of an inquiry partial to a responsive and embodied scholarship.

Connecting Inquiry and Values in Science Education. An Approach Based on John Dewey's Philosophy

Science.gov (United States)

Lee, Eun Ah; Brown, Matthew J.

2018-03-01

Conducting scientific inquiry is expected to help students make informed decisions; however, how exactly it can help is rarely explained in science education standards. According to classroom studies, inquiry that students conduct in science classes seems to have little effect on their decision-making. Predetermined values play a large role in students' decision-making, but students do not explore these values or evaluate whether they are appropriate to the particular issue they are deciding, and they often ignore relevant scientific information. We explore how to connect inquiry and values, and how this connection can contribute to informed decision-making based on John Dewey's philosophy. Dewey argues that scientific inquiry should include value judgments and that conducting inquiry can improve the ability to make good value judgments. Value judgment is essential to informed, rational decision-making, and Dewey's ideas can explain how conducting inquiry can contribute to make an informed decision through value judgment. According to Dewey, each value judgment during inquiry is a practical judgment guiding action, and students can improve their value judgments by evaluating their actions during scientific inquiry. Thus, we suggest that students need an opportunity to explore values through scientific inquiry and that practicing value judgment will help informed decision-makings.

Connecting Inquiry and Values in Science Education - An Approach Based on John Dewey's Philosophy

Science.gov (United States)

Lee, Eun Ah; Brown, Matthew J.

2018-01-01

Conducting scientific inquiry is expected to help students make informed decisions; however, how exactly it can help is rarely explained in science education standards. According to classroom studies, inquiry that students conduct in science classes seems to have little effect on their decision-making. Predetermined values play a large role in students' decision-making, but students do not explore these values or evaluate whether they are appropriate to the particular issue they are deciding, and they often ignore relevant scientific information. We explore how to connect inquiry and values, and how this connection can contribute to informed decision-making based on John Dewey's philosophy. Dewey argues that scientific inquiry should include value judgments and that conducting inquiry can improve the ability to make good value judgments. Value judgment is essential to informed, rational decision-making, and Dewey's ideas can explain how conducting inquiry can contribute to make an informed decision through value judgment. According to Dewey, each value judgment during inquiry is a practical judgment guiding action, and students can improve their value judgments by evaluating their actions during scientific inquiry. Thus, we suggest that students need an opportunity to explore values through scientific inquiry and that practicing value judgment will help informed decision-makings.

Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

Science.gov (United States)

Sudria, Ida Bagus Nyoman; Redhana, I. Wayan; Kirna, I. Made; Aini, Diah

2018-01-01

This study aimed to examine the effect of Kolb's learning styles on chemical learning activities and achievement of reaction rate taught by inductive guided inquiry learning. The population was eleventh grade Science students of a senior secondary school having relatively good academic input based on national testing results in Bali, Indonesia.…

Mathematics for What? High School Students Reflect on Mathematics as a Tool for Social Inquiry

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Brelias, Anastasia

2015-01-01

This study examines high school students' views of mathematics as a tool for social inquiry in light of their classroom experiences using mathematics to explore social issues. A critical theoretical perspective on mathematics literacy is used to ascertain the ways in which their views challenge or affirm the dominant image of mathematics in…

Exploring Metaskills of Knowledge-Creating Inquiry in Higher Education

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Muukkonen, Hanni; Lakkala, Minna

2009-01-01

The skills of knowledge-creating inquiry are explored as a challenge for higher education. The knowledge-creation approach to learning provides a theoretical tool for addressing them: In addition to the individual and social aspects in regulation of inquiry, the knowledge-creation approach focuses on aspects related to advancing shared objects of…

Differential Performance by English Language Learners on an Inquiry-Based Science Assessment

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Turkan, Sultan; Liu, Ou Lydia

2012-10-01

The performance of English language learners (ELLs) has been a concern given the rapidly changing demographics in US K-12 education. This study aimed to examine whether students' English language status has an impact on their inquiry science performance. Differential item functioning (DIF) analysis was conducted with regard to ELL status on an inquiry-based science assessment, using a multifaceted Rasch DIF model. A total of 1,396 seventh- and eighth-grade students took the science test, including 313 ELL students. The results showed that, overall, non-ELLs significantly outperformed ELLs. Of the four items that showed DIF, three favored non-ELLs while one favored ELLs. The item that favored ELLs provided a graphic representation of a science concept within a family context. There is some evidence that constructed-response items may help ELLs articulate scientific reasoning using their own words. Assessment developers and teachers should pay attention to the possible interaction between linguistic challenges and science content when designing assessment for and providing instruction to ELLs.

"Applying anatomy to something I care about": Authentic inquiry learning and student experiences of an inquiry project.

Science.gov (United States)

Anstey, Lauren M

2017-11-01

Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry-based approach to learning human gross anatomy. Utilizing a case-study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group-based investigation. Results were further considered in context of theoretical frameworks of inquiry-based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538-548. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

The role of dialogue and polylogue during an inquiry process in primary education

NARCIS (Netherlands)

Dobber, M.; Baucal, A.; Radisic, J.

2012-01-01

Inquiry is commonly applied in all types of education. In inquiry, dialogue between persons present in the classroom and polylogue with knowledgeable others outside the classroom (e.g., via books) are vital. In the context of Developmental Education, inquiry takes on three forms: consulting sources,

Unraveling the development of scientific literacy: Domain-specific inquiry support in a system of cognitive and social interactions

Science.gov (United States)

Tabak, Iris Ellen

The goal of this dissertation was to study how to harness technological tools in service of establishing a climate of inquiry in science classrooms. The research is a design experiment drawing on sociocultural and cognitive theory. As part of the BGuILE project, I developed software to support observational research of natural selection, and a complementary high school unit on evolution. Focusing on urban schools, I employed interpretive methods to examine learning as it unfolds in the classroom. I present design principles for realizing a climate of inquiry in technology-infused classrooms. This research contributes to technology design, teaching practice and educational and cognitive research. My pedagogical approach, Domain-Specific Strategic Support (DSSS), helps students analyze and synthesize primary data by making experts' considerations of content knowledge explicit. Students query data by constructing questions from a selection of comparison and variable types that are privileged in the domain. Students organize their data according to evidence categories that comprise a natural selection argument. I compared the inquiry process of contrastive cases: an honor group, a regular group and a lower track group. DSSS enabled students at different achievement levels to set up systematic comparisons, and construct empirically-based explanations. Prior knowledge and inquiry experience influenced spontaneous strategy use. Teacher guidance compensated for lack of experience, and enabled regular level students to employ strategies as frequently as honor students. I extend earlier research by proposing a taxonomy of both general and domain-specific reflective inquiry strategies. I argue that software, teacher and curriculum work in concert to sustain a climate of inquiry. Teachers help realize the potential that technological tools invite. Teachers reinforce software supports by encouraging students utilize technological tools, and by modeling their use. They also

Exploring the Benefits of a Collaborative Inquiry Team in Education (CITE Initiative to Develop a Research Community and Enhance Student Engagement

Directory of Open Access Journals (Sweden)

Maria Teresa Cantalini-Williams

2016-06-01

Full Text Available This study examined a collaborative inquiry process, facilitated by university faculty in an elementary school, intended to develop a research community, foster knowledge mobilization, and enhance student engagement. The Collaborative Inquiry Team in Education (CITE initiative consisted of five school-based sessions that included videos, discussions, and the completion of a research action plan. Data collection and analysis involved sessions’ transcripts, feedback from participants, documents such as brainstorming charts, and student artifacts. Findings indicate that the collaborative inquiry process with enablers of time, flexibility, and support from university faculty increased educators’ research acumen and student engagement in classrooms. The CITE initiative is an effective example of applied education research and knowledge mobilization with the inclusion of faculty and technological support, innovative resources, and the co-construction of new understandings.

Enhancement of quality in chemical inquiry by pre-university students.

NARCIS (Netherlands)

van Rens, L.; Pilot, A.; van Dijk, H.

2005-01-01

Our pre-university chemistry students face problems achieving sufficient quality in chemical inquiry. To try to enhance the quality of student performance in chemical inquiry, Dutch pre-university chemistry students (age 17) carried out an authentic research project on 'Diffusion of ions in

Enhancement of quality in chemical inquiry by pre-university students

NARCIS (Netherlands)

van Rens, L.; Pilot, A.; van Dijk, H.

2004-01-01

Our pre-university chemistry students face problems achieving sufficient quality in chemical inquiry. To try to enhance the quality of student performance in chemical inquiry, Dutch pre-university chemistry students (age 17) carried out an authentic research project on 'Diffusion of ions in

The global household: toward a feminist postcapitalist international political economy.

Science.gov (United States)

Safri, Maliha; Graham, Julie

2010-01-01

The goal of this article is to introduce a new category into international political economy-the global household-and to begin to widen the focus of international political economy to include nonmarket transactions and noncapitalist production. As an economic institution composed of transnational extended families and codwellers (including international migrants and family members left behind in countries of origin), the global household is engaged in coordinating international migration, sending and receiving billions of dollars in remittances, and organizing and conducting market- and non-market-oriented production on an international scale. We first trace the discursive antecedents of the global household concept to theories of the household as a site of noncapitalist production and to feminist ethnographies of transnational families. In order to demonstrate the potential significance and effect of this newly recognized institution, we estimate the aggregate population of global households, the size and distribution of remittances, and the magnitude and sectoral scope of global household production. We then examine the implications of the global household concept for three areas of inquiry: globalization, economic development, and the household politics of economic transformation. Finally, we briefly explore the possibilities for research and activism opened up by a feminist, postcapitalist international political economy centered on the global household.

Towards a Knowledge Building Community: From Guided to Self-Organized Inquiry

Directory of Open Access Journals (Sweden)

Stefano Cacciamani

2010-11-01

Full Text Available Over four academic years a design experiment was conducted involving four online university courses with the goal of shifting from Guided to Self-Organized Inquiry to foster Knowledge Building communities in the classroom. Quantitative analyses focused on notes contributed to collective knowledge spaces, as well as reading and building-on notes of others. All team members, including teachers, contributed at high levels. Students tended to produce more notes in the guided-inquiry approach but read more and demonstrated more even distribution of work as part of self-organized inquiry. Qualitative data focused on strategies students reported as new to their school experience. Strategies fell into three categories common to both guided and self-organizing inquiry: elaborating course content for depth of understanding, collaboration in an online environment, and metacognition, with greater reflection on idea development. Distinctive aspects of self-organized inquiry, according to student reports, included going beyond given information, linking new understandings and personal experiences, attention to the collective works of the community, and learning from instructor’s strategies.

