Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions?

Science.gov (United States)

Ucan, Serkan; Webb, Mary

2015-10-01

Students' ability to regulate their learning is considered important for the quality of collaborative inquiry learning. However, there is still limited understanding about how students engage in social forms of regulation processes and what roles these regulatory processes may play during collaborative learning. The purpose of this study was to identify when and how co- and shared regulation of metacognitive, emotional and motivational processes emerge and function during collaborative inquiry learning in science. Two groups of three students (aged 12) from a private primary school in Turkey were videotaped during collaborative inquiry activities in a naturalistic classroom setting over a seven-week period, and the transcripts were analysed in order to identify their use of regulation processes. Moreover, this was combined with the analysis of stimulated-recall interviews with the student groups. Results indicated that co- and shared regulation processes were often initiated by particular events and played a crucial role in the success of students' collaborative inquiry learning. Co-regulation of metacognitive processes had the function of stimulating students to reflect upon and clarify their thinking, as well as facilitating the construction of new scientific understanding. Shared regulation of metacognitive processes helped students to build a shared understanding of the task, clarify and justify their shared perspective, and sustain the ongoing knowledge co-construction. Moreover, the use of shared emotional and motivational regulation was identified as important for sustaining reciprocal interactions and creating a positive socio-emotional atmosphere within the groups. In addition, the findings revealed links between the positive quality of group interactions and the emergence of co- and shared regulation of metacognitive processes. This study highlights the importance of fostering students' acquisition and use of regulation processes during collaborative

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,…

Using Collaborative Inquiry to Foster Equity within School Systems: Opportunities and Barriers

Science.gov (United States)

Ainscow, Mel; Dyson, Alan; Goldrick, Sue; West, Mel

2016-01-01

Drawing on experiences in England over many years, this paper explores the authors' efforts to use collaborative inquiry in order to foster greater equity within schools. All of this is set within national policy contexts that emphasise increased school autonomy, competition, and accountability as central improvement strategies. It is argued that…

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)

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.

Listening into the Dark: An Essay Testing the Validity and Efficacy of Collaborative Developmental Action Inquiry for Describing and Encouraging Transformations of Self, Society, and Scientific Inquiry

Directory of Open Access Journals (Sweden)

William R. Torbert

2013-06-01

Full Text Available Collaborative Developmental Action Inquiry (CDAI is introduced as a meta-paradigmatic approach to social science and social action that encompasses seven other more familiar paradigms (e.g., Behaviorism, Empirical Positivism, and Postmodern Interpretivism and that triangulates among third-person, objectivity-seeking social scientific inquiry, second-person, transformational, mutuality-seeking political inquiry, and first-person, adult, spiritual inquiry and consciousness development in the emerging present. CDAI tests findings, not only against third-person criteria of validity as do quantitative, positivist studies and qualitative, interpretive studies, but also against first- and second-person criteria of validity, as well as criteria of efficacy in action. CDAI introduces the possibility of treating, not just formal third-person studies, but any and all activities in one’s daily life in an inquiring manner. The aim of this differently-scientific approach is not only theoretical, generalizable knowledge, but also knowledge that generates increasingly timely action in particular cases in the relationships that mean the most to the inquirer. To illustrate and explain why the CDAI approach can explain unusually high percentages of the variance in whether or not organizations actually transform, all three types of validity-testing are applied to a specific study of intended transformation in ten organizations. The ten organization study found that adding together the performance of each organization’s CEO and lead consultant pn a reliable, well-validated measure of developmental action-logic, predicted 59% of the variance, beyond the .01 level, in whether and how the organization transformed (as rated by three scorers who achieved between .90 and 1.0 reliability. The essay concludes with a comparison between the Empirical Positivist paradigm of inquiry and the Collaborative Developmental Action Inquiry paradigm.

Effects of face-to-face versus chat communication on performance in a collaborative inquiry modeling task

NARCIS (Netherlands)

Sins, P.H.M.; Savelsbergh, E.R.; van Joolingen, W.R.; van Hout-Wolters, B.H.A.M.

2011-01-01

In many contemporary collaborative inquiry learning environments, chat is being used as a means for communication. Still, it remains an open issue whether chat communication is an appropriate means to support the deep reasoning process students need to perform in such environments. Purpose of the

Effects of Face-to-Face versus Chat Communication on Performance in a Collaborative Inquiry Modeling Task

Science.gov (United States)

Sins, Patrick H. M.; Savelsbergh, Elwin R.; van Joolingen, Wouter R.; van Hout-Wolters, Bernadette H. A. M.

2011-01-01

In many contemporary collaborative inquiry learning environments, chat is being used as a means for communication. Still, it remains an open issue whether chat communication is an appropriate means to support the deep reasoning process students need to perform in such environments. Purpose of the present study was to compare the impact of chat…

Using cloud-computing applications to support collaborative scientific inquiry: Examining pre-service teachers’ perceived barriers towards integration / Utilisation d'applications infonuagiques pour appuyer la recherche scientifique collaborative

OpenAIRE

Joel Donna; Brant G Miller

2013-01-01

Technology plays a crucial role in facilitating collaboration within the scientific community. Cloud-computing applications 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 this technology in their teaching. These beliefs may influence future integration. This study finds several first-order barriers, such as perceptions that these tools would take too much t...

A Collaboration of School Administrators and a University Faculty to Advance School Administrator Practices Using Appreciative Inquiry

Science.gov (United States)

Calabrese, Raymond

2015-01-01

Purpose: An appreciative inquiry (AI) collaborative study with 11 school administrators in a highly diverse suburban school district sought to understand if observing and sharing successful school practices/events in a whole group setting led to change in their perceptions, attitudes, and administrative practice. The paper aims to discuss these…

Collaborative Teacher Inquiry as a Tool for Building Theory on the Development and Use of Rich Mathematical Tasks

Science.gov (United States)

Slavit, David; Nelson, Tamara Holmlund

2010-01-01

This article describes the collaborative inquiry activity of a group of high school mathematics teachers interested in increasing student engagement and problem solving in the classroom. Specific findings related to the nature of the teacher interactions and subsequent impacts on practice are discussed. The findings focus on (a) the nature of the…

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...

Enabling Students to Construct Theories of Collaborative Inquiry and Reflective Learning: Computer Support for Metacognitive Development

OpenAIRE

White, Barbara Y.; Shimoda, Todd A.; Frederiksen, John R.

1999-01-01

Part II of the Special Issue on Authoring Systems for Intelligent Tutoring Systems (editors: Tom Murray and Stephen Blessing); To develop lifelong learning skills, we argue that students need to learn how to learn via inquiry and understand the sociocognitive and metacognitive processes that are involved. We illustrate how software could play a central role in enabling students to develop such expertise. Our hypothesis is that sociocognitive systems, such as those needed for collaborative inq...

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 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.

Case-based pedagogy as a context for collaborative inquiry in the Philippines

Science.gov (United States)

Arellano, Elvira L.; Barcenal, Tessie L.; Bilbao, Purita P.; Castellano, Merilin A.; Nichols, Sharon; Tippins, Deborah J.

2001-05-01

The purpose of this study was to investigate the potential for using case-based pedagogy as a context for collaborative inquiry into the teaching and learning of elementary science. The context for this study was the elementary science teacher preparation program at West Visayas State University on the the island of Panay in Iloilo City, the Philippines. In this context, triple linguistic conventions involving the interactions of the local Ilonggo dialect, the national language of Philipino (predominantly Tagalog) and English create unique challenges for science teachers. Participants in the study included six elementary student teachers, their respective critic teachers and a research team composed of four Filipino and two U.S. science teacher educators. Two teacher-generated case narratives serve as the centerpiece for deliberation, around which we highlight key tensions that reflect both the struggles and positive aspects of teacher learning that took place. Theoretical perspectives drawn from assumptions underlying the use of case-based pedagogy and scholarship surrounding the community metaphor as a referent for science education curriculum inquiry influenced our understanding of tensions at the intersection of re-presentation of science, authority of knowledge, and professional practice, at the intersection of not shared language, explicit moral codes, and indigenization, and at the intersection of identity and dilemmas in science teaching. Implications of this study are discussed with respect to the building of science teacher learning communities in both local and global contexts of reform.

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.

Student Leadership in Small Group Science Inquiry

Science.gov (United States)

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

2014-01-01

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…

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…

Inquiry and Intersubjectivity in a Reggio Emilia-Inspired Preschool

Science.gov (United States)

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…

Using appreciative inquiry to bring neonatal nurses and parents together to enhance family-centred care: A collaborative workshop.

Science.gov (United States)

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

2015-06-01

Family-centred care (FCC) has been well recognised, accepted and reported in the literature as an optimised way of caring for hospitalised children. While neonatal units strive to adopt this philosophy, published research suggests there are difficulties implementing FCC principles in daily practice. Appreciative inquiry (AI) is a philosophy and methodology that offers a unique, strength-based approach to promoting organisational learning and positive organisational change. As a participatory approach, AI facilitates change from the ground up and lends itself to building effective partnerships or collaborations. This article reports the findings of a one-day workshop using an AI methodology to bring neonatal nurses and parents together to enhance the FCC within a neonatal intensive care unit in Sydney, Australia. Participants (n = 15) developed collaborative insights of optimal FCC that can be built upon to support neonates and their families in the future. Shared visions were formed, strategies identified and a development plan made for ongoing collaborations and partnerships. AI provides a flexible framework that enables the mandatory collaboration needed to develop action plans that can form the catalyst for organizational change in health-care research and practice. © The Author(s) 2013.