The Community of Inquiry Framework Meets the SOLO Taxonomy: A Process-Product Model of Online Learning

Science.gov (United States)

Shea, Peter; Gozza-Cohen, Mary; Uzuner, Sedef; Mehta, Ruchi; Valtcheva, Anna Valentinova; Hayes, Suzanne; Vickers, Jason

2011-01-01

This paper presents both a conceptual and empirical investigation of teaching and learning in online courses. Employing both the Community of Inquiry framework (CoI) and the Structure of Observed Learning Outcomes (SOLO) taxonomy, two complete online courses were examined for the quality of both collaborative learning processes and learning…

Blended Inquiry with Hands-On and Virtual Laboratories: The Role of Perceptual Features during Knowledge Construction

Science.gov (United States)

Toth, Eva Erdosne; Ludvico, Lisa R.; Morrow, Becky L.

2014-01-01

This study examined the characteristics of virtual and hands-on inquiry environments for the development of blended learning in a popular domain of bio-nanotechnology: the separation of different-sized DNA fragments using gel-electrophoresis, also known as DNA-fingerprinting. Since the latest scientific developments in nano- and micro-scale tools…

Critical Race Theory, Hip Hop, and "Huck Finn": Narrative Inquiry in a High School English Classroom

Science.gov (United States)

Martin, Jennifer L.

2014-01-01

This study explores the impact of reading "Huckleberry Finn" through the lens of critical race theory for both teacher and students in a racially diverse urban high school environment. The teacher/researcher used narrative inquiry and creative non-fiction to examine student language usage, white privilege (including her own), and student…

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

Science.gov (United States)

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.

Two Decades of Funded Research Goals and Achievements on Inquiry by the High Ability and Inquiry Research Group (HAIR) at McGill University

Science.gov (United States)

Gube, Maren; Shore, Bruce M.

2018-01-01

From the 1990s until 2017 the High Ability and Inquiry Research Group (HAIR) at McGill University in Montreal, received C$1.3M in research funds from Canadian, Quebec, and US agencies to support its research and graduate training in education and educational psychology. Their research encompassed two principal areas, Inquiry in Education and…

When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment”

Directory of Open Access Journals (Sweden)

Drew S. Fagan

2015-06-01

Full Text Available http://dx.doi.org/10.5007/2175-8026.2015v68n1p75 With the understanding that teacher cognition itself is ever-emergent, originating and framed by engagement with social activities (Johnson & Golombek, 2011, the current study examines one expert English as a Second Language (ESL teacher’s micro-analysis of her classroom practices when addressing learner inquiries in-themoment, and how such analysis leads the teacher to alter her conscious awareness of what it means to teach language even at an advanced point in her career. Bridging the methodologies of conversation analysis and ethnographic analysis, two distinct practices were used by the teacher when addressing learner inquiries: doing answering and modeling exploration. Each practice is detailed with a focus on their varied constructions and the speciic verbal and nonverbal communicative cues found to inluence their uses. Numerous and simultaneous factors are shown to afect the teacher’s management of learner inquiries, factors both paralleling and contradicting her perceptions of teaching. he paper concludes with a discussion on how the indings not only connect to the current teacher cognition literature but also advocates for opening up the methodological tools used in SLTE to more fully understand teacher learning.

Qualitative Improvement Methods Through Analysis of Inquiry Contents for Cancer Registration

Science.gov (United States)

Boo, Yoo-Kyung; Lim, Hyun-Sook; Kim, Jung-Eun; Kim, Kyoung-Beom; Won, Young-Joo

2017-06-25

Background: In Korea, the national cancer database was constructed after the initiation of the national cancer registration project in 1980, and the annual national cancer registration report has been published every year since 2005. Consequently, data management must begin even at the stage of data collection in order to ensure quality. Objectives: To determine the suitability of cancer registries’ inquiry tools through the inquiry analysis of the Korea Central Cancer Registry (KCCR), and identify the needs to improve the quality of cancer registration. Methods: Results of 721 inquiries to the KCCR from 2000 to 2014 were analyzed by inquiry year, question type, and medical institution characteristics. Using Stata version 14.1, descriptive analysis was performed to identify general participant characteristics, and chi-square analysis was applied to investigate significant differences in distribution characteristics by factors affecting the quality of cancer registration data. Results: The number of inquiries increased in 2005–2009. During this period, there were various changes, including the addition of cancer registration items such as brain tumors and guideline updates. Of the inquirers, 65.3% worked at hospitals in metropolitan cities and 60.89% of hospitals had 601–1000 beds. Tertiary hospitals had the highest number of inquiries (64.91%), and the highest number of questions by type were 353 (48.96%) for histological codes, 92 (12.76%) for primary sites, and 76 (10.54%) for reportable. Conclusions: A cancer registration inquiry system is an effective method when not confident about codes during cancer registration, or when confronting cancer cases in which previous clinical knowledge or information on the cancer registration guidelines are insufficient. Creative Commons Attribution License

Introducing citizen inquiry

OpenAIRE

Herodotou, Christothea; Sharples, Mike; Scanlon, Eileen

2017-01-01

The term ‘citizen inquiry’ was coined to describe ways that members of the public can learn by initiating or joining shared inquiry-led scientific investigations (Sharples et al., 2013). It merges learning through scientific investigation with mass collaborative participation exemplified in citizen science activities, altering the relationship most people have with research from being passive recipients to becoming actively engaged, and the relationship between scholarship and public understa...

Hinkley Point 'C' power station public inquiry: proof of evidence on CEGB policy with privatisation in prospect

International Nuclear Information System (INIS)

Davis, D.A.

1988-09-01

A public inquiry has been set up to examine the planning application made by the Central Electricity Generating Board (CEGB) for the construction of a 1200 MW Pressurized Water Reactor power station at Hinkley Point (Hinkley Point ''C'') in the United Kingdom. Part of the evidence submitted to the Inquiry is set out in this report. It concerns the implications for the CEGB's initial case of subsequent government proposals for electricity supply privatization. That case rested on the need for diversity of primary fuel source. Present Government policy endorses the CEGB policy in this regard in the intention to make legislative provision for a quota of electricity generation from non-fossil-fueled sources in a privatized supply industry. (UK)

Representational Inquiry competences in Science Games

DEFF Research Database (Denmark)

Magnussen, Rikke

2009-01-01

to support work with genuine scientific inquiry and to meet the seventh- to tenth grade curriculum objectives for science and Danish education in Danish schools. This paper comprises a presentation of the results of a long-term empirical study done of four school classes who have played the game. The chapter......This chapter concerns the enactment of competences in a particular science learning game Homicide, which is played in lower secondary schools. Homicide is a forensic investigation game in which pupils play police experts solving criminal cases in the space of one week. The game is designed......, transform and criticize visual representations as an integrated part of conducting an inquiry in the science game...

Use of international foundations of medicine clinical sciences examination to evaluate students' performance in the local examination at the University of Sharjah, United Arab Emirates.

Science.gov (United States)

Dash, Nihar Ranjan; Abdalla, Mohamed Elhassan; Hussein, Amal

2017-01-01

Several medical schools around the world are moving away from isolated, locally developed in-house assessments to the introduction of external examinations into their curriculum. Although the objective varies, it is typically done to evaluate, audit, and compare students' performance to international standards. Similarly, the International Foundations of Medicine-Clinical Sciences Examination (IFOM-CSE) was introduced in the College of Medicine at the University of Sharjah as an external assessment criterion in addition to the existing in-house assessments. The aim of this study was to compare the student performance in this newly introduced IFOM-CSE examination and the existing in-house final examination in the college. The scores of three consecutive final-year undergraduate medical student batches (2013-2015) who took both the IFOM-CSE and the existing in-house final examination were analyzed. Pearson correlation and one-way analysis of variance test were conducted using SPSS 22. The students' scores in the IFOM-CSE and in the final examination prepared locally were highly correlated with Pearson correlation coefficients of 0.787 for batch 2013, 0.827 for batch 2014, and 0.830 for batch 2015 (P correlated with their scores in the IFOM-CSE over all the three batches. Thus, introduction of external examination can be an important evaluation tool to a comprehensive internal assessment system providing evidence of external validity.

The opportunities and challenges of guided inquiry science for students with special needs

Science.gov (United States)

Miller, Marianne

Research in science education has been conducted with various goals for instruction. Four outcomes identified include: immediate and delayed recall, literal comprehension, science skills and processes, and conceptual understanding. The promise of developing important thinking skills exists for all students if science instruction is designed to teach students the products of science and the principled process of inquiry. Guided inquiry science seeks to develop conceptual understanding through the pursuit of meaningful questions using scientific problem solving to conduct investigations that are thoughtfully generated and evaluated. Using a social constructivist perspective, this study examines the learning experiences of four students, identified by their teachers as learning disabled or underachieving. Four case studies are presented of the students' participation in a guided inquiry investigation of the behavior of light. Measures of conceptual understanding included pre- and post-instruction assessments, interviews, journal writing, videotapes, and fieldnotes. All four students demonstrated improved conceptual understanding of light. Five patterns of relationships influenced the development of the students' thinking. First, differences in the culture of the two classrooms altered the learning environment, Second, the nature of teacher interaction with the target students affected conceptual understanding. Third, interactions with peers modified the learning experiences for the identified students. Fourth, the conceptual and procedural complexity of the tasks increased the tendency for the students to lose focus. Finally, the literacy requirements of the work were challenging for these students.

Reforming High School Science for Low-Performing Students Using Inquiry Methods and Communities of Practice

Science.gov (United States)

Bolden, Marsha Gail

Some schools fall short of the high demand to increase science scores on state exams because low-performing students enter high school unprepared for high school science. Low-performing students are not successful in high school for many reasons. However, using inquiry methods have improved students' understanding of science concepts. The purpose of this qualitative research study was to investigate the teachers' lived experiences with using inquiry methods to motivate low-performing high school science students in an inquiry-based program called Xtreem Science. Fifteen teachers were selected from the Xtreem Science program, a program designed to assist teachers in motivating struggling science students. The research questions involved understanding (a) teachers' experiences in using inquiry methods, (b) challenges teachers face in using inquiry methods, and (c) how teachers describe student's response to inquiry methods. Strategy of data collection and analysis included capturing and understanding the teachers' feelings, perceptions, and attitudes in their lived experience of teaching using inquiry method and their experience in motivating struggling students. Analysis of interview responses revealed teachers had some good experiences with inquiry and expressed that inquiry impacted their teaching style and approach to topics, and students felt that using inquiry methods impacted student learning for the better. Inquiry gave low-performing students opportunities to catch up and learn information that moved them to the next level of science courses. Implications for positive social change include providing teachers and school district leaders with information to help improve performance of the low performing science students.

Cases as Shared Inquiry: A Dialogical Model of Teacher Preparation.

Science.gov (United States)

Harrington, Helen L.; Garrison, James W.

1992-01-01

A dialogical model is proposed for connecting theory to practice in teacher education by conceiving of cases from case-based pedagogy as problems that initiate shared inquiry. Cases with genuine cognitive and axiological content can initiate self-directed, student-centered inquiry while building democratic dialogical communities. (SLD)

Nudging toward Inquiry: Developing Questions and a Sense of Wonder

Science.gov (United States)

Fontichiaro, Kristin, Comp.

2010-01-01

Inquiry does not replace information literacy; it encompasses it. It encourages librarians to consider instructional design beyond information search, retrieval, citation, and use. Inquiry-based learning invites school librarians to step into all aspects of instructional planning, from activating prior knowledge straight through to reflection.…

Incorporating Practitioner Inquiry into an Online Professional Development Program: The Prime Online Experience

Science.gov (United States)

Dana, Nancy Fichtman; Pape, Stephen J.; Griffin, Cynthia C.; Prosser, Sherri Kay

2017-01-01

Engagement in practitioner inquiry by classroom teachers is a promising mechanism for teacher professional learning. While much has been learned about the positive role inquiry can play in traditional professional development efforts, we know less about the impact of inquiry in a rapidly advancing technological age that includes the proliferation…

Developing the critical thinking skills of astrobiology students through creative and scientific inquiry.

Science.gov (United States)

Foster, Jamie S; Lemus, Judith D

2015-01-01

Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology.

Inquiries into Malaysia's socio-technical disasters: recommendations and lessons learnt.

Science.gov (United States)

Said, Aini Mat; Ahmadun, Fakhru'l-Razi; Abdul Kadir, Razali; Daud, Mohamed

2009-04-01

Most democratic countries hold inquiries into disasters. One of their key functions is to establish the cause of an event and to learn lessons in order to prevent a recurrence. In addition, they offer an opportunity for communal catharsis, permitting the public to vent anger, distress and frustration and to exert pressure for policy changes. Malaysia has experienced six landmark socio-technical disasters since 1968, which resulted in the proposal or amendment of various safety/emergency acts and regulations. The authors used a grounded theory approach utilising a constant comparative method to analyse the recommendations made by the inquiries into these events. Data indicate that social and technical recommendations comprise 85 and 15 per cent, respectively, of the total recommendations made by the inquiry committees. This paper offers suggestions for improving the management of inquiry tribunals, as they will remain a valuable source of information for society and corporations to learn from past incidents.

Correlation of the National Board of Medical Examiners Emergency Medicine Advanced Clinical Examination Given in July to Intern American Board of Emergency Medicine in-training Examination Scores: A Predictor of Performance?

Science.gov (United States)

Hiller, Katherine; Franzen, Doug; Heitz, Corey; Emery, Matthew; Poznanski, Stacy

2015-11-01

There is great variation in the knowledge base of Emergency Medicine (EM) interns in July. The first objective knowledge assessment during residency does not occur until eight months later, in February, when the American Board of EM (ABEM) administers the in-training examination (ITE). In 2013, the National Board of Medical Examiners (NBME) released the EM Advanced Clinical Examination (EM-ACE), an assessment intended for fourth-year medical students. Administration of the EM-ACE to interns at the start of residency may provide an earlier opportunity to assess the new EM residents' knowledge base. The primary objective of this study was to determine the correlation of the NBME EM-ACE, given early in residency, with the EM ITE. Secondary objectives included determination of the correlation of the United States Medical Licensing Examination (USMLE) Step 1 or 2 scores with early intern EM-ACE and ITE scores and the effect, if any, of clinical EM experience on examination correlation. This was a multi-institutional, observational study. Entering EM interns at six residencies took the EM-ACE in July 2013 and the ABEM ITE in February 2014. We collected scores for the EM-ACE and ITE, age, gender, weeks of clinical EM experience in residency prior to the ITE, and USMLE Step 1 and 2 scores. Pearson's correlation and linear regression were performed. Sixty-two interns took the EM-ACE and the ITE. The Pearson's correlation coefficient between the ITE and the EM-ACE was 0.62. R-squared was 0.5 (adjusted 0.4). The coefficient of determination was 0.41 (95% CI [0.3-0.8]). For every increase of one in the scaled EM-ACE score, we observed a 0.4% increase in the EM in-training score. In a linear regression model using all available variables (EM-ACE, gender, age, clinical exposure to EM, and USMLE Step 1 and Step 2 scores), only the EM-ACE score was significantly associated with the ITE (pcorrelation with ITE. Clinical EM experience prior to the in-training exam did not affect the

Ultrasound for internal medicine physicians: the future of the physical examination.

Science.gov (United States)

Dulohery, Megan M; Stoven, Samantha; Kurklinsky, Andrew K; Kurklinksy, Andrew; Halvorsen, Andrew; McDonald, Furman S; Bhagra, Anjali

2014-06-01

With the advent of compact ultrasound (US) devices, it is easier for physicians to enhance their physical examinations through the use of US. However, although this new tool is widely available, few internal medicine physicians have US training. This study sought to understand physicians' baseline knowledge and skill, provide education in US principles, and demonstrate that proper use of compact US devices is a skill that can be quickly learned. Training was performed at the Mayo Clinic in June 2010 and June 2011. The participants consisted of internal medicine residents. The workshop included didactics and hands-on US experiences with human and cadaver models in a simulation center. Pretests and posttests of residents' knowledge, attitudes, and skills with US were completed. We reassessed the 2010 group in the spring of 2012 with a long-term retention survey for knowledge and confidence in viewing images. A total of 136 interns completed the workshop. Thirty-nine residents completed the long-term retention survey. Posttest assessments showed a statistically significant improvement in the knowledge of US imaging, confidence in identifying structures, image identification, and image acquisition (P internal medicine training and practice. © 2014 by the American Institute of Ultrasound in Medicine.

The effect of inquiry-flipped classroom model toward students' achievement on chemical reaction rate

Science.gov (United States)

Paristiowati, Maria; Fitriani, Ella; Aldi, Nurul Hanifah

2017-08-01

The aim of this research is to find out the effect of Inquiry-Flipped Classroom Models toward Students' Achievement on Chemical Reaction Rate topic. This study was conducted at SMA Negeri 3 Tangerang in Eleventh Graders. The Quasi Experimental Method with Non-equivalent Control Group design was implemented in this study. 72 students as the sample was selected by purposive sampling. Students in experimental group were learned through inquiry-flipped classroom model. Meanwhile, in control group, students were learned through guided inquiry learning model. Based on the data analysis, it can be seen that there is significant difference in the result of the average achievement of the students. The average achievement of the students in inquiry-flipped classroom model was 83,44 and the average achievement of the students in guided inquiry learning model was 74,06. It can be concluded that the students' achievement with inquiry-flipped classroom better than guided inquiry. The difference of students' achievement were significant through t-test which is tobs 3.056 > ttable 1.994 (α = 0.005).

37 CFR 1.488 - Determination of unity of invention before the International Preliminary Examining Authority.

Science.gov (United States)

2010-07-01

..., and Copyrights UNITED STATES PATENT AND TRADEMARK OFFICE, DEPARTMENT OF COMMERCE GENERAL RULES OF... International Searching Authority, or (3) If applicant fails to restrict the claims or pay additional fees... common inventive concept. In such a case the International Preliminary Examining Authority may raise the...

Investigating Human Impact in the Environment with Faded Scaffolded Inquiry Supported by Technologies

Science.gov (United States)

Campbell, Todd; Longhurst, Max; Duffy, Aaron M.; Wolf, Paul G.; Nagy, Robin

2012-01-01

Teaching science as inquiry is advocated in all national science education documents and by leading science and science teaching organizations. In addition to teaching science as inquiry, we recognize that learning experiences need to connect to students' lives. This article details how we use a sequence of faded scaffolded inquiry supported by…

Understanding Students' Experiments--What Kind of Support Do They Need in Inquiry Tasks?

Science.gov (United States)

Arnold, Julia Caroline; Kremer, Kerstin; Mayer, Jürgen

2014-01-01

Inquiry learning is a widely recognized method for fostering inquiry competence in science education. Nevertheless, there is discussion about how to best support students while working on inquiry tasks (in this case: experiments on causal relationships). To identify the kind of support students need in order to design experiments in upper grades,…

Guided-Inquiry Experiments for Physical Chemistry: The POGIL-PCL Model

Science.gov (United States)

Hunnicutt, Sally S.; Grushow, Alexander; Whitnell, Robert

2015-01-01

The POGIL-PCL project implements the principles of process-oriented, guided-inquiry learning (POGIL) in order to improve student learning in the physical chemistry laboratory (PCL) course. The inquiry-based physical chemistry experiments being developed emphasize modeling of chemical phenomena. In each experiment, students work through at least…

SAS2: A Guide to Collaborative Inquiry and Social Engagement ...

International Development Research Centre (IDRC) Digital Library (Canada)

2008-01-01

Jan 1, 2008 ... It also provides detailed instructions on how to integrate and ground collaborative inquiry in the projects, plans, evaluations and activities of multiple stakeholders. Part 2 presents a selection of techniques for collaborative inquiry and examples of real-life applications in South Asia and Latin America.

Facilitating Elementary Science Teachers' Implementation of Inquiry-Based Science Teaching

Science.gov (United States)

Qablan, Ahmad M.; DeBaz, Theodora

2015-01-01

Preservice science teachers generally feel that the implementation of inquiry-based science teaching is very difficult to manage. This research project aimed at facilitating the implementation of inquiry-based science teaching through the use of several classroom strategies. The evaluation of 15 classroom strategies from 80 preservice elementary…

Small Waterfalls in Art Therapy Supervision: A Poetic Appreciative Inquiry

Science.gov (United States)

Schreibman, Rachel; Chilton, Gioia

2012-01-01

This viewpoint presents aesthetic writing and reflection on the art therapy supervisor and supervisee dyad from a practice of appreciative inquiry. Through writing and exchanging poems, the authors sought to uncover the dynamics of the supervisory relationship that contributed to a positive learning experience. Poetry as inquiry provoked new…

Micro-Computers in Biology Inquiry.

Science.gov (United States)

Barnato, Carolyn; Barrett, Kathy

1981-01-01

Describes the modification of computer programs (BISON and POLLUT) to accommodate species and areas indigenous to the Pacific Coast area. Suggests that these programs, suitable for PET microcomputers, may foster a long-term, ongoing, inquiry-directed approach in biology. (DS)

Inquiry and the normative aspect in learning

DEFF Research Database (Denmark)

Wiberg, Merete

as the interplay between intentions and life-story of the individual and culture and community. The theory of inquiry in the philosophy of Dewey offers an understanding of processes of learning as transformation from an indeterminate to a determinate situation. Furthermore, the normative aspect of learning......“Inquiry and the normative aspect of learning” In the paper it will be argued that the normative aspect of learning is to be found in the interplay between individual and world when the individual in an inquiring process tries to come to terms with the world. Normativity in learning is seen...

Applying Technology to Inquiry-Based Learning in Early Childhood Education

Science.gov (United States)

Wang, Feng; Kinzie, Mable B.; McGuire, Patrick; Pan, Edward

2010-01-01

Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible vehicle for extending the domain and range of this inquiry. Over the past decade, a growing number of interactive games and educational software packages have been implemented in early childhood education and addressed a…

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

Science.gov (United States)

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…

An Inquiry-Based Approach of Traditional "Step-by-Step" Experiments

Science.gov (United States)

Szalay, L.; Tóth, Z.