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

Science.gov (United States)

Schomer, Scott D.

The processes, understandings, and uses of inquiry are identified by the National Science Education Standards (National Research Council, 1996) as a key component of science instruction. Currently, there are few examples in the literature demonstrating how teachers go about co-constructing inquiry-based activities and how mentors can promote the use of reform-based practices by novices. The purpose of this interpretive case study was to investigate how a mentor and her protege collaboratively developed, implemented and assessed three inquiry-based experiences. The questions that guided this research were: (1) How does the mentor assist protege growth in the development, implementation and assessment of inquiry-based experiences for secondary science students? (2) How are the protege's perceptions of inquiry influenced by her participation in developing, implementing and assessing inquiry-based experiences for secondary science students? The co-construction of the inquiry activities and the facilitation provided by the mentor represented Lev Vygotsky's (1978) social construction of information as the mentor guided the protege beyond her cognitive zone of proximal development. The participants in this study were a veteran science teacher who was obtaining her mentor certification, or Teacher Support Specialist, and her protege who was a science teacher in the induction phase of her career. Data were collected through in-depth, semi-structured interviews, tape recordings of planning sessions, researcher field notes, and email reflections during the co-construction process. Inductive analysis of the data led to the identification of common categories and subsequent findings, which reflected what the mentor and protege discussed about inquiry and the process of collaboration. The six themes that emerged from this study led to several implications that are significant for science teacher preparation and the mentoring community. The teachers indicated tools, such as the

Fostering collaborative inquiries by prospective and practicing elementary and middle school teachers

Science.gov (United States)

van Zee, Emily; Lay, Diantha; Roberts, Deborah

2003-07-01

The purpose of this study was to document the perspectives and experiences of participants in a complex collaboration. Prospective teachers planned and conducted science lessons and small educational research projects with mentoring from teacher researchers who are science enthusiasts. These group investigations seemed to be effective in modifying the self-perceptions of many of the prospective teachers enrolled in a course on methods of teaching science in elementary school. According to responses on an informal evaluation at the end of the Spring 2000 group investigation, for example, most of the prospective teachers indicated that they perceived themselves to be more confident and more competent to teach science than at the beginning of the course; a few indicated they had already felt confident and competent. Common themes in the prospective teachers' responses indicated that they had learned about teaching science through inquiry, taking ownership of their own learning, researching while teaching, working in groups, and understanding themselves as learners and teachers. The teacher researchers also perceived themselves as benefiting from the collaborative process. Their responses to an e-mail questionnaire suggested that they found working with the prospective teachers to be stimulating and cheering. They enjoyed the discussions, appreciated the help with demanding activities, grew in their own knowledge about teaching and learning, and valued the opportunities for reflection. However, organizing the group investigation was complex, due to time issues, driving distances, school schedules, unexpected teacher responsibilities, and unpredictable weather.

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.

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

Collective inquiry in the context of school-wide reform: Exploring science curriculum and instruction through team-based professional development

Science.gov (United States)

Eddy Spicer, David Henning

Teacher collaboration and joint reflective inquiry have been viewed as central elements of progressive educational reform for more than two decades. More recently, researchers, policy-makers, and practitioners have heralded "blended" or "hybrid" approaches that combine online and on-site environments for collaborative learning as especially promising for "scaling up" instructional improvement. Yet, relatively little is known about how teachers working together navigate organizational and interpersonal constraints to develop and sustain conditions essential to collective inquiry. This in-depth study of meaning making about curriculum and instruction among a group of 11 physics teachers in a public, urban secondary school in the U.S. is an effort to explore collective inquiry as a resource for teacher learning and innovations in teaching practice. Through extended observations, multiple interviews, and close analyses of interaction, the study followed teachers for 7 months as they worked together across 3 settings organized in fundamentally different ways to promote joint inquiry into teaching practice. The explanatory framework of the study rests on the mutually-reinforcing conceptual underpinnings of sociocultural theory and systemic functional linguistics to establish connections between micro-social interactions and macro-social processes. Drawing on systemic functional linguistics, the study explores interpersonal meaning making through close analyses of speech function and speech role in 6 extended sequences of generative interaction. Concepts from activity theory elucidate those features of settings and school that directly impinged on or advanced teachers' collaborative work. Findings run counter to prevailing congenial views of teacher collegiality by identifying ways in which collective inquiry is inherently unstable. That instability makes itself apparent at two levels: (a) the dynamics of authority within the group, and (b) middle-level features of

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…

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...

Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning

Science.gov (United States)

Bykov, Tikhon

2010-03-01

In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles.

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...

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…

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.

Unravelling the Workings of Difference in Collaborative Inquiry

DEFF Research Database (Denmark)

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

2017-01-01

This article explores the collaboration among five Czech and Danish researchers across nations, languages, ages, and institutions. The ambition is to unravel and destabilize views on collaboration that tend to idealize collaborative processes and methodologies. We suggest difference as a principal...

A Methodological Framework for Studying Policy-Oriented Teacher Inquiry in Qualitative Research Contexts

Science.gov (United States)

Koro-Ljungberg, Mirka

2014-01-01

System-based and collaborative teacher inquiry has unexplored potential that can impact educational policy in numerous ways. This impact can be increased when teacher inquiry builds momentum from classrooms and teaching practices and simultaneously addresses district, state, and national discourses and networks. In this conceptual paper, I…

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?...

"Working the Ruins" of Collaborative Feminist Research

Science.gov (United States)

Schultz, Callie Spencer

2017-01-01

In this paper, I enact an "inquiry among the ruins" of a collaborative feminist duoethnography. Through the process of exploring instances of failure, I aim to (re)think "collaborative" research, feminist goals for collaborative research, and a space for such research in the academy. As I work the ruins of a duoethnography, I…

The Collaborative Future

Directory of Open Access Journals (Sweden)

Thomas Marlowe

2011-10-01

Full Text Available Collaboration has become an important goal in modern ventures, across the spectrum of commercial, social, and intellectual activities, sometimes as a mediating factor, and sometimes as a driving, foundational principle. Research, development, social programs, and ongoing ventures of all sorts benefit from interactions between teams, groups, and organizations, across intellectual disciplines and across facets and features of the inquiry, product, entity, or activity under consideration. We present a survey of the state of collaboration and collaborative enterprise, in the context of papers and presentations at the International Symposium on Collaborative Enterprises 2011 (CENT 2011, and the extended papers appearing in this special issue.

Using cloud-computing applications to support collaborative scientific inquiry: Examining pre-service teachers’ perceived barriers towards integration / Utilisation d'applications infonuagiques pour appuyer la recherche scientifique collaborative

Directory of Open Access Journals (Sweden)

Joel Donna

2013-07-01

Full Text Available Technology plays a crucial role in facilitating collaboration within the scientific community. Cloud-computing applications 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 this technology in their teaching. These beliefs may influence future integration. This study finds several first-order barriers, such as perceptions that these tools would take too much time to use. Second-order barriers include perceptions that this technology would not promote face-to-face collaboration skills, would create social loafing situations, and beliefs that the technology does not help students understand the nature of science. Suggestions for mitigating these barriers within pre-service education technology courses are discussed. La technologie joue un rôle essentiel pour faciliter la collaboration au sein de la communauté scientifique. Les applications infonuagiques telles que Google Drive peuvent être utilisées pour donner forme à ce type de collaboration et pour appuyer le questionnement dans les cours de sciences du secondaire. On connaît pourtant peu les opinions que se font les futurs enseignants d’une telle utilisation des technologies collaboratives infonuagiques. Or, ces opinions pourraient influencer l’intégration future de ces technologies en salle de classe. Cette étude révèle plusieurs obstacles de premier plan, comme l’idée que l’utilisation de ces outils informatiques prend trop de temps. Parmi les obstacles de second plan, on note les perceptions selon lesquelles cette technologie ne promeut pas les compétences collaboratives de personne à personne, pose des problèmes de gestion de classe et n'aide pas les étudiants à comprendre la nature de la science. Des suggestions sont proposées pour atténuer ces obstacles dans les cours de technologie des programmes d’éducation.

A mixed-age science collaborative between elementary and high school physics students: A study of attitude toward school science and inquiry skill

Science.gov (United States)

Blain, Mary Perron

Grade three students had significant improvements in inquiry ability and attitude toward school science as a function of their participation in mixed-age dyads completing inquiry-based science experiments with a high school physics partner. The social interaction between the 'more capable other' (Vygotsky, 1978) with the grade three student in the mixed-age problem solving team indicates a contributing factor in this improvement. This study employed a quasi-experimental design with intact groups of non-random assignment. The non-parametric Wilcoxon test (p = 0.025) was used to analyze scores for each academic achievement group for significant differences pre- and post-collaborative in "Inquiry" skill and "Attitude" toward school science scores. Three grade three classrooms from one elementary school and one high school physics class from the same school district were involved in the study. The high school physics class teamed with one intact grade three class as the mixed-age dyad performing the "hands-on" experiments (treatment). The two grade three classes teamed as same-age peer dyads (comparison group) to perform the same experiments on the same day. Using methods patterned after the way scientists investigate their world, the dyads performed experiments considered for future grade three national assessments (NAEP, 1994), i.e. "Which paper towel holds the most water?"; "Which magnet is stronger?"; "Which type of sugar, cubed or loose, dissolves best in warm water?" Trained raters scored the written lab reports using standardized scoring guides and characteristic benchmark responses to determine the "Inquiry" skill score for each subject. The "Attitude" toward school science score for each subject was determined from the Likert scale survey, Individual and Group Attitudes Toward Science and the open-ended Sentence Completion Test (SCT) (Piburn & Sidlick, 1992). Three raters scored the SCT survey for each subject. This study showed that for a grade three student

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.

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.

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...

Inquiry-Based Learning in Mathematics: Designing Collaborative Research with Schools

Science.gov (United States)

Makar, Katie; Dole, Shelley

2013-01-01

A series of research projects were implemented over seven years to understand and facilitate teachers' experiences in adopting inquiry. An overview of the project, methodology and key outcomes are outlined as a basis for the partnership described in this symposium. We end the paper with a list of recommendations for designing collaborative…

NGSS-Aligned, K-12 Climate Science Curricula, taught with citizen science and teacher-led inquiry methods

Science.gov (United States)

Zainfeld, S.

2017-12-01

Teacher-led inquiry into student learning is a promising method of formative assessment to gain insight into student achievement. NGSS-aligned K-12 Climate Science curricula taught with citizen science and teacher-led inquiry methods are described, along with results from a scientist-teacher collaboration survey.

Evaluating an Inquiry-Based Bioinformatics Course Using Q Methodology

Science.gov (United States)

Ramlo, Susan E.; McConnell, David; Duan, Zhong-Hui; Moore, Francisco B.

2008-01-01

Faculty at a Midwestern metropolitan public university recently developed a course on bioinformatics that emphasized collaboration and inquiry. Bioinformatics, essentially the application of computational tools to biological data, is inherently interdisciplinary. Thus part of the challenge of creating this course was serving the needs and…

Creating a Community of Inquiry in Online Library Instruction

Science.gov (United States)

Rapchak, Marcia E.

2017-01-01

According to the Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 2000), an enriching educational experience online in a collaborative learning environment requires three interdependent elements: social presence, teaching presence, and cognitive presence. Social presence provides interaction in the online environment that allows…

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

Science.gov (United States)

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.

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

Science.gov (United States)

Damsa, Crina I.; Nerland, Monika

2016-01-01

The two case studies reported in this article contribute to a better understanding of how inquiry tasks and activities are employed as resourceful means for learning in higher professional education. An observation-based approach was used to explore characteristics of and challenges in students' participation in collaborative inquiry activities in…

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

Science.gov (United States)

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.

Taking on Inquiry in Iowa

Science.gov (United States)

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…

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 Windscale Inquiry: the public inquiry system on trial

International Nuclear Information System (INIS)

Garry, A.M.

1992-01-01

This thesis is concerned with the Windscale Inquiry of 1977 and its effect on the public inquiry system. It focusses both on the major influences of the Windscale Inquiry process, and on the participants, their aims, motivations, expectations and achievements. It provides the most detailed examination of the Inquiry to date and, as a result, uncovers aspects of the process while have not been explored previously. The central questions of the thesis are: Was the outcome of the Windscale Inquiry inevitable or could it have reached different conclusions? and did the Windscale Inquiry demonstrate that the public inquiry system could be used by a government to reach a decision which it favoured? The thesis argues that the outcome of the Windscale Inquiry was almost inevitable. In fact it was found that the Inspector had made up his mind in favour of oxide reprocessing before the Inquiry opened. However, this finding does not express fully the Inquiry's impact, because, as the thesis shows, the Inquiry became a mechanism which forced the nuclear industry and the government to explain, and substantially alter, some parts of their policies. The process of bringing the government and industry to account, did not alter the THORP decision, but it demonstrated that any subsequent inquiries could subject nuclear developments to searching criticism and investigation. Indeed it is suggested that the Windscale Inquiry made it impossible for subsequent Governments to proceed with nuclear expansion without subjecting them to the public inquiry process. Part I of the thesis examines the history and structure of the public Inquiry system and the relevant aspects of planning law. Part II describes the history of reprocessing and the themes which led to the public inquiry being established. Part III forms the most detailed part of the thesis and examines the Windscale Inquiry process focussing on the participants and the issues involved. (author)

Collaborative Inquiry and the Professional Development of Science Teachers.

Science.gov (United States)

Erickson, Gaalen L.

1991-01-01

Argues that the nature and meaning of collaborative relationships depend upon their particular, practical context. Describes an ongoing collaborative research project, the Students' Intuitions and Science Instruction Group (University of British Columbia), detailing its research agenda, postulates pertaining to teacher development, collaborative…

"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.

Exploring teachers' beliefs and knowledge about scientific inquiry and the nature of science: A collaborative action research project

Science.gov (United States)

Fazio, Xavier Eric

Science curriculum reform goals espouse the need to foster and support the development of scientific literacy in students. Two critical goals of scientific literacy are students' engagement in, and developing more realistic conceptions about scientific inquiry (SI) and the nature of science (NOS). In order to promote the learning of these curriculum emphases, teachers themselves must possess beliefs and knowledge supportive of them. Collaborative action research is a viable form of curriculum and teacher development that can be used to support teachers in developing the requisite beliefs and knowledge that can promote these scientific literacy goals. This research study used a collective case study methodology to describe and interpret the views and actions of four teachers participating in a collaborative action research project. I explored the teachers' SI and NOS views throughout the project as they investigated ideas and theories, critically examined their current curricular practice, and implemented and reflected on these modified curricular practices. By the end of the research study, all participants had uniquely augmented their understanding of SI and NOS. The participants were better able to provide explanatory depth to some SI and NOS ideas; however, specific belief revision with respect to SI and NOS ideas was nominal. Furthermore, their idealized action research plans were not implemented to the extent that they were planned. Explanations for these findings include: impact of significant past educational experiences, prior understanding of SI and NOS, depth of content and pedagogical content knowledge of the discipline, and institutional and instructional constraints. Nonetheless, through participation in the collaborative action research process, the teachers developed professionally, personally, and socially. They identified many positive outcomes from participating in a collaborative action research project; however, they espoused constraints to

A framework for teaching scientific inquiry in upper secondary school chemistry

NARCIS (Netherlands)

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

2010-01-01

A framework for teaching scientific inquiry in upper secondary chemistry education was constructed in a design research consisting of two research cycles. First, in a pilot study a hypothetical framework was enriched in collaboration with five chemistry teachers. Second, a main study in this

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

Science.gov (United States)

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

2016-01-01

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

Innovation and network collaboration

DEFF Research Database (Denmark)

Kesting, Peter; Müller, Sabine; Jørgensen, Frances

2011-01-01

Research suggests that small and medium-sized enterprises (SMEs) can benefit from network collaboration by enhancing opportunities for innovation. Managing the necessary collaboration to benefit from network participation may however be particularly challenging for SMEs due to their size...... and their inherent shortage of resources. In this paper, we propose that human resource management (HRM) practices may provide a means by which SMEs can increase their innovation capacity through network collaboration. Following a brief presentation of the relevant literature on networks, and innovation in networks...... in particular, and HRM, we analyse and evaluate the potential applicability of existing models for supporting innovation in SMEs participating in networks. Finally, we propose several lines of inquiry arising from our analysis that provide directions for future research....

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…

Transformational Coaching in Education: A Collaborative Look at the Bridges and Barriers to Learning

Science.gov (United States)

Burke, Mary Ann

2013-01-01

The purpose of this qualitative study was to explore possibilities for transformational coaching in education through the collaboration and cooperative argumentation of two researchers, one using appreciative inquiry to look at its transformative potential and the other using critical inquiry to investigate possible hegemonic and non-hegemonic…

Reflections on practitioner-researcher collaborative inquiry.

Science.gov (United States)

Stockton, Rex; Morran, Keith

2010-04-01

We offer comments regarding two articles in this issue, one titled "Bridging the Practitioner-Scientist Gap in Group Psychotherapy Research" and a complementary article providing the results of a survey, entitled "A Survey of Canadian Group Psychotherapist Association Members' Perceptions of Psychotherapy Research." We also make several recommendations for collaborative research between practitioners and scientists, such as the inclusion of clinicians on the research team, practice research networks, and improved approaches to communicating clinically relevant research findings. Also discussed are reflections and recommendations from the authors' experience as scientist-practitioners.

Tides, Krill, Penguins, Oh My!: Scientists and Teachers Partner in Project CONVERGE to Bring Collaborative Antarctic Research, Authentic Data, and Scientific Inquiry into the Hands of NJ and NY Students

Science.gov (United States)

Hunter-thomson, K. I.; Kohut, J. T.; Florio, K.; McDonnell, J. D.; Ferraro, C.; Clark, H.; Gardner, K.; Oliver, M. J.