2016-01-01

This is the start of a road map for the effective introduction of inquiry-based learning in chemistry. Advantages of inquiry-based approaches to the development of scientific literacy are widely discussed in the literature. However, unless chemistry educators take account of teachers' reservations and identified disadvantages such approaches will…

Hinkley Point 'C' power station public inquiry: proof of evidence on comparison of non-fossil options to Hinkley Point 'C'

International Nuclear Information System (INIS)

Goddard, S.C.

1988-09-01

A public inquiry has been set up to examine the planning application made by the Central Electricity Generating Board (CEGB) for the construction of a 1200 MW Pressurized Water Reactor power station at Hinkley Point (Hinkley Point ''C'') in the United Kingdom. This evidence to the Inquiry sets out and explains the non-fossil fuel options, with particular reference to renewable energy sources and other PWR locations; gives feasibility, capital cost, performance and total resource estimates for the renewable sources; and shows that no other non-fossil fuel source is to be preferred to Hinkley Point ''C''. (author)

A path less traveled: A self-guided action science inquiry among a small group of adult learners

Science.gov (United States)

Folkman, Daniel Vance

This dissertation provides an analysis of the dialogue that occurred among a small group of adult learners who engaged in a self-guided action science inquiry into their own practice. The following pages describe how this group of five practitioners ventured into a critical, self-reflective inquiry into their own values, feelings, and intentions in search of personal and professional growth. It is a deeply revealing story that shows how, through group dialogue, the members gradually unravel the interconnections between their values, feelings, and intention. They uncover surprising and unanticipated patterns in their reasoning-in-action that reflect lessons from present day experiences as well as childhood axioms about what constitutes appropriate behavior. They push their learning further to recognize emotional triggers that are useful in confronting old habits of mind that must be overcome if new Model II strategies are to be learned and internalized. They conclude that becoming Model II requires a centering on basic values, a personal commitment to change, a willingness to persist in the face of resistance, and the wisdom to act with deliberate caution. The transformative power of this insight lies in the realization of what it takes personally and collectively to make the world a truly respectful, productive, democratic, and socially just place in which to live and work. The action science literature holds the assumption that a trained facilitator is needed to guide such an inquiry and the learning of Model II skills. Unfortunately, there are few educator-trainers available to facilitate the learning of Model II proficiencies over the months and years that may be required. The data presented here show that it is possible for a group of highly motivated individuals to initiate and sustain their own action science inquiry without the aid of a highly skilled facilitator. A model of the group dialogue is presented that highlights the salient characteristics of an

PENINGKATAN KEMAMPUAN DIVERGENT THINKING DENGAN MENERAPKAN MODIFIED FREE INQUIRY DALAM PEMBELAJARAN SAINS

Directory of Open Access Journals (Sweden)

Asri Widowati

2013-09-01

Full Text Available Penelitian tindakan kelas ini bertujuan mengungkapkan strategi perbaikan untuk mengefektifkan penerapan pendekatan modified free inquiry sebagai upaya peningkatan kemampuan divergent thinking dalam pembelajaran sains, dan respons siswa terhadap pembelajaran sains dengan menerapkan pendekatan modified free inquiry. Subjek penelitian adalah siswa kelas XC SMA PIRI 1 Yogyakarta. Berdasarkan hasil refleksi awal menunjukkan siswa bersikap pasif saat diskusi, memberikan jawaban yang textbook dan seragam (tidak variatif, maka diperlukan tindakan berupa pendekatan modified free inquiry yang merupakan teknik berpikir divergen. Tahap-tahap tindakan meliputi: presenting task, designing, investigating, dan constructing meaning. Ketuntasan siswa dalam memberikan jawaban terhadap soal-soal tes yang dikembangkan untuk mengukur kemampuan divergent thinking siswa (aspek fluency, flexibility, originality, dan elaboration mencapai 60,71% pada siklus II. Siklus dihentikan setelah berlangsung sebanyak 2 (dua siklus karena hasil penelitian menunjukkan adanya indikasi pencapaian target penelitian. Setelah refleksi siklus I, dilakukan perbaikan berupa guru memberikan motivasi dengan cara memberikan pertanyaan yang mendorong keingintahuan siswa dan bimbingan secara lisan ataupun tulisan lebih intensif melalui Lembar Kerja Siswa agar keterlaksanaan pendekatan modified free inquiry siklus II lebih baik daripada siklus I. Sebagian besar siswa (≥75% merespons positif terhadap penerapan pendekatan modified free inquiry. Kata kunci: divergent thinking, pendekatan modified free inquiry

Peningkatan Keterlibatan Dalam Perkuliahan Scientific Writing Menggunakan Model Pengajaran Social Inquiry

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Suwartono Suwartono

2016-02-01

Full Text Available This research aimed to solve student low involvement in Scientific Writing classes.The method used in this research was Classroom Action Research (CAR. The planned action was Social Inquiry teaching model, i.e. an autonomous instruction in which students do inquiries for facts (new knowledge on scientific writings along with the linguistic aspects of writings and exercises in communicating the inquiry results within the classroom society are prioritized. The CAR employed Lewin's cyclic model. The model procedures are: (1 identification, evaluation and formulation of the problem; (2 fact finding; (3 review of literature; (4 information gathering to test hypothesis; (5 selection of the planned action procedures; (6 implementation; and (7 interpretation of the data and overall evaluation. The CAR's result has shown that teaching Scientific Writing using Social Inquiry can promote student involvement in scientific writing class activities.

Inquiry and Irony: Promise and Paradox in Paul Jablon's "The Synergy of Inquiry"

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Nurenberg, David

2016-01-01

Paul Jablon's "The Synergy of Inquiry" (2014) is well-timed. The 2014 deadline set by No Child Left Behind (NCLB, 2002) for universal student proficiency has come and gone, and according to the National Assessment of Educational Progress, "proficiency rates last year were below 50 percent for nearly every racial and ethnic group, in…

John Dewey's Dual Theory of Inquiry and Its Value for the Creation of an Alternative Curriculum

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Harris, Fred

2014-01-01

Dewey's theory of inquiry cannot be reduced to the pattern of inquiry common to both common-sense inquiry and scientific inquiry, which is grounded in the human life process, since such a reduction ignores Dewey's differentiation of the two forms of inquiry. The difference has to do with the focus of inquiry, with common-sense inquiry…

The Art of Being Persuaded: Wayne Booth's Mutual Inquiry and the Trust to Listen

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Baker, Marsha Lee; Dieter, Eric; Dobbins, Zachary

2014-01-01

This article examines Wayne C. Booth's legacy as a teacher and scholar through the concept of rhetoric as mutual inquiry that he develops from "Modern Dogma and the Rhetoric of Assent" (1974) through "The Rhetoric of Rhetoric" (2004). Booth's work connects the political and pedagogical in pragmatic and productive ways…

Reflections on the public inquiry system; Address to the Parliamentary Group for Energy Studies, 13th February 1991

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Cokayne, C.B.M.rd

1991-04-01

The Piper Alpha Inquiry was an example of the so-called discretionary or ad hoc public inquiry. Such an inquiry is quite distinct in its purpose and organisation from the mandatory type of public inquiry which is often used in fields such as that of planning control. Topics discussed include the nature of the inquiry, some aspects of the organisation of the inquiry, how the subject matter for investigation was approached, and some reflections on the role of the inquiry. (author).

The relevance of the Goudge inquiry to the practice of child protection/forensic paediatrics.

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Skellern, Catherine; Donald, Terence

2014-10-01

In 2008 Ontario, Canada the Goudge Inquiry arose following increasing concerns about practices surrounding forensic pathology and the investigation of paediatric deaths. Some of the considerations and recommendations have relevance to child protection/forensic paediatricians, particularly in relation to their responsibilities in opinion formulation and as expert witnesses. By examining the Inquiry recommendations, this paper applies them in relation to child protection/forensic paediatrics by discussing forensic medicine and its legal context, how interpretation of published reports and data should be used in opinion formulation; issues of 'diagnosis' versus 'opinion'; issues specific to child protection paediatrics; quality control; aspects of report writing and terminological considerations. It concludes with an adaptation of key recommendations directly from those of Goudge, applied to the context of paediatric forensic medicine undertaken in child protection assessments. Copyright © 2014 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.

Inquiry Science Learning and Teaching: a Comparison Between the Conceptions and Attitudes of Pre-service Elementary Teachers in Hong Kong and the United States

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Lee, Yeung Chung; Lee, Carole Kwan-Ping; Lam, Irene Chung-Man; Kwok, Ping Wai; So, Winnie Wing-Mui

2018-01-01

International studies of science education, such as the Trends in Mathematics and Science Study (TIMSS), have revealed considerable national disparities in students' achievements in science education. The results have prompted many nations to compare their science education systems and practices to those of others, to gain insights for improvement. Teacher training and professional development are key educational components that have not attracted as much attention as they deserve in international comparative studies. This study compares the conceptions and attitudes of pre-service elementary teachers (PSETs) in Hong Kong and the United States with respect to inquiry science learning and teaching at the beginning of the semester before the start of the science methods course. PSETs' conceptions and attitudes in the two countries were compared by means of a questionnaire with both Likert-type and open-ended questions. Quantitative data were analyzed using exploratory factor analysis and inferential statistics, while qualitative data were analyzed through the systematic categorization of PSETs' responses into broad themes and subthemes to reflect patterns in their conceptions of and attitudes toward inquiry science learning and teaching. The results revealed a complex interplay between PSETs' conceptions of and attitudes toward inquiry science learning and teaching. The results shed light on the effects of sociocultural contexts and have important implications for the design of science methods courses.

Inquiry-Based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology

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Kim, Hanna

2011-01-01

This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school students' attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were…

Correlation of the National Board of Medical Examiners Emergency Medicine Advanced Clinical Examination given in July to intern American Board of Emergency Medicine in-training examination scores, a predictor of performance?