2016-02-01

How do you get middle and high school students excited about scientific inquiry? Have them join a collaborative research team in Antarctica! A comprehensive education program brought ocean science, marine ecology, and climate change impact research to more than 950 students in 2014-15 to increase their exposure to and excitement of current research. The program was integrated into a collaborative research project, involving five universities, that worked to characterize the connection between ocean circulation, plankton distribution, penguin foraging behavior, and climate change around Palmer Station, Antarctica. The scientists and education team co-led a weeklong workshop to expose 22 teachers to the research science, build relationships among the teachers and scientists, and refine the program to most effectively communicate the research to their students. In the fall, teachers taught NGSS-aligned, hands-on, data-focused classroom lessons to provide their students the necessary content to understand the project hypotheses using multiple science practices. Through a professional science blog and live video calls from Antarctica, students followed and discussed the science teams work while they were in the field. To apply the science practices the students had learned about, they designed, conducted, and analyzed their own ocean-related, inquiry-based research investigation as the culminating component of the program (results were presented at a Student Research Symposium attended by the science team). Of their own choosing, roughly half of the students used raw data from the CONVERGE research (including krill, CODAR, penguin, and glider data) for their investigations. This presentation will focus on the evaluation results of the education program to identify the aspects that successfully engaged teachers and students with scientific inquiry, science practices, and authentic data as well as the replicability of this integrated scientist-teacher partnership and

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.

EXAMINING FACTORS AFFECTING IMPLEMENTATION OF INQUIRY-BASED LEARNING IN FINLAND AND SOUTH KOREA

Directory of Open Access Journals (Sweden)

Jingoo Kang

2016-12-01

Full Text Available Using inquiry has become a universal factor in science education, but teachers often face challenges in implementing inquiry-based learning (IBL because of, for instance, teachers’ low confidence in conducting inquiry or insufficient school resources. Much research has been conducted to identify the barriers that impede inquiry practice. However, most studies have employed small-scale qualitative methods from a single-country sample, and, thus, the effects of each factor on conducting inquiry in different educational systems have yet to be measured in one statistical model. Accordingly, this research was aimed to explore the extent to which various teacher- and school-factors have respectively affected teachers’ implementation of inquiry-based learning at lower secondary schools. To examine this issue, samples of 496 Finnish teachers in 135 lower secondary schools and 184 Korean teachers in 147 lower secondary schools were selected from the TIMSS 2011 science data set. The findings reveal that teachers’ confidence in teaching science and their collaboration to improve science teaching were strongly associated with facilitating inquiry in both countries, and these two factors’ positive effects on the implementation were partially derived from inquiry-related professional development in the Finnish sample. In addition, class size and school resources were also significantly related to inquiry practice in Finland, and the teachers’ education levels were negatively correlated with the frequency of inquiry practice in Korea. However, in both countries, the teachers’ emphasis on exams was indicated as a non-significant factor in predicting inquiry frequency. The results have implications in respect of the roles of professional development and school environment in increasing IBL practice in school science.

Designing EvoRoom: An Immersive Simulation Environment for Collective Inquiry in Secondary Science

Science.gov (United States)

Lui, Michelle Mei Yee

This dissertation investigates the design of complex inquiry for co-located students to work as a knowledge community within a mixed-reality learning environment. It presents the design of an immersive simulation called EvoRoom and corresponding collective inquiry activities that allow students to explore concepts around topics of evolution and biodiversity in a Grade 11 Biology course. EvoRoom is a room-sized simulation of a rainforest, modeled after Borneo in Southeast Asia, where several projected displays are stitched together to form a large, animated simulation on each opposing wall of the room. This serves to create an immersive environment in which students work collaboratively as individuals, in small groups and a collective community to investigate science topics using the simulations as an evidentiary base. Researchers and a secondary science teacher co-designed a multi-week curriculum that prepared students with preliminary ideas and expertise, then provided them with guided activities within EvoRoom, supported by tablet-based software as well as larger visualizations of their collective progress. Designs encompassed the broader curriculum, as well as all EvoRoom materials (e.g., projected displays, student tablet interfaces, collective visualizations) and activity sequences. This thesis describes a series of three designs that were developed and enacted iteratively over two and a half years, presenting key features that enhanced students' experiences within the immersive environment, their interactions with peers, and their inquiry outcomes. Primary research questions are concerned with the nature of effective design for such activities and environments, and the kinds of interactions that are seen at the individual, collaborative and whole-class levels. The findings fall under one of three themes: 1) the physicality of the room, 2) the pedagogical script for student observation and reflection and collaboration, and 3) ways of including collective

An Intervention Framework Designed to Develop the Collaborative Problem-Solving Skills of Primary School Students

Science.gov (United States)

Gu, Xiaoqing; Chen, Shan; Zhu, Wenbo; Lin, Lin

2015-01-01

Considerable effort has been invested in innovative learning practices such as collaborative inquiry. Collaborative problem solving is becoming popular in school settings, but there is limited knowledge on how to develop skills crucial in collaborative problem solving in students. Based on the intervention design in social interaction of…

Project WEST: Fostering Scientific Inquiry and Collaborations From K Through Gray

Science.gov (United States)

Godsey, H. S.; Chapman, D. S.

2007-12-01

WEST (Water, the Environment, Science and Teaching) is a science education and outreach program at the University of Utah. WEST partners graduate students in the sciences with K-12 teachers to enhance inquiry- based science teaching in the Salt Lake City urban area. WEST has capitalized on the expertise of faculty and graduate students, scientists from state and federal agencies, local advocacy groups, and K-12 teachers to develop several placed-based scientific field projects for K-12 students. University members provide science content and ideas; state and federal researchers provide practical application and, often times, financial support; advocacy groups provide a tie to the community, and teachers provide a conduit for translating complex science concepts to students. These collaborations are built around a mutual interest in science education and anthropogenic influences on the quality and quantity of water resources critical to life in the arid West. Participants are relied upon to bring their unique perspective to each of the projects in order to meet a number of criteria: 1) projects should involve students in the entire scientific process from developing a hypothesis, making observations, data collection and analysis, 2) projects should be place-based and address interactions of water, the environment and society, and 3) projects should be directly tied to state education standards at appropriate grade levels. Examples of these projects include a water-quality study of Great Salt Lake where students participated in a research project on the lake. Students learned about navigation tools, collected and examined brine shrimp, and measured sulfide and chlorophyll concentrations as indicators of anthropogenic influences to Great Salt Lake. Hydrologists from the University of Utah and U.S. Geological Survey helped design this project and the Utah Dept. of Environmental Quality provided critical funds and supplies. In another project, students were involved in

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.

A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school.

Science.gov (United States)

Ntelioglou, Burcu Yaman; Fannin, Jennifer; Montanera, Mike; Cummins, Jim

2014-01-01

This paper presents findings from a collaborative inquiry project that explored teaching approaches that highlight the significance of multilingualism, multimodality, and multiliteracies in classrooms with high numbers of English language learners (ELLs). The research took place in an inner city elementary school with a large population of recently arrived and Canadian-born linguistically and culturally diverse students from Gambian, Indian, Mexican, Sri Lankan, Tibetan and Vietnamese backgrounds, as well as a recent wave of Roma students from Hungary. A high number of these students were from families with low-SES. The collaboration between two Grade 3 teachers and university-based researchers sought to create instructional approaches that would support students' academic engagement and literacy learning. In this paper, we described one of the projects that took place in this class, exploring how a descriptive writing unit could be implemented in a way that connected with students' lives and enabled them to use their home languages, through the creation of multiple texts, using creative writing, digital technologies, and drama pedagogy. This kind of multilingual and multimodal classroom practice changed the classroom dynamics and allowed the students access to identity positions of expertise, increasing their literacy investment, literacy engagement and learning.

Collaborative Communication in Work Based Learning Programs

Science.gov (United States)

Wagner, Stephen Allen

2017-01-01

This basic qualitative study, using interviews and document analysis, examined reflections from a Work Based Learning (WBL) program to understand how utilizing digital collaborative communication tools influence the educational experience. The Community of Inquiry (CoI) framework was used as a theoretical frame promoting the examination of the…

Moving beyond the Barriers: Supporting Meaningful Teacher Collaboration to Improve Secondary School Mathematics

Science.gov (United States)

Jao, Limin; McDougall, Doug

2016-01-01

The Collaborative Teacher Inquiry Project was a professional development initiative that sought to improve the teaching and learning of Grade 9 Applied mathematics by encouraging teachers to work collaboratively. The project brought together Grade 9 Applied mathematics teachers from 11 schools across four neighboring public school boards in the…

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.

A/r/tographic Collaboration as Radical Relatedness

Directory of Open Access Journals (Sweden)

Barbara Bickel PhD

2011-03-01

Full Text Available In this paper the authors examine a/r/tographical collaboration in a community-engaged research study investigating immigrant understandings of home and place. The study, The City of Richgate, involves a complex collaboration between community members, community organizations, educational institutions, and a research team comprising artist-educators. The study crosses border zones of cultural, ethnic, geographic, institutional, public, private, and disciplinary boundaries, reflecting the ever-changing character of postmodern reality. In this paper the authors reflect critically and theoretically on the lived experience of radical relatedness found within the complex collaboration, particularly within the a/r/tographic research team. This offers a qualitative methodology of radical collaboration applicable to many fields of inquiry in the academy, art world, and community.

Organizational Climate and Emotional Intelligence: An Appreciative Inquiry into a "Leaderful" Community College

Science.gov (United States)

Yoder, Debra Marie

2005-01-01

In an era of unprecedented challenges and rapid change, community colleges need effective leadership that brings out the best in people, organizations, and communities. This qualitative study was based on interpretive research using appreciative inquiry (AI). AI is based on social constructivist theory and is a collaborative and highly…

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

Science.gov (United States)

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.

Enhancing Science Education Instruction: A Mixed-Methods Study on University and Middle School Collaborations

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Owen-Stone, Deborah S.