Directory of Open Access Journals (Sweden)

Katherine Hiller

2015-11-01

Full Text Available Introduction: There is great variation in the knowledge base of Emergency Medicine (EM interns in July. The first objective knowledge assessment during residency does not occur until eight months later, in February, when the American Board of EM (ABEM administers the in-training examination (ITE. In 2013, the National Board of Medical Examiners (NBME released the EM Advanced Clinical Examination (EM-ACE, an assessment intended for fourth-year medical students. Administration of the EM-ACE to interns at the start of residency may provide an earlier opportunity to assess the new EM residents’ knowledge base. The primary objective of this study was to determine the correlation of the NBME EM-ACE, given early in residency, with the EM ITE. Secondary objectives included determination of the correlation of the United States Medical Licensing Examination (USMLE Step 1 or 2 scores with early intern EM-ACE and ITE scores and the effect, if any, of clinical EM experience on examination correlation. Methods: This was a multi-institutional, observational study. Entering EM interns at six residencies took the EM-ACE in July 2013 and the ABEM ITE in February 2014. We collected scores for the EMACE and ITE, age, gender, weeks of clinical EM experience in residency prior to the ITE, and USMLE Step 1 and 2 scores. Pearson’s correlation and linear regression were performed. Results: Sixty-two interns took the EM-ACE and the ITE. The Pearson’s correlation coefficient between the ITE and the EM-ACE was 0.62. R-squared was 0.5 (adjusted 0.4. The coefficient of determination was 0.41 (95% CI [0.3-0.8]. For every increase of one in the scaled EM-ACE score, we observed a 0.4% increase in the EM in-training score. In a linear regression model using all available variables (EM-ACE, gender, age, clinical exposure to EM, and USMLE Step 1 and Step 2 scores, only the EM-ACE score was significantly associated with the ITE (p<0.05. We observed significant colinearity

Changes in Teachers' Beliefs and Classroom Practices Concerning Inquiry-Based Instruction Following a Year-Long RET-PLC Program

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Miranda, Rommel J.; Damico, Julie B.

2015-01-01

This mixed-methods study examines how engaging science teachers in a summer Research Experiences for Teachers (RET) followed by an academic-year Professional Learning Community (PLC) focused on translating teacher research experiences to inquiry-based classroom lessons might facilitate changes in their beliefs and classroom practices regarding…

Ethics as a Form of Critical and Rhetorical Inquiry in the Writing Classroom

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Henning, Teresa

2011-01-01

To define ethics as a mode of inquiry, it is first important to consider how ethics relates to critical thinking. Put simply, ethical inquiry is one type of inquiry required to think critically. A connection between critical thinking and ethics is only possible, however, when ethics is defined not as a static list of rules but as a "mode of…

Knowledge about Inquiry: A Study in South African High Schools

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Gaigher, Estelle; Lederman, Norman; Lederman, Judith

2014-01-01

This paper reports a study on South African learners' knowledge about scientific inquiry using the Views About Scientific Inquiry (VASI) Questionnaire. The sample consisted of 105 grade 11 learners from 7 schools across the socio-economic spectrum in a South African city. A rubric for scoring the VASI Questionnaire was developed and refined during…

Intelligent machines in the twenty-first century: foundations of inference and inquiry.

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Knuth, Kevin H

2003-12-15

The last century saw the application of Boolean algebra to the construction of computing machines, which work by applying logical transformations to information contained in their memory. The development of information theory and the generalization of Boolean algebra to Bayesian inference have enabled these computing machines, in the last quarter of the twentieth century, to be endowed with the ability to learn by making inferences from data. This revolution is just beginning as new computational techniques continue to make difficult problems more accessible. Recent advances in our understanding of the foundations of probability theory have revealed implications for areas other than logic. Of relevance to intelligent machines, we recently identified the algebra of questions as the free distributive algebra, which will now allow us to work with questions in a way analogous to that which Boolean algebra enables us to work with logical statements. In this paper, we examine the foundations of inference and inquiry. We begin with a history of inferential reasoning, highlighting key concepts that have led to the automation of inference in modern machine-learning systems. We then discuss the foundations of inference in more detail using a modern viewpoint that relies on the mathematics of partially ordered sets and the scaffolding of lattice theory. This new viewpoint allows us to develop the logic of inquiry and introduce a measure describing the relevance of a proposed question to an unresolved issue. Last, we will demonstrate the automation of inference, and discuss how this new logic of inquiry will enable intelligent machines to ask questions. Automation of both inference and inquiry promises to allow robots to perform science in the far reaches of our solar system and in other star systems by enabling them not only to make inferences from data, but also to decide which question to ask, which experiment to perform, or which measurement to take given what they have

Taking on Inquiry in Iowa

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Carruthers, Cheryl; Lampe, Karen

2011-01-01

Over the last year, "School Library Monthly" ("SLM") has challenged school librarians to "nudge toward inquiry" through the "SLM" blog-driven submissions compiled by Kristin Fontichiaro. Iowa took up the challenge! This article describes how teacher librarians across Iowa teamed with classroom teachers to…

Critical Quantitative Inquiry in Context

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Stage, Frances K.; Wells, Ryan S.

2014-01-01

This chapter briefly traces the development of the concept of critical quantitative inquiry, provides an expanded conceptualization of the tasks of critical quantitative research, offers theoretical explanation and justification for critical research using quantitative methods, and previews the work of quantitative criticalists presented in this…

Second-Career Science Teachers' Classroom Conceptions of Science and Engineering Practices Examined through the Lens of Their Professional Histories

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Antink-Meyer, Allison; Brown, Ryan A.

2017-01-01

Science standards in the U.S. have shifted to emphasise science and engineering process skills (i.e. specific practices within inquiry) to a greater extent than previous standards' emphases on broad representations of inquiry. This study examined the alignment between second-career science teachers' personal histories with the latter and examined…

Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom

NARCIS (Netherlands)

Makar, Katie; Bakker, Arthur; Ben-Zvi, Dani

2015-01-01

Developing argumentation-based inquiry practices requires teachers and students to be explicit about classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of argumentation-based inquiry norms and practices in a mathematics classroom? A

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

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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.

Observing, recording, and reviewing: Using mobile phones in support of science inquiry

DEFF Research Database (Denmark)

Khoo, Elaine; Williams, John; Otrel-Cass, Kathrin

2012-01-01

Teaching science can be challenging, particularly if it involves the incorporation of inquiry approaches. Collaboration and co-construction of ideas and understandings requires changing teaching and learning practices to allow students to learn how to collaborate ‘inquiry style’. There is increas......Teaching science can be challenging, particularly if it involves the incorporation of inquiry approaches. Collaboration and co-construction of ideas and understandings requires changing teaching and learning practices to allow students to learn how to collaborate ‘inquiry style...... will be presented. The findings illustrate how student use of mobile phones to video record practical group investigations was valuable in providing multimodal opportunities to expand their critical observational skills to reflect on and talk about science. Student reviewed recordings prompted the pursuit of new......’. There is increasing evidence that the use of mobile learning devices can support inquiry learning by increasing the opportunities for student participation and collaboration in the learning process. This paper reports on the preliminary findings from a New Zealand Teaching and Learning Initiative funded project...

Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory

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Donnelly, Dermot; O'Reilly, John; McGarr, Oliver

2013-08-01

Practical work is often noted as a core reason many students take on science in secondary schools (high schools). However, there are inherent difficulties associated with classroom practical work that militate against scientific inquiry, an approach espoused by many science educators. The use of interactive simulations to facilitate student inquiry has emerged as a complement to practical work. This study presents case studies of four science teachers using a virtual chemistry laboratory (VCL) with their students in an explicitly guided inquiry manner. Research tools included the use of the Inquiry Science Implementation Scale in a `talk-aloud' manner, Reformed Teaching Observation Protocol for video observations, and teacher interviews. The findings suggest key aspects of practical work that hinder teachers in adequately supporting inquiry and highlight where a VCL can overcome many of these difficulties. The findings also indicate considerations in using the VCL in its own right.

The Effectiveness of Guided Inquiry Learning for Comparison Topics

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Asnidar; Khabibah, S.; Sulaiman, R.

2018-01-01

This research aims at producing a good quality learning device using guided inquiry for comparison topics and describing the effectiveness of guided inquiry learning for comparison topics. This research is a developmental research using 4-D model. The result is learning device consisting of lesson plan, student’s worksheet, and achievement test. The subjects of the study were class VII students, each of which has 46 students. Based on the result in the experimental class, the learning device using guided inquiry for comparison topics has good quality. The learning device has met the valid, practical, and effective aspects. The result, especially in the implementation class, showed that the learning process with guided inquiry has fulfilled the effectiveness indicators. The ability of the teacher to manage the learning process has fulfilled the criteria good. In addition, the students’ activity has fulfilled the criteria of, at least, good. Moreover, the students’ responses to the learning device and the learning activities were positive, and the students were able to complete the classical learning. Based on the result of this research, it is expected that the learning device resulted can be used as an alternative learning device for teachers in implementing mathematic learning for comparison topics.

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

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Ketpichainarong, Watcharee; Panijpan, Bhinyo; Ruenwongsa, Pintip

2010-01-01

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

Principles of an inquiry-based approach to the teaching of litterature

DEFF Research Database (Denmark)

Hansen, Thomas Illum; Gissel, Stig Toke; Kaspersen, Peter

and to what extent is the teaching of literature in Denmark currently inquiry-based? • How could such an approach inform interventions in practice in Danish secondary education and principles of inquiry-based course designs? General reading comprehension strategies are not suitable for aesthetic texts...

Inquiry-Based Leadership: The Influence of Affective Attitude, Experienced Social Pressure and Self-Efficacy

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Uiterwijk-Luijk, Lisette; Krüger, Meta; Zijlstra, Bonne; Volman, Monique

2017-01-01

Purpose: The purpose of this paper is to improve the understanding of psychological factors that influence inquiry-based leadership. This study investigates how affective attitude, experienced social pressure, and self-efficacy relate to aspects of inquiry-based school leadership. A school leader's inquiry habit of mind, data literacy, and the…

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

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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.

Remote file inquiry (RFI) system

Science.gov (United States)

1975-01-01

System interrogates and maintains user-definable data files from remote terminals, using English-like, free-form query language easily learned by persons not proficient in computer programming. System operates in asynchronous mode, allowing any number of inquiries within limitation of available core to be active concurrently.

42 CFR 93.212 - Inquiry.

Science.gov (United States)

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Inquiry. 93.212 Section 93.212 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES HEALTH ASSESSMENTS AND HEALTH EFFECTS STUDIES OF HAZARDOUS SUBSTANCES RELEASES AND FACILITIES PUBLIC HEALTH SERVICE POLICIES ON RESEARCH MISCONDUCT...

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

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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.

Development of multimedia learning based inquiry on vibration and wave material

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Madeali, H.; Prahani, B. K.

2018-03-01

This study aims to develop multimedia learning based inquiry that is interesting, easy to understand by students and streamline the time of teachers in bringing the teaching materials as well as feasible to be used in learning the physics subject matter of vibration and wave. This research is a Research and Development research with reference to ADDIE model that is Analysis, Design, Development, Implementation, and Evaluation. Multimedia based learning inquiry is packaged in hypertext form using Adobe Flash CS6 Software. The inquiry aspect is constructed by showing the animation of the concepts that the student wants to achieve and then followed by questions that will ask the students what is observable. Multimedia learning based inquiry is then validated by 2 learning experts, 3 material experts and 3 media experts and tested on 3 junior high school teachers and 23 students of state junior high school 5 of Kendari. The results of the study include: (1) Validation results by learning experts, material experts and media experts in valid categories; (2) The results of trials by teachers and students fall into the practical category. These results prove that the multimedia learning based inquiry on vibration and waves materials that have been developed feasible use in physics learning by students of junior high school class VIII.