The purpose of this concurrent mixed methods study was to examine the collaborative relationship between scientists and science teachers and to incorporate and advocate scientific literacy based on past and current educational theories such as inquiry based teaching. The scope of this study included archived student standardized test scores, semi-structured interviews, and a Likert scale survey to include open-ended comments. The methodology was based on the guiding research question: To what extent and in what ways does the collaboration and inquiry methodology, with GTF and PT teams, serve toward contributing to a more comprehensive and nuanced understanding of this predicting relationship between student PASS scores, inquiry skills, and increased scientific literacy for GTF's, PT's, and students via an integrative mixed methods analysis? The data analysis considerations were derived from the qualitative data collected from the three GTF/PT teams by the use of recorded interviews and text answered survey comments. The quantitative data of archived student Palmetto Assessment of State Standards (PASS) scores on scientific literacy and inquiry tests and the Likert-scale portion of the survey were support data to the aforementioned qualitative data findings. Limitations of the study were (1) the population of only the GK-12 teachers and their students versus the inclusion of participants that did not experience the GK-12 Fellow partnerships within their classrooms, should they be considered as participants, (2) involved the researcher as a participant for two years of the program and objectivity remained through interpretation and well documented personal reflections and experiences to inform accuracy, and (3) cultural diversity contributed to the relationship formed between the research Fellow and science educator and communication and scientific language did form a barrier between the Fellow, educator, and student rapport within the classroom. This study

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

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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.

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

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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.

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

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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.

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

Influence of teacher-directed scientific inquiry on students' primal inquiries in two science classrooms

Science.gov (United States)

Stone, Brian Andrew

Scientific inquiry is widely used but pervasively misunderstood in elementary classrooms. The use of inquiry is often attached to direct instruction models of teaching, or is even passed as textbook readings or worksheets. Previous literature on scientific inquiry suggests a range or continuum beginning with teacher-directed inquiry on one extreme, which involves a question, process, and outcome that are predetermined by the teacher. On the other end of the continuum is an element of inquiry that is extremely personal and derived from innate curiosity without external constraints. This authentic inquiry is defined by the study as primal inquiry. If inquiry instruction is used in the elementary classroom, it is often manifested as teacher-directed inquiry, but previous research suggests the most interesting, motivating, and lasting content is owned by the individual and exists within the individual's own curiosity, questioning and processes. Therefore, the study examined the impact of teacher-directed inquiry in two elementary fourth grade classrooms on climate-related factors including interest, motivation, engagement, and student-generated inquiry involvement. The study took place at two elementary classrooms in Arizona. Both were observed for ten weeks during science instruction over the course of one semester. Field notes were written with regard for the inquiry process and ownership, along with climate indicators. Student journals were examined for evidence of primal inquiry, and twenty-two students were interviewed between the two classrooms for evidence of low climate-related factors and low inquiry involvement. Data from the three sources were triangulated. The results of this qualitative study include evidence for three propositions, which were derived from previous literature. Strong evidence was provided in support of all three propositions, which suggest an overall negative impact on climate-related factors of interest, motivation, and engagement for

Supporting Collective Inquiry: A Technology Framework for Distributed Learning

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Tissenbaum, Michael

This design-based study describes the implementation and evaluation of a technology framework to support smart classrooms and Distributed Technology Enhanced Learning (DTEL) called SAIL Smart Space (S3). S3 is an open-source technology framework designed to support students engaged in inquiry investigations as a knowledge community. To evaluate the effectiveness of S3 as a generalizable technology framework, a curriculum named PLACE (Physics Learning Across Contexts and Environments) was developed to support two grade-11 physics classes (n = 22; n = 23) engaged in a multi-context inquiry curriculum based on the Knowledge Community and Inquiry (KCI) pedagogical model. This dissertation outlines three initial design studies that established a set of design principles for DTEL curricula, and related technology infrastructures. These principles guided the development of PLACE, a twelve-week inquiry curriculum in which students drew upon their community-generated knowledge base as a source of evidence for solving ill-structured physics problems based on the physics of Hollywood movies. During the culminating smart classroom activity, the S3 framework played a central role in orchestrating student activities, including managing the flow of materials and students using real-time data mining and intelligent agents that responded to emergent class patterns. S3 supported students' construction of knowledge through the use individual, collective and collaborative scripts and technologies, including tablets and interactive large-format displays. Aggregate and real-time ambient visualizations helped the teacher act as a wondering facilitator, supporting students in their inquiry where needed. A teacher orchestration tablet gave the teacher some control over the flow of the scripted activities, and alerted him to critical moments for intervention. Analysis focuses on S3's effectiveness in supporting students' inquiry across multiple learning contexts and scales of time, and in

Focusing on the Processes of Science Using Inquiry-oriented Astronomy Labs for Learning Astronomy

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Speck, Angela; Ruzhitskaya, L.; Whittington, A.; Witzig, S.

2010-01-01

The U.S. National Science Education Standards provide guidelines for teaching science through inquiry, where students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills. Inquiry activities include reading scientific literature, generating hypotheses, designing and carrying out investigations, interpreting data, and formulating conclusions. Inquiry-based instruction emphasizes questions, evidence, and explanation, the essential features of inquiry. We present two projects designed to develop learning materials for laboratory experiences in an undergraduate astronomy course. First, we engage students in inquiry-based learning by using "mini-journal” articles that follow the format of a scientific journal article, including a title, authors, abstract, introduction, methods, results, discussion and citations to peer-reviewed literature. The mini-journal provides a scaffold and serves as a springboard for students to develop and carry out their own follow-up investigation. They then present their findings in the form of their own mini-journal. This mini-journal format more directly reflects and encourages scientific practice. We use this technique in both introductory and upper level courses. The second project develops 3D virtual reality environments to help students interact with scientific constructs, and the use of collaborative learning tools to motivate student activity, deepen understanding and support knowledge building.

Agriscience Student Engagement in Scientific Inquiry: Representations of Scientific Processes and Nature of Science.

Science.gov (United States)

Grady, Julie R; Dolan, Erin L; Glasson, George E

2010-01-01

Students' experiences with science integrated into agriscience courses contribute to their developing epistemologies of science. The purpose of this case study was to gain insight into the implementation of scientific inquiry in an agriscience classroom. Also of interest was how the tenets of the nature of science were reflected in the students' experiments. Participants included an agriscience teacher and her fifteen students who were conducting plant experiments to gain insight into the role of a gene disabled by scientists. Data sources included classroom observations, conversations with students, face-to-face interviews with the teacher, and students' work. Analysis of the data indicated that the teacher viewed scientific inquiry as a mechanical process with little emphasis on the reasoning that typifies scientific inquiry. Students' participation in their experiments also centered on the procedural aspects of inquiry with little attention to scientific reasoning. There was no explicit attention to the nature of science during the experiments, but the practice implied correct, incorrect, and underdeveloped conceptions of the nature of science. Evidence from the study suggests a need for collaboration between agriscience and science teacher educators to design and conduct professional development focused on scientific inquiry and nature of science for preservice and practicing teachers.

A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an urban inner city elementary school

Directory of Open Access Journals (Sweden)

Burcu eYaman Ntelioglou

2014-06-01

Full Text Available This paper presents findings from a collaborative inquiry project that explored teaching approaches that highlight the significance of multilingualism, multimodality and multiliteracies in classrooms with high numbers of English language learners (ELLs. The research took place in an inner city elementary school with a large population of recently arrived and Canadian-born linguistically and culturally diverse students from Gambian, Indian, Mexican, Sri Lankan, Tibetan and Vietnamese backgrounds, as well as a recent wave of Roma students from Hungary. A high number of these students were from families with low-SES. The collaboration between two Grade 3 teachers and university-based researchers sought to create instructional approaches that would support students’ academic engagement and literacy learning. In this paper, we described one of the projects that took place in this class, exploring how a descriptive writing unit could be implemented in a way that connected with students’ lives and enabled them to use their home languages, through the creation of multiple texts, using creative writing, digital technologies and drama pedagogy. This kind of multilingual and multimodal classroom practice changed the classroom dynamics and allowed the students access to identity positions of expertise, increasing their literacy investment, literacy engagement and learning.

The Ways to Promote Pre-service Science Teachers’ Pedagogical Content Knowledge for Inquiry in Learning Management in Science Course

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Siriphan Satthaphon

2017-09-01

Full Text Available This classroom action research aimed to study the ways to promote pre-service science teachers’ pedagogical content knowledge for inquiry (PCK for inquiry. The participants were 37 students who enrolled in Learning Management in Science course in academic year 2014. Multiple data sources including students’ lesson plans, reflective journals, teacher’s logs, and worksheets were collected. The inductive approach was used to analyze data. The findings revealed the ways to promote pre-service science teachers’ PCK for inquiry consisted of being teacher’s explicit role model ; providing students to reflect their practices that link between their knowledge and understandings ; reflection from video case ; collaboration between students and teacher in learning activities planning, and allowing students to practice in actual situation could be better influence students not only reflect their understandings but also design, and teach science through inquiry.

Slowly Shifting a Culture of Teaching in Higher Education: A Case Study of Biology Instructors' Micro-Processes of Collaborative Inquiry into Teaching and Learning

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Neuwald, Anuschka

The Vision and Change reports (American Association for the Advancement of Science, 2011, 2013) have identified a need for change in undergraduate biology education, emphasizing student learning of content knowledge and competencies. Missing from this report and larger efforts to improve undergraduate education (Brainard, 2007; Henderson et al., 2011; Sunal et al., 2001) are guidelines for how to support instructors' professional learning to change teaching practices. I am exploring one possible support structure by studying a group of seven biology instructors that are engaged in a collaborative process over two semesters. This process is modeled after Lesson Study (Lewis et al., 2006), a form of cyclical inquiry-based professional learning activities. The purpose of this qualitative case study is to examine the micro-processes of this collaboration and how these micro-processes afford and limit the ability to change one's teaching practices. Wenger's (1998) concept of "community of practice" provides a theoretical framework for data analysis. I view an instructor's professional learning as social and situated, involving negotiation of new meanings, boundaries, and participation as part of an on-going collaboration. Data analysis shows that negotiation of meaning, characterized by friction and dissonance, is a normal part of the micro-processes of collaborative group work. There are three friction points that are intertwined and influence each other: 1) rhythmic ebb and flow of negotiation about a common professional goal for the instructors and a common learning goal for undergraduates in biology, 2) pressure of time to produce an outcome, and 3) grappling with collective agency, authority and capacity. I argue that these friction points are necessary and important for understanding the micro-processes of negotiation in a collaborative process. Furthermore, this study contributes to literature examining how the use of collaborative processes that are often

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

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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.

A Multi-User Virtual Environment for Building and Assessing Higher Order Inquiry Skills in Science

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Ketelhut, Diane Jass; Nelson, Brian C.; Clarke, Jody; Dede, Chris

2010-01-01

This study investigated novel pedagogies for helping teachers infuse inquiry into a standards-based science curriculum. Using a multi-user virtual environment (MUVE) as a pedagogical vehicle, teams of middle-school students collaboratively solved problems around disease in a virtual town called River City. The students interacted with "avatars" of…

Learning from dilemmas: teacher professional development through collaborative action and reflection

NARCIS (Netherlands)

Pareja Roblin, N.N.; Margalef, L.

2013-01-01

This article aims at describing and analysing the interpersonal and intrapersonal dilemmas experienced by a group of five university teachers as they engaged in collaborative inquiry, including the ways in which teachers managed these dilemmas and how this contributed to their professional

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

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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.

Lessons Learned: Collaborative Symbiosis and Responsive Disciplinary Literacy Teaching

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Wilder, Phillip; Herro, Danielle

2016-01-01

This paper describes a case study of how a middle school literacy coach and a science teacher attempted to improve disciplinary literacy teaching in a sixth-grade science class. The collaborative inquiry exposed the disciplinary knowledge gap of the literacy coach (a former language arts teacher) and the science teacher's limited knowledge of…

Collaborative Working Environments as Globalised Inquiry for All

DEFF Research Database (Denmark)

Bach, Martina Sophia; Bloch Rasmussen, Leif

2008-01-01

With this paper we are sharing our practical findings in the eSangathan Project, interpreted from the theoretical perspectives of Inquiring Communities and Collaborative Working Environment (CWE). We start by investigating the use of IT and CWE in support of Inquiring Communities among seniors...... working to create social innovations. We identify five different forms of Inquiring Communities: the Realistic, the Analytic, the Idealistic, the Dialectic and the Pragmatic. These communities we take to be basic and essential for communication and sharing of knowledge among human beings...

SCIENCE TEACHERS’ INDIVIDUAL AND SOCIAL LEARNING RELATED TO IBSE IN A LARGE-SCALE, LONG- TERM, COLLABORATIVE TPD PROJECT

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund; Sillasen, Martin Krabbe

2014-01-01

It is acknowledged internationally that teachers’ Professional Development (TPD) is crucial for reforming science teaching. The Danish QUEST project is designed using widely agreed criteria for effective TPD: content focus, active learning, coherence, duration, collaborative activities and collec......It is acknowledged internationally that teachers’ Professional Development (TPD) is crucial for reforming science teaching. The Danish QUEST project is designed using widely agreed criteria for effective TPD: content focus, active learning, coherence, duration, collaborative activities...... and collective participation, and is organised on principles of situated learning in Professional Learning Communities (PLCs). QUEST-activities follow a rhythm of full day seminars followed by a period of collaborative inquiries locally. A major theme in the first year has been Inquiry Based Science Education......-on experiences and fewer including students’ minds-on. Teachers’ reflections indicate that many are positive towards QUEST seminars based on trying out activities directly applicable in the classroom. Case studies indicate a potentially more sustainable development, where the teachers collaboratively re...

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

Inquiry-based science: Preparing human capital for the 21 st century and beyond

Science.gov (United States)

Boyd, Yolanda F.

High school students need to graduate with 21st century skills to be college and career ready and to be competitive in a global marketplace. A positive trend exists favoring inquiry-based instructional practices that purportedly not only increase science content knowledge, but also 21 st century skill development. A suburban school district, Areal Township (pseudonym), implemented an inquiry-based science program based on this trend; however, the degree to which the program has been meeting students' needs for science content knowledge and 21st century skills development has not been explored. If we were to understand the process by which an inquiry-based science program contributes to attainment of science content and 21st century skill development, then we might be able to improve the delivery of the program and provide a model to be adopted by other schools. Therefore, the purpose of this descriptive case study was to engage with multiple stakeholders to formatively assess the successes and obstacles for helping students to achieve science content and 21st century skills through an inquiry-based curriculum. Using constructivist theory, this study aimed to address the following central research question: How does the implementation of an inquiry-based program within the Areal Township School District (ATSD) support the acquisition of science content knowledge and the development of 21st century skills? This study found that 21st century skill development is embedded in inquiry-based instructional practices. These practices engage students in meaningful learning that spirals in content and is measured using diverse assessments. Time to do inquiry-based science and adequate time for collegial collaboration were obstacles for educators in grades K-5. Other obstacles were turnkey professional development and a lack of ongoing program monitoring, as a result of imposed extrinsic factors from state and federal mandates. Lastly, it was discovered that not all parts of

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…

The Effects of Cooperative and Collaborative Strategies on Student Achievement and Satisfaction in Blended and Online Learning Environments

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Nickel, Christine E.

2010-01-01

The purpose of this study was to examine whether cooperative versus collaborative strategies used for a group project had differential effects on students' achievement, process and solution satisfaction, value and preference for collaboration, and perceptions of community of inquiry in online and blended environments. The study sample consisted of…

Librarian-Teacher Partnerships for Inquiry Learning: Measures of Effectiveness for a Practice-Based Model of Professional Development

Directory of Open Access Journals (Sweden)

Joyce Yukawa

2009-06-01

Full Text Available Objective – This study analyzed the effects of a practice-based model of professional development on the teaching and collaborative practices of 9 teams of librarians and teachers, who created and implemented units of inquiry-focused study with K-12 students during a yearlong course. The authors describe how the collection and analysis of evidence guided the development team in the formative and summative evaluations of the outcomes of the professional development, as well as the long-term results of participation in this initiative.Methods – The authors used an interpretive, participative approach. The first author was the external reviewer for the project; the second author headed the development team and served as a participant-observer. Triangulated data were collected from participants in the form of learning logs, discussion board postings, interviews, questionnaires, and learning portfolios consisting of unit and lesson plans and student work samples with critiques. Data were also collected from the professional development designers in the form of meeting notes, responses to participants, interviews, and course documents. For two years following the end of the formal course, the authors also conducted follow-up email correspondence with all teams and site visits with six teams to determine sustained or expanded implementation of inquiry-focused, collaborative curriculum development. Results – The practice-based approach to professional development required continual modification of the course design and timely, individualized mentoring and feedback, based on analysis and co-reflection by the developers on the evidence gathered through participant logs, reports, and school site visits. Modeling the inquiry process in their own course development work and making this process transparent to the participating community were essential to improvement. Course participants reported beneficial results in both immediate and long-term changes

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…

Partnering with American Indian communities in health using methods of strategic collaboration.

Science.gov (United States)

Rajaram, Shireen S; Grimm, Brandon; Giroux, Jennifer; Peck, Magda; Ramos, Athena

2014-01-01

The Association for Prevention Teaching and Research (APTR) sponsored six regional workshops in 2010 on community engagement and community-engaged research. One of the six workshops was a collaborative effort between the Great Plains Tribal Chairman's Health Board (GPTCHB)-Northern Plains Tribal Epidemiology Center and the College of Public Health at the University of Nebraska Medical Center (UNMC-COPH). To create a meaningful and dynamic forum for the exchange of ideas and co-learning between researchers from urban, tribal and nontribal communities and to build the groundwork for development of sustainable partnerships between researchers and American Indian (AI) communities to eliminate health disparities. To enhance meaningful community engagement, we utilized methods of Strategic Collaboration using the Appreciative Inquiry, 4D Change Process Model and designed several interactive group activities including Collaborative Learning and Understanding Exercises (CLUE) and the Research Café. The key themes that emerged from the interactive sessions stressed the importance of building relationships and trust; mutual use and sharing of data; and acquiring knowledge, skills, and abilities to enable sustainable research partnerships with AI communitiesConclusions: Innovative, dynamic, and strategic collaborative methods of Appreciative Inquiry and the World Café can served to engage people in a constructive dialogue to create a shared vision and plan for more meaningful research partnerships based on principles of equity and social justice, essential for the elimination of health disparities. These collaborative methods can be replicated and adapted in diverse communities, locally, nationally, and globally.