Primary Teachers' Reflections on Inquiry- and Context-Based Science Education

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Walan, Susanne; Mc Ewen, Birgitta

2017-04-01

Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students' interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry- and context-based education (IC-BaSE) strategies were fused. The research question related to teachers' reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students' understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing why inquiry is performed. However, to develop teachers' knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers.

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

Science.gov (United States)

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…

Asian International Student Transition to High School in Canada

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Popadiuk, Natalee

2010-01-01

There is a paucity of studies conducted with unaccompanied adolescent international students. In this qualitative inquiry, I present a thematic analysis of the critical incidents that Chinese, Japanese, and Korean participants reported as either facilitating or hindering to their transition to Canada. Using the Critical Incident Technique, I…

Changes in Students' Views about Nature of Scientific Inquiry at a Science Camp

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Leblebicioglu, G.; Metin, D.; Capkinoglu, E.; Cetin, P. S.; Eroglu Dogan, E.; Schwartz, R.

2017-12-01

Although nature of science (NOS) and nature of scientific inquiry (NOSI) are related to each other, they are differentiated as NOS is being more related to the product of scientific inquiry (SI) which is scientific knowledge whereas NOSI is more related to the process of SI (Schwartz et al. 2008). Lederman et al. (Journal of Research in Science Teaching, 51, 65-8, 2014) determined eight NOSI aspects for K-16 context. In this study, a science camp was conducted to teach scientific inquiry (SI) and NOSI to 24 6th and 7th graders (16 girls and 8 boys). The core of the program was guided inquiry in nature. The children working in small groups under guidance of science advisors conducted four guided-inquiries in the nature in morning sessions on nearby plants, animals, water, and soil. NOSI aspects were made explicit during and at the end of each inquiry session. Views about scientific inquiry (VASI) (Lederman et al. Journal of Research in Science Teaching, 51, 65-8, 2014) questionnaire was applied as pre- and post-test. The results of the study showed that children developed in all eight NOSI aspects, but higher developments were observed in "scientific investigations all begin with a question" and "there is no single scientific method," and "explanations are developed from data and what is already known" aspects. It was concluded that the science camp program was effective in teaching NOSI.

An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations Towards Direct and Inquiry Instructional Approaches

Science.gov (United States)

Sahingoz, Selcuk

research found that several contextual factors contributed to teachers' instructional practices including internal and external issues such as school environment, limited resources, large class sizes, standardized test pressure, and limited accessibility to professional development. The findings provide insight on the readiness of middle school teachers to implement the Turkish Curriculum Framework, specifically, teacher readiness to put science inquiry instructional approaches into actual classroom practice. Given that new Turkish policy calls for greater inquiry instruction, this study can help inform teacher development efforts directed at promoting science inquiry instruction.

Impact of backwards faded scaffolding approach to inquiry-based astronomy laboratory experiences on undergraduate non-science majors' views of scientific inquiry

Science.gov (United States)

Lyons, Daniel J.

This study explored the impact of a novel inquiry-based astronomy laboratory curriculum designed using the Backwards Faded Scaffolding inquiry teaching framework on non-science majoring undergraduate students' views of the nature of scientific inquiry (NOSI). The study focused on two aspects of NOSI: The Distinction between Data and Evidence (DvE), and The Multiple Methods of Science (MMS). Participants were 220 predominately non-science majoring undergraduate students at a small, doctoral granting, research-extensive university in the Rocky Mountain region of the United States. The student participants were enrolled in an introductory astronomy survey course with an associated laboratory section and were selected in two samples over consecutive fall and spring semesters. The participants also included four of the graduate student instructors who taught the laboratory courses using the intervention curriculum. In the first stage, student participant views of NOSI were measured using the VOSI-4 research instrument before and after the intervention curriculum was administered. The responses were quantified, and the distributions of pre and posttest scores of both samples were separately analyzed to determine if there was a significant improvement in understanding of either of the two aspects of NOSI. The results from both samples were compared to evaluate the consistency of the results. In the second stage, the quantitative results were used to strategically design a qualitative investigation, in which the four lab instructors were interviewed about their observations of how the student participants interacted with the intervention curriculum as compared to traditional lab activities, as well as their suggestions as to how the curriculum may or may not have contributed to the results of the first stage. These interviews were summarized and analyzed for common themes as to how the intervention curriculum influenced the students' understandings of the two aspect of

The value of the physical examination in clinical practice: an international survey.

Science.gov (United States)

Elder, Andrew T; McManus, I Chris; Patrick, Alan; Nair, Kichu; Vaughan, Louella; Dacre, Jane

2017-12-01

A structured online survey was used to establish the views of 2,684 practising clinicians of all ages in multiple countries about the value of the physical examination in the contemporary practice of internal medicine. 70% felt that physical examination was 'almost always valuable' in acute general medical referrals. 66% of trainees felt that they were never observed by a consultant when undertaking physical examination and 31% that consultants never demonstrated their use of the physical examination to them. Auscultation for pulmonary wheezes and crackles were the two signs most likely to be rated as frequently used and useful, with the character of the jugular venous waveform most likely to be rated as -infrequently used and not useful. Physicians in contemporary hospital general medical practice continue to value the contribution of the physical examination to assessment of outpatients and inpatients, but, in the opinion of trainees, teaching and demonstration could be improved. © Royal College of Physicians 2017. All rights reserved.

Dutch radiodiagnostics viewed internationally

International Nuclear Information System (INIS)

Valois, J.C. de

1990-01-01

Dutch radiodiagnostics viewed internationally. - A quantitative description of diagnostic radiology is given in terms of radiological density (the number of radiological examinations per 1000 inhibitants), consumptions of roentgen film and contrast media. The data concerning examinations were recorded by a yearly inquiry system addressing all Dutch radiologists. The consumption of film and contrast media were derived from the data banks of the industries. In comparing these data with the data for Western Europe, Japan and the United States it is remarkable that diagnostic radiology scores lowest in regard to density, film consumption and use of contrast media. Only in the use of 35 mm cinefilm (coronary angiography) is The Netherlands number 2 on the list preceded by the United States. As a consequence radiation exposure of the population caused by diagnostic radiology is low in The Netherlands. Although the technical condition of the equipment is good due to regular and preventive service the life-span of the radiological equipment is gradually increasing beyond the limits of the normal economic depreciation. Growing arrears are found in the application of new technology: ultrasound, computer tomography and magnetic resonance imaging. The substitution of high osmolar contrast media by low osmolar media is also laggin gbehind. (author). 10 refs.; 1 fig.; 4 tab

Environmental politics in the 1980s: the public examination of radioactive waste disposal

International Nuclear Information System (INIS)

Kemp, Ray; O'Riordan, Timothy; Purdue, Mike.

1986-01-01

This paper is concerned with the administrative and political processes which form radioactive waste disposal (RWD) policy. It analyses the evidence presented to the Sizewell-B inquiry on RWD, in particular, that of the Department of the Environment (DoE). It concludes that the DoE policy on definition, site disposal strategy and the form of public examination for future site proposals, changed during the course of the Inquiry. This meant that the evidence presented was not always clear and unambiguous. The importance of subjecting controversial policies to public scrutiny is emphasized. (UK)

Science teachers' knowledge, beliefs, values, and concerns of teaching through inquiry

Science.gov (United States)

Assiri, Yahya Ibrahim

This study investigated elementary science teachers' knowledge, beliefs, values, and concerns of teaching through inquiry. A mixed-methods research design was utilized to address the research questions. Since this study was designed as a mixed-methods research approach, the researcher gathered two type of data: quantitative and qualitative. The study was conducted in Mohayel School District, Saudi Arabia. The information was collected from 51 participants using a questionnaire with multiple choice questions; also, 11 participants were interviewed. After collecting the data, descriptive and comparative approaches were used. In addition, themes and codes were used to obtain the results. The results indicated that the mean of elementary science teachers' knowledge was 51.23%, which was less than 60% which was the acceptable score. Also, the qualitative results showed that science teachers had a limited background of teaching through inquiry. In addition, the elementary science teachers had a high level of belief to teach science through inquiry since the mean was 3.99 out of 5.00. These quantitative results were confirmed by the qualitative data. Moreover, the overall mean of elementary science teachers was 4.01, which indicated that they believed in the importance of teaching science through inquiry which was also confirmed by the responses of teachers in the interviews. Also, the findings indicated that elementary school science teachers had concerns about teaching science through inquiry since the overall mean was 3.53. In addition, the interviewees mentioned that they faced some obstacles when they teach by inquiry, such as time, resources, class size, and the teachers' background. Generally, the results did not show any significant differences among elementary science teachers' knowledge, beliefs, values, and concerns depending on gender, level of education, and teaching experience. However, the findings indicated there was one significant difference which was

Dancing Thoughts: An Examination of Children's Cognition and Creative Process in Dance

Science.gov (United States)

Giguere, Miriam

2011-01-01

The purpose of this study is to examine children's cognition within the creative process in dance and to examine how dance making affects cognitive development in children. Data on children's thinking were gathered from fifth graders participating in an artist-in-residence program in a public school in Pennsylvania. Both the inquiry and the data…

A cognitive framework to inform the design of professional development supporting teachers' classroom assessment of inquiry-based science

Science.gov (United States)

Matese, Gabrielle

Inquiry-based science places new demands on teachers for assessing students' growth, both of deep conceptual understanding as well as developing inquiry skills. In addition, new ideas about classroom assessment, such as the importance of formative assessment, are gaining currency. While we have ideas about what classroom assessment consistent with inquiry-based pedagogy might look like, and why it is necessary, we have little understanding of what it takes to implement it. That teachers face a challenge in doing so is well-documented. Researchers have noted that teachers attempting changes in classroom assessment often bring with them incompatible beliefs, knowledge, and practices. However, noting general incompatibility is insufficient to support addressing these issues through professional development. In response to this need, I initiated a research project to identify and describe in more detail the categories of beliefs, knowledge and skills that play an important role in inquiry-based science assessment practices. I created an assessment framework outlining specific categories of beliefs, knowledge, and skills affecting particular classroom assessment practices. I then used the framework to examine teachers' classroom assessment practices and to create comparative cases between three middle-school science teachers, highlighting how the different cognitive factors affect four particular assessment practices. The comparative cases demonstrate the framework's utility for analyzing and explicating teacher assessment practices. As a tool for analyzing and understanding teacher practice, the framework supports the design of professional development. To demonstrate the value of the framework, I draw on the comparative cases to identify implications for the design of professional development to support teachers' classroom assessment of inquiry-based science. In this dissertation I provide a brief overview of the framework and its rationale, present an example of the

Portfolios: A Vehicle for Inquiry.

Science.gov (United States)

McMackin, Mary C.