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

NARCIS (Netherlands)

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

2015-01-01

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

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

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.

Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment

Science.gov (United States)

Stone, Elisa M.

2014-01-01

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations—for example, hypothesizing, data analysis, or use of controls—and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level. PMID:24591508

Guiding students to develop an understanding of scientific inquiry: a science skills approach to instruction and assessment.

Science.gov (United States)

Stone, Elisa M

2014-01-01

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations-for example, hypothesizing, data analysis, or use of controls-and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level.

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…

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

Science.gov (United States)

Gupta, Tanya

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

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'.

Inquiries and technological assessment

International Nuclear Information System (INIS)

1981-01-01

The authors examine six Canadian inquiries to determine their values as scientific assessments, their ability to combine scientific data with policy considerations, and their effectiveness in extending public debate on scientific issues. Among the inquiries examined are the environmental assessment hearings into the Point Lepreau nuclear generating station, the Bayda inquiry into the Cluff Lake uranium mine, and the Porter commission on electric power planning in Ontario

In the Workshop: Anthropology in a Collaborative Zone of Inquiry

DEFF Research Database (Denmark)

Korsby, Trine Mygind; Stavrianakis, Anthony; Rabinow, Paul

2018-01-01

The chapter by Anthony Stavrianakis, Paul Rabinow and Trine Korsby is an exercise in collaborative thinking and writing. The exercise begins with Max Weber’s judgement that ‘zones of inquiry’ are formed through the conceptual interconnection of ‘problems’. The authors take up this objective...

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

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

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…

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....

Sizewell B: the anatomy of an inquiry

International Nuclear Information System (INIS)

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

1987-01-01

The Economic and Social Research Council has studied four major environmental public inquiries, including Sizewell-B. This report summarizes some of the observations of the Sizewell Inquiry Review Project which has been analyzing the context, content and conduct of the Sizewell-B Inquiry. Although public inquiries in Britain have an important function in building public trust in planning decisions where opinions are divided and independent advice is needed, one outcome of the Sizewell-B Inquiry may be a streamlining of the inquiry process, eg by prior examination of policy matters, leaving the Inquiry to consider specifically site-related matters only. (UK)

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,…

Impactful Practitioner Inquiry: The Ripple Effect on Classrooms, Schools, and Teacher Professionalism. Practitioner Inquiry Series

Science.gov (United States)

Nichols, Sue; Cormack, Phil

2016-01-01

How does practitioner inquiry impact education? Examining the experiences of practitioners who have participated in inquiry projects, the authors present ways in which this work has enabled educators to be positive change agents. They reveal the difference that practitioner inquiry has made in their professional practice, their understanding of…

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…

Comparing the Quality of Third, Fourth, and Fifth Graders' Social Interactions and Cognitive Strategy Use during Structured Online Inquiry

Science.gov (United States)

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

2014-01-01

This study examined the social and cognitive interaction patterns of third, fourth, and fifth graders as they collaboratively read on the Internet and responded to an inquiry prompt. Data analysis revealed patterns of cognitive strategy use that intersected with social forms and functions of dialogue. Dyads that exhibited higher levels of…

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.

A Descriptive Account of an Inter-Professional Collaborative Leadership Project

Directory of Open Access Journals (Sweden)

Maura MacPhee

2014-09-01

Full Text Available A collaborative project between an academic healthcare faculty and a professional development director resulted in the design, delivery and evaluation of an inter-professional collaborative leadership workshop with ongoing leadership development activities. The workshop attendees were five inter-professional teams from one large, urban cancer care center in Taipei, Taiwan. The workshop included didactic instruction complemented with team discussions and interactive exercises. Continued practice was encouraged, such as appreciative inquiry exercises and rotated team leadership. Evaluation involved the use of a cross-culturally validated collaborative practice tool and follow-up interviews and focus groups. Although the formal workshop was a 1-day session, continued organizational support and systematic approaches to collaborative leadership practice in clinical settings were necessary components for transfer of learning from the workshop to real life. This paper will include an overview of the foundational leadership concepts covered in the workshop. The instructional strategies, evaluation methods and outcomes will be discussed. The limitations and strengths of this collaborative leadership project will be provided, as well as future plans for a collaborative leadership development program.

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

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

Science.gov (United States)

Piazza, Peter; McNeill, Katherine L.

2013-11-01

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 focuses on a group of middle and high school teachers who worked with a nonprofit organization to engage students in urban environmental field investigations. Teachers met regularly as a community with the common goal of teaching urban ecology in an outdoor setting. We collected interview data from members of the teacher community, and we observed teacher interaction during a meeting of the practitioner inquiry group. Interview results indicated that while the nonprofit aimed to support collaborative dialogue and self-critique, participants saw the community mainly as a venue for pursuing short-term goals, such as receiving new resources or socializing with colleagues. Observation data, however, suggested that the community was taking early steps toward building an environment oriented toward critical discussion. Juxtaposing results from our interviews and observations, we discuss the challenges communities face when they seek to develop shared beliefs and deal openly with conflict. Ultimately, we suggest that organizers of collaborative learning environments should work to actively develop structures for building the organizational trust necessary to support civil critique.

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

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

Science.gov (United States)

Hall, Mona L.; Vardar-Ulu, Didem

2014-01-01

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

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. ...

Windscale inquiry

International Nuclear Information System (INIS)

Lambert, C.M.

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. (author)

Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills.

Science.gov (United States)

Rauschenbach, Ines; Keddis, Ramaydalis; Davis, Diane

2018-01-01

We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy.

What Is a Scientific Experiment? The Impact of a Professional Development Course on Teachers' Ability to Design an Inquiry-Based Science Curriculum

Science.gov (United States)

Pérez, María del Carmen B.; Furman, Melina

2016-01-01

Designing inquiry-based science lessons can be a challenge for secondary school teachers. In this study we evaluated the development of in-service teachers' lesson plans as they took part in a 10-month professional development course in Peru which engaged teachers in the design of inquiry-based lessons. At the beginning, most teachers designed…

Modeling and Control of Collaborative Robot System using Haptic Feedback

Directory of Open Access Journals (Sweden)

Vivekananda Shanmuganatha

2017-08-01

Full Text Available When two robot systems can share understanding using any agreed knowledge, within the constraints of the system’s communication protocol, the approach may lead to a common improvement. This has persuaded numerous new research inquiries in human-robot collaboration. We have built up a framework prepared to do independent following and performing table-best protest object manipulation with humans and we have actualized two different activity models to trigger robot activities. The idea here is to explore collaborative systems and to build up a plan for them to work in a collaborative environment which has many benefits to a single more complex system. In the paper, two robots that cooperate among themselves are constructed. The participation linking the two robotic arms, the torque required and parameters are analyzed. Thus the purpose of this paper is to demonstrate a modular robot system which can serve as a base on aspects of robotics in collaborative robots using haptics.

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

Short-Term Research Experiences with Teachers in Earth and Planetary Sciences and a Model for Integrating Research into Classroom Inquiry

Science.gov (United States)

Morgan, P.; Bloom, J. W.

2006-12-01

For the past three summers, we have worked with in-service teachers on image processing, planetary geology, and earthquake and volcano content modules using inquiry methods that ended with mini-research experiences. Although almost all were science teachers, very few could give a reasonable definition of science at the start of the modules, and very few had a basic grasp of the processes of scientific research and could not include substantive scientific inquiry into their lessons. To build research understanding and confidence, an instructor-student interaction model was used in the modules. Studies have shown that children who participate in classrooms as learning and inquiry communities develop more complex understandings. The same patterns of complex understandings have resulted in similarly structured professional communities of teachers. The model is based on professional communities, emphasizing from the beginning that inquiry is a form of research. Although the actual "research" component of the modules was short, the teachers were identified as professionals and researchers from the start. Research/inquiry participation is therefore an excellent example by which to allow their teachers to learn. Initially the teachers were very reluctant to pose questions. As they were encouraged to share, collaborate, and support each other, the role of the instructor became less of a leader and more of a facilitator, and the confidence of the teachers as professionals and researchers grew. One teacher even remarked, "This is how we should be teaching our kids!' Towards the end of the modules the teachers were ready for their mini- research projects and collaborated in teams of 2-4. They selected their own research topics, but were guided toward research questions that required data collection (from existing studies), some data manipulation, interpretation, and drawing conclusions with respect to the original question. The teachers were enthusiastic about all of their

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…

Storying the Terroir of Collaborative Writing: Like Wine and Food, a Unique Pairing of Mentoring Minds

Science.gov (United States)

Griffin, Shelley M.; Beatty, Rodger J.