By blending elements of inquiry with the components of portfolios, learning and thinking in teacher preparation courses can be extended and possible tensions between "covering content" and allowing "open-ended investigation" can be mitigated. Over the years, the author mused about how she might nudge graduate students in her…

Exploring Inquiry as a Teaching Stance in the Writing Workshop

Science.gov (United States)

Ray, Katie Wood

2006-01-01

This article begins with a "snapshot" of a fifth grade writing workshop and its study of op-ed writing to show an inquiry in action. The framework for this inquiry involves immersing students in reading multiple examples of the kind of text the teacher would like them to write, studying closely how the texts are crafted, and writing their own…

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

Directory of Open Access Journals (Sweden)

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

Construction of International Cooperation strategies: An inquiry into the learning experience

Directory of Open Access Journals (Sweden)

Cabeza-Pulles, D.

2016-05-01

Full Text Available The present research is the product of a collection of primary information in the context of the formulation of the International Cooperation strategy of the Municipality of Pasto, for the purpose of determining the path of construction of this process, its impact and challenges and, above all, the learning achieved through the participatory formulation of the International Cooperation strategy. The methodology of the research is of a qualitative interpretative study, which allowed to rebuild from the sight of actors the participatory formulation of the strategy of International Cooperation, rescuing the importance of participation in all levels, recognizing the team working and the generation of partnerships, trust and commitment in the pursuit of strengthening and sustainability of the process of internationalization of the Municipality. Finally, the research concluded with a series of reflections concerning the formulation of strategies for International Cooperation.

Teaching Art Criticism As Aesthetic Inquiry

Science.gov (United States)

Ecker, David W.

1972-01-01

The teaching model in the visual arts will be derived less from the painter and more from the art critic as art education moves into aesthetic inquiry. There are implications for other arts as well. (Editor)

A core physical examination in internal medicine: what should students do and how about their supervisors?

Science.gov (United States)

Haring, Catharina M; van der Meer, Jos W M; Postma, Cornelis T

2013-09-01

Performance of a focused physical examination will induce a high cognitive load for medical students in the early phase of the clinical clerkships. To come to a workable and clinically applicable standard physical examination for medical students to be used in every new patient in the daily clinical practice of internal medicine. A questionnaire held among physicians that supervise students during the clerkship of internal medicine in one Dutch training region. Of the complete list of physical examination 55 items were considered to be an integral part of the standard general physical examination for medical students. Most emphasized were elements of the physical examination aimed at general parameters, thorax and abdomen, vascular status, lymph nodes, spinal column, skin and some parts of the neurological examination. The standard physical examinations performed by supervisors themselves contain fewer items than they expected from the students. The expectations a supervisor has towards the student correlates with the frequency with which they apply the various components in their own physical examination. This study provides us with a 'core' physical examination for medical students that can be applied in the early phase of the clinical clerkships.

The place of public inquiries in shaping New Zealand's national mental health policy 1858-1996.

Science.gov (United States)

Brunton, Warwick

2005-10-10

This paper discusses the role of public inquiries as an instrument of public policy-making in New Zealand, using mental health as a case study. The main part of the paper analyses the processes and outcomes of five general inquiries into the state of New Zealand's mental health services that were held between 1858 and 1996. The membership, form, style and processes used by public inquiries have all changed over time in line with constitutional and social trends. So has the extent of public participation. The records of five inquiries provide periodic snapshots of a system bedevilled by long-standing problems such as unacceptable standards, under-resourcing, and poor co-ordination. Demands for an investigation no less than the reports and recommendations of public inquiries have been the catalyst of some important policy changes, if not immediately, then by creating a climate of opinion that supported later change. Inquiries played a significant role in establishing lunatic asylums, in shaping the structure of mental health legislation, establishing and maintaining a national mental health bureaucracy within the machinery of government, and in paving the way for deinstitutionalisation. Ministers and their departmental advisers have mediated this contribution. Public inquiries have helped shape New Zealand's mental health policy, both directly and indirectly, at different stages of evolution. In both its advisory and investigative forms, the public inquiry remains an important tool of public administration. The inquiry/cause and policy/effect relationship is not necessarily immediate but may facilitate changes in public opinion with corresponding policy outcomes long after any direct causal link could be determined. When considered from that long-term perspective, the five inquiries can be linked to several significant and long-term contributions to mental health policy in New Zealand.

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

Science.gov (United States)

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

The Impact of Collaborative Reflections on Teachers' Inquiry Teaching

Science.gov (United States)

Lin, Huann-shyang; Hong, Zuway-R.; Yang, Kuay-keng; Lee, Sung-Tao

2013-12-01

This study investigates the impact of collaborative reflections on teachers' inquiry teaching practices and identifies supportive actions relating to their professional development. Three science teachers in the same elementary school worked as a cooperative and collaborative group. They attended workshops and worked collaboratively through observing colleagues' teaching practices and discussing with university professors about their own inquiry teaching. The pre- and post-treatment classroom observations and comparisons of their teaching reveal that the three teachers were more focussed on asking inquiry-oriented questions in the post-treatment teaching. With additional qualitative data analysis, this study identified supportive resources of professional development. Workshop training sessions and sample unit served as the initiative agent in the beginning stage. Discussions with peers and reflective observation of peer teaching acted as a facilitative agent. Finally, student responses and researchers' on-site visit comments worked as a catalytic agent for their professional development.

A new international health order. An inquiry into the international relations of world health and medical care

NARCIS (Netherlands)

Pannenborg, Charles Olke

1978-01-01

A 'New International Health Order' (NIHO) is a new notion. In order to value the function of a NIHO, the present international health order and the socioeconomic order between the rich and poor countries will have to be taken into account. The factual and normatived evelopment of a new international

The Structure of Historical Inquiry

Science.gov (United States)

Retz, Tyson

2017-01-01

History educators find themselves in the peculiar situation of wishing to introduce students to the history discipline while lacking a clear conception of the features intrinsic to historical inquiry across its various specialisations and subject matters. In affirming that no one methodological charter hangs in the corridors of academic history…

5 CFR 1315.18 - Inquiries.

Science.gov (United States)

2010-01-01

... Administrative Personnel OFFICE OF MANAGEMENT AND BUDGET OMB DIRECTIVES PROMPT PAYMENT § 1315.18 Inquiries. (a..., Financial Management Service (FMS), Cash Management Policy and Planning Division, 401 14th Street, SW... Management Service (FMS) at 1-800-266-9667. This information is also available at the FMS Prompt Payment Web...

Inquiry Based Teaching in Turkey: A Content Analysis of Research Reports

Science.gov (United States)

Kizilaslan, Aydin; Sozbilir, Mustafa; Yasar, M. Diyaddin

2012-01-01

Inquiry-based learning [IBL] enhances students' critical thinking abilities and help students to act as a scientist through using scientific method while learning. Specifically, inquiry as a teaching approach has been defined in many ways, the most important one is referred to nature of constructing knowledge while the individuals possess a…

Hinkley Point 'C' power station public inquiry: proof of evidence on on-site radioactive waste management and decommissioning

International Nuclear Information System (INIS)

Passant, F.H.

1988-09-01

A public inquiry has been set up to examine the planning application made by the Central Electricity Generating Board (CEGB) for the construction of a 1200 MW Pressurized Water Reactor power station at Hinkley Point (Hinkley Point ''C'') in the United Kingdom. The CEGB evidence to the Inquiry presented here provides information on the on-site management of solid, liquid and gaseous radioactive wastes both during station operation and during decommissioning. Estimates are given of current and projected future discharges of liquid and gaseous wastes from the site and packaging and transport arrangements for solid radioactive wastes are described. The framework of waste management policy, disposal strategy and legislation in the United Kingdom which will determine procedure at Hinkley Point ''C'' is given. (UK)

International practices in the provision of teratology information: a survey of international teratogen information programmes and comparisons with the North American model.

Science.gov (United States)

Hancock, Rebecca L; Ungar, Wendy J; Einarson, Adrienne; Koren, Gideon

2010-10-01

Teratology Information Services (TIS) provide health care professionals and the public with information regarding the safety and/or risk of exposures during pregnancy and lactation, mainly via telephone consultations. An international comparison of clinical practices at TIS has never been conducted. The survey objective was to compare international TIS to North American TIS, with an aim to identify strengths and challenges that can lead to service improvement. Twenty-two international TIS were approached for participation during an international conference. TIS were surveyed on information in six categories: services, staffing, operations, data collection, knowledge transfer activities and additional information. Data were summarized using descriptive statistics. Statistical tests were conducted using SPSS®. Sixteen TIS from 12 countries participated. Survey results were compared with previously reported results from a similar survey of North American TIS (16 US, two Canadian). TIS exist in a variety of departments and settings, but most commonly are in university hospitals. Pregnant women were the most commonly counselled group worldwide. International TIS spent significantly more time fielding inquiries regarding medications, while North American TIS had a wider variety of inquiry categories. All TIS could improve budget tracking. Overall, service practices and goals were similar, although international TIS conducted more follow-up with service users than North American TIS. This report offers TIS the first ever opportunity to compare practices. Increased dialogue between TIS encourages sharing of best practices and improves the ability of these important public health programmes to support women and health care providers. © 2010 Blackwell Publishing Ltd.

The science experience: The relationship between an inquiry-based science program and student outcomes

Science.gov (United States)

Poderoso, Charie

Science education reforms in U.S. schools emphasize the importance of students' construction of knowledge through inquiry. Organizations such as the National Science Foundation (NSF), the National Research Council (NRC), and the American Association for the Advancement of Science (AAAS) have demonstrated a commitment to searching for solutions and renewed efforts to improve science education. One suggestion for science education reform in U.S. schools was a transition from traditional didactic, textbook-based to inquiry-based instructional programs. While inquiry has shown evidence for improved student learning in science, what is needed is empirical evidence of those inquiry-based practices that affect student outcomes in a local context. This study explores the relationship between instructional programs and curricular changes affecting student outcomes in the Santa Ana Unified District (SAUSD): It provides evidence related to achievement and attitudes. SAUSD employs two approaches to teaching in the middle school science classrooms: traditional and inquiry-based approaches. The Leadership and Assistance for Science Education Reform (LASER) program is an inquiry-based science program that utilizes resources for implementation of the University of California Berkeley's Lawrence Hall of Science Education for Public Understanding Program (SEPUP) to support inquiry-based teaching and learning. Findings in this study provide empirical support related to outcomes of seventh-grade students, N = 328, in the LASER and traditional science programs in SAUSD.

Improving Inquiry Teaching through Reflection on Practice

Science.gov (United States)

Lotter, Christine R.; Miller, Cory

2017-08-01

In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned science content and inquiry pedagogy. The program included a 2-week summer institute in which teachers participated in science content sessions, practice teaching to middle level students, and small group-facilitated reflection sessions on their teaching. For this study, data collection focused on teachers' recorded dialogue during the facilitator - run reflection sessions, the teachers' daily written reflections, a final written reflection, and a written reflection on a videotaped teaching session. We investigated the teachers' reflection levels and the themes teachers focused on during their reflection sessions. Teachers were found to reflect at various reflection levels, from simple description to a more sophisticated focus on how to improve student learning. Recurrent themes point to the importance of providing situated learning environments, such as the practice teaching with immediate reflection for teachers to have time to practice new instructional strategies and gain insight from peers and science educators on how to handle student learning issues.

Socio-Materiality and Modes of Inquiry

DEFF Research Database (Denmark)

Buch, Anders

2018-01-01

the character of the socio-material relationship. The discussion will be guided by John Dewey’s and Arthur F. Bentley’s reflections on Knowing and the Known (1989/1948), as they distinguish between different levels of describing inquiry into the world we inhabit. At some levels of inquiry, we tend to construe...... of technology on human activity. In Science and Technology Studies (STS) the question has been discussed as the ‘social shaping of technology’ and various theoretical frameworks have been put forward that stress the interwoven character of the social and the material, e.g. Social Construction of Technology...... (SCOT), Actor-Network Theory (ANT), and Agential Realism. Whereas there is general agreement in STS that the social and the material is related there is no general agreement about how the socio-material relationship should be understood. Ontological, epistemological and methodological issues tend...

Second Graders' Emerging Particle Models of Matter in the Context of Learning through Model-Based Inquiry

Science.gov (United States)

Samarapungavan, Ala; Bryan, Lynn; Wills, Jamison

2017-01-01

In this paper, we present a study of second graders' learning about the nature of matter in the context of content-rich, model-based inquiry instruction. The goal of instruction was to help students learn to use simple particle models to explain states of matter and phase changes. We examined changes in students' ideas about matter, the coherence…

On learning to inquire: Revisiting the detailed inquiry.

Science.gov (United States)

Appelbaum, David

2010-03-01

This paper describes the author's experience of initial disorientation when encountering for the first time in supervision an interpersonal analytic approach with an emphasis on active questioning of the patient through the use of a detailed inquiry. This initial disorientation is linked to a predominant trend in psychoanalysis that generally opposes the use of questions as a significant means of analytic interaction. In contrast, Interpersonal approaches that make free use of inquiry are discussed in light of the author's clinical experience that learning to inquire contributed to a more finely tuned awareness of the analytic process.

Initial Efforts to Coordinate Appreciative Inquiry: Facilitators' Experiences and Perceptions

Science.gov (United States)

Breslow, Ken; Crowell, Lyn; Francis, Lee; Gordon, Stephen P.

2015-01-01

Appreciative inquiry (AI) is an alternative approach to action research that moves participants beyond problem solving and builds on existing strengths as the participants co-construct a positive vision of the future and move toward that vision through collaborative inquiry. Ph.D. students enrolled in a doctoral seminar on AI (who also are…

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

Science.gov (United States)

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…

CO[subscript 2] Investigations: An Open Inquiry Experiment for General Chemistry

Science.gov (United States)

Stout, Roland P.

2016-01-01

This paper presents a successful, free inquiry experiment in which students devise an experiment to measure carbon dioxide in an important chemical, biological, or environmental situation. Also discussed is rationale for adopting an open inquiry experiment and how it fits into the laboratory as a whole. Typical student projects are given, and data…

Incorporating Active Learning and Student Inquiry into an Introductory Merchandising Class

Science.gov (United States)

Lee, Hyun-Hwa; Hines, Jean D.

2012-01-01

Many educators believe that student learning is enhanced when they are actively involved in classroom activities that require student inquiry. The purpose of this paper is to report on three student inquiry projects that were incorporated into a merchandising class with the focus on making students responsible for their learning, rather than the…

Implementing inquiry-based kits within a professional development school model

Science.gov (United States)

Jones, Mark Thomas

2005-07-01

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

Investigating Teachers' Beliefs in the Implementation of Science Inquiry and Science Fair in Three Boston High Schools

Science.gov (United States)

De Barros Miller, Anne Marie

In previous decades, inquiry has been the focus of science education reform in the United States. This study sought to investigate how teachers' beliefs affect their implementation of inquiry science and science fair. It was hypothesized that science teachers' beliefs about inquiry science and science fair are predictive of their implementation of such strategies. A case study approach and semi-structured interviews were employed to collect the data, and an original thematic approach was created to analyze the data. Findings seem to suggest that science teachers who embrace science inquiry and science fair believe these practices enhance students' performance, facilitate their learning experience, and allow them to take ownership of their learning. However, results also suggest that teachers who do not fully embrace inquiry science as a central teaching strategy tend to believe that it is not aligned with standardized tests and requires higher cognitive skills from students. Overall, the study seems to indicate that when inquiry is presented as a prescribed teaching approach, this elicits strong negative feelings/attitudes amongst science teachers, leading them not only to resist inquiry as a teaching tool, but also dissuading them from participating in science fair. Additionally, the findings suggest that such feelings among teachers could place the school at risk of not implementing inquiry science and science fair. In conclusion, the study reveals that science inquiry and science fair should not be prescribed to teachers as a top-down, mandatory approach for teaching science. In addition, the findings suggest that adequate teacher training in content knowledge and pedagogy in science inquiry and science fair should be encouraged, as this could help build a culture of science inquiry and implementation amongst teachers. This should go hand-in-hand with offering mentoring to science teachers new to inquiry and science fair for 2-5 years.

Tuning Frequencies of Multicultural Education Objectives to Distinct Society Perspectives: Two Teacher Candidate Interviews Transmitted through Narrative Inquiry

Science.gov (United States)

Tan, Eloise; Lefebvre, Haidee Smith

2010-01-01

Through a qualitative approach of narrative inquiry, this paper examines how Quebec's distinct society identity interacted with objectives of a Multicultural Education course in Montreal. The authors, one of whom was a teaching assistant in the course and the other a student in the course, interviewed seven students and the professor. The…

Yesterday's Students in Today's World—Open and Guided Inquiry Through the Eyes of Graduated High School Biology Students

Science.gov (United States)

Dorfman, Bat-Shahar; Issachar, Hagit; Zion, Michal

2017-12-01

Educational policy bodies worldwide have argued that practicing inquiry as a part of the K-12 curriculum would help prepare students for their lives as adults in today's world. This study investigated adults who graduated high school 9 years earlier with a major in biology, to determine how they perceive the inquiry project they experienced and its contribution to their lives. We characterized dynamic inquiry performances and the retrospective perceptions of the inquiry project. Data was collected by interviews with 17 individuals—nine who engaged in open inquiry and eight who engaged in guided inquiry in high school. Both groups shared similar expressions of the affective point of view and procedural understanding criteria of dynamic inquiry, but the groups differed in the expression of the criteria changes occurring during inquiry and learning as a process. Participants from both groups described the contribution of the projects to their lives as adults, developing skills and positive attitudes towards science and remembering the content knowledge and activities in which they were involved. They also described the support they received from their teachers. Results of this study imply that inquiry, and particularly open inquiry, helps develop valuable skills and personal attributes, which may help the students in their lives as future adults. This retrospective point of view may contribute to a deeper understanding of the long-term influences of inquiry-based learning on students.

Hinkley Point 'C' power station public inquiry: proof of evidence on plant parameters

International Nuclear Information System (INIS)

George, B.V.

1988-09-01

A public inquiry has been set up to examine the planning application made by the Central Electricity Generating Board (CEGB) for the construction of a 1200 MW Pressurized Water Reactor power station at Hinkley Point (Hinkley Point ''C'') in the United Kingdom. The overall economics of a nuclear power station depends on many factors which are determined by the design; the effectiveness with which the station is constructed; and the performance of the plant. In this respect the most significant factors are: construction time; capital cost; availability of the plant to produce electricity, taking account of those outages due to either planned or unplanned shutdowns; net electrical power output; and the working life of the plant. In this evidence to the Inquiry, the basis for the values chosen as ''targets'' for these parameters in the design of the plant and the control of the project is set out. The adjustment of the parameters to make them suitable for economic appraisal is explained. The design and project management arrangements are described. (author)

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

Science.gov (United States)

Haug, Berit S.; Ødegaard, Marianne

2014-01-01

This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the…

An investigation of the practice of scientific inquiry in secondary science and agriculture courses

Science.gov (United States)

Grady, Julie R.

The purpose of this exploratory qualitative study was to investigate the practice of scientific inquiry in two secondary biology classes and one agriculture class from different schools in different communities. The focus was on teachers' interests and intentions for the students' participation in inquiry, the voices contributing to the inquiry, and students' opportunities to confront their conceptions of the nature of science (NOS). The Partnership for Research and Education in Plants (PREP) served as the context by providing students with opportunities to design and conduct original experiments to help elucidate the function(s) of a disabled gene in Arabidopsis thaliana . Transcripts of teacher and student semi-structured interviews, field notes of classroom observations and classroom conversations, and documents (e.g., student work, teacher handouts, school websites, PREP materials) were analyzed for evidence of the practice of scientific inquiry. Teachers were interested in implementing inquiry because of potential student learning about scientific research and because PREP supports course content and is connected to a larger scientific project outside of the school. Teachers' intentions regarding the implementation of inquiry reflected the complexity of their courses and the students' previous experiences. All inquiries were student-directed. The biology students' participation more closely mirrored the practice of scientists, while the agriculture students were more involved with the procedural display of scientific inquiry. All experiences could have been enhanced from additional knowledge-centered activities regarding scientific reasoning. No activities brought explicit attention to NOS. Biology activities tended to implicitly support NOS while the agriculture class activities tended to implicitly contradict NOS. Scientists' interactions contributed to implied support of the NOS. There were missed opportunities for explicit attention to NOS in all classes

The Spaces between Us: A Queer?Intersectional Analysis of the Narratives of Black Gay International Students

Science.gov (United States)

Hubain, Bryan S.

2017-01-01

The experiences of international students along the lines of race and ethnicity, sexuality, gender, and nationality are virtually unknown. This study utilizes experience-centered narrative inquiry to explore the experiences of Black gay international students, and how they are racialized and sexualized in American higher education. Using a Queer…

Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments

Science.gov (United States)

Katchevich, Dvora; Hofstein, Avi; Mamlok-Naaman, Rachel

2013-02-01

One of the goals of science education is to provide students with the ability to construct arguments—reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing arguments in science teaching, but only few of them have dealt with studying argumentation in the laboratory. Our research focuses on the process in which students construct arguments in the chemistry laboratory while conducting various types of experiments. It was found that inquiry experiments have the potential to serve as an effective platform for formulating arguments, owing to the features of this learning environment. The discourse during inquiry-type experiments was found to be rich in arguments, whereas that during confirmatory-type experiments was found to be sparse in arguments. The arguments, which were developed during the discourse of an open inquiry experiment, focus on the hypothesis-building stage, analysis of the results, and drawing appropriate conclusions.