2010-01-01

As two faculty members in a Canadian post-secondary teacher education context, the authors inquired into their collaborative writing process initiated through an informal faculty mentoring relationship. Situating their writing in the discourses of personal practical knowledge, social constructionism, narrative inquiry, and autobiography grounds…

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 educational ethnography of teacher-developed science curriculum implementation: Enacting conceptual change-based science inquiry with Hispanic students

Science.gov (United States)

Brunsell, Eric Steven

An achievement gap exists between White and Hispanic students in the United States. Research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that science should be taught using a science inquiry approach. Extensive research in teaching and learning science also shows that a conceptual change model of teaching is effective in helping students learn science. Finally, research into how Hispanic students learn best has provided a number of suggestions for science instruction. The Inquiry for Conceptual Change model merges these three research strands into a comprehensive yet accessible model for instruction. This study investigates two questions. First, what are teachers' perceptions of science inquiry and its implementation in the classroom? Second, how does the use of the Inquiry for Conceptual Change model affect the learning of students in a predominantly Hispanic, urban neighborhood. Five teachers participated in a professional development project where they developed and implemented a science unit based on the Inquiry for Conceptual Change model. Three units were developed and implemented for this study. This is a qualitative study that included data from interviews, participant reflections and journals, student pre- and post-assessments, and researcher observations. This study provides an in-depth description of the role of professional development in helping teachers understand how science inquiry can be used to improve instructional quality for students in a predominantly Hispanic, urban neighborhood. These teachers demonstrated that it is important for professional development to be collaborative and provide opportunities for teachers to enact and reflect on new teaching paradigms. This study also shows promising results for the ability of the Inquiry for Conceptual Change model to improve student learning.

Cognitive Presence in Virtual Collaborative Learning: Assessing and Improving Critical Thinking in Online Discussion Forums

Science.gov (United States)

Beckmann, Jennifer; Weber, Peter

2015-01-01

The paper introduces a virtual collaborative learning setting called "Net Economy," which we established as part of an international learning network of currently seven universities. Using the Community of Inquiry framework as guidance and Canonical Action Research (CAR) as the chosen research design, the discussion forum of the online…

Contextual inquiry for medical device design

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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

Elementary teachers' perceptions of science inquiry and professional development challenges and opportunities

Science.gov (United States)

Jones, Kathleen M.

in the science area, needs to be a long-term, grass-roots effort in all schools. We need to dedicate funding, and make time available for teachers to participate in long-term collaborative learning opportunities. Teachers want to observe each other and collaborate on lessons but, unless it becomes a priority of the school, it will not happen. Time must be dedicated throughout the day that allows small groups of teachers across the board to get together and share, learn, attempt new approaches, reflect and revise. Various forms of professional learning are available, and each school must choose the one that works for them. (5) The principal as the educational leader in the school needs to be more fully engaged with the learning process of the teachers and the students. The principal should not be viewed only as the evaluator of teachers, but as a collaborator of learning and teaching. Suggestions for further research include longitudinal studies of the impact on students of long term professional development of the teachers that specifically targets science content, inquiry and evidence--based discourse.

Collaborative School Improvement: Eight Practices for District-School Partnerships to Transform Teaching and Learning

Science.gov (United States)

Kaufman, Trent E.; Grimm, Emily Dolci; Miller, Allison E.

2012-01-01

How can districts bring instructional improvement to scale within and across schools? The authors of "Collaborative School Improvement" argue that districts can play a powerful part in helping schools build the capacity to engage in inquiry-based reform--but that this effort requires a shift in districts' traditional role as a professional…

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

Science.gov (United States)

Avraamidou, Lucy

2017-06-01

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

Collaboration and critical thinking in an online chemistry environment

Science.gov (United States)

Kershisnik, Elizabeth Irene

The purpose of this dissertation was to examine collaboration and student's critical thinking and cognitive achievement within online chemistry courses. This quantitative study focused on the apparent lack of research relating collaboration and critical thinking in online science courses. Collaboration was determined using the small group collaboration model coding scheme, which examined student postings in asynchronous discussion forums for quantity, equality, and shareness. Critical thinking was measured using the chemistry concept reasoning test, the online self-diagnostic test, and also asynchronous student homework discussion postings that were coded using the community of inquiry cognitive presence indicators. Finally cognitive achievement was determined using quiz scores and the student's final grade. Even though no significant findings were revealed in this exploratory quasi-experimental study, this research did add to the educational technology knowledge base since very few studies have investigated the chemistry discipline in an online environment. Continued research in this area is vital to understanding how critical thinking progresses, how it can be assessed, and what factors in the classroom, be it virtual or face-to-face, have the greatest effect on critical thinking.

Poster Development and Presentation to Improve Scientific Inquiry and Broaden Effective Scientific Communication Skills †

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Rauschenbach, Ines; Keddis, Ramaydalis; Davis, Diane

2018-01-01

We have redesigned a tried-and-true laboratory exercise into an inquiry-based team activity exploring microbial growth control, and implemented this activity as the basis for preparing a scientific poster in a large, multi-section laboratory course. Spanning most of the semester, this project culminates in a poster presentation of data generated from a student-designed experiment. Students use and apply the scientific method and improve written and verbal communication skills. The guided inquiry format of this exercise provides the opportunity for student collaboration through cooperative learning. For each learning objective, a percentage score was tabulated (learning objective score = points awarded/total possible points). A score of 80% was our benchmark for achieving each objective. At least 76% of the student groups participating in this project over two semesters achieved each learning goal. Student perceptions of the project were evaluated using a survey. Nearly 90% of participating students felt they had learned a great deal in the areas of formulating a hypothesis, experimental design, and collecting and analyzing data; 72% of students felt this project had improved their scientific writing skills. In a separate survey, 84% of students who responded felt that peer review was valuable in improving their final poster submission. We designed this inquiry-based poster project to improve student scientific communication skills. This exercise is appropriate for any microbiology laboratory course whose learning outcomes include the development of scientific inquiry and literacy. PMID:29904518

A social epistemology of research groups collaboration in scientific practice

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Wagenknecht, Susann

2016-01-01

This book investigates how collaborative scientific practice yields scientific knowledge. At a time when most of today’s scientific knowledge is created in research groups, the author reconsiders the social character of science to address the question of whether collaboratively created knowledge should be considered as collective achievement, and if so, in which sense. Combining philosophical analysis with qualitative empirical inquiry, this book provides a comparative case study of mono- and interdisciplinary research groups, offering insight into the day-to-day practice of scientists. The book includes field observations and interviews with scientists to present an empirically-grounded perspective on much-debated questions concerning research groups’ division of labor, relations of epistemic dependence and trust.

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…

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...

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…

Solo Librarians Working Collaboratively

Science.gov (United States)

Nickel, Robbie

2011-01-01

The Elko County School District in Nevada has elementary school librarians that are "solo" librarians. Over the last several years they have worked to collaborate on meeting monthly--even though the district covers 17,100 square miles--and on providing professional development face to face and online. Sharing and collaboration help them…

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.

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

Science.gov (United States)

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.

Kemampuan Pemecahan Masalah Materi Listrik Dinamis pada Pembelajaran Guided Inquiry Berbantuan PhET pada Mahasiswa S1 Pendidikan Fisika

Directory of Open Access Journals (Sweden)

Cicyn Riantoni

2017-04-01

Full Text Available Tujuan Penelitian ini adalah untuk mengetahui kemampuan pemecahan masalah mahasiswa setelah dibelajarkan dengan pembelajaran guided inquiry berbantuan PhET. Penelitian ini menggunakan pendekatan mixed method dengan desain embeded eksperimental model. Subjek penelitian terdiri dari 35 mahasiswa pendidikan fisika Universitas Negeri Jambi yang sedang menempuh mata kuliah Fisika Dasar II. Hasil penelitian menunjukkan bahwa terjadi peningkatan skor kemampuan pemecahan masalah mahasiswa setelah dibelajarkan dengan pembelajaran guided inquiry berbantuan PhET dengan N-gain dalam kategori sedang dan effect size dalam kategori kuat. Jika dilihat dari daya beda pretest dan posttest didapatkan nilai t sebesar 12,48 dengan signifikansi 0,000. Hasil ini menunjukkan kemampuan pemecahan masalah sebelum diajarkan dan setelah diajarkan guided inquiry berbantuan PhET berbeda secara signifikan dengan nilai posttest lebih baik dari pretest. The aim of this study is to know the ability of student’s problem solving after studied with  guided inquiry and PhET simulations. This study used mixed method with a design of the embedded experimental model to get result of research. The subjects are 35 students of physics education in Jambi University who learning basic physics. The result shows that scores of students problem-solving ability increase after learned with guided inquiry assisted PhET with N-Gain in the medium category and the effect size in the high category. If viewed from different pretest and posttest show t values 12,48 and 0,000 significance. These results indicate that skill of problem-solving before and after learned with collaborate guided inquiry and PhET significantly different with the value of posttest is better than the pretest.

Educators' Interprofessional Collaborative Relationships: Helping Pharmacy Students Learn to Work with Other Professions.

Science.gov (United States)

Croker, Anne; Smith, Tony; Fisher, Karin; Littlejohns, Sonja

2016-03-30

Similar to other professions, pharmacy educators use workplace learning opportunities to prepare students for collaborative practice. Thus, collaborative relationships between educators of different professions are important for planning, implementing and evaluating interprofessional learning strategies and role modelling interprofessional collaboration within and across university and workplace settings. However, there is a paucity of research exploring educators' interprofessional relationships. Using collaborative dialogical inquiry we explored the nature of educators' interprofessional relationships in a co-located setting. Data from interprofessional focus groups and semi-structured interviews were interpreted to identify themes that transcended the participants' professional affiliations. Educators' interprofessional collaborative relationships involved the development and interweaving of five interpersonal behaviours: being inclusive of other professions; developing interpersonal connections with colleagues from other professions; bringing a sense of own profession in relation to other professions; giving and receiving respect to other professions; and being learner-centred for students' collaborative practice . Pharmacy educators, like other educators, need to ensure that interprofessional relationships are founded on positive experiences rather than vested in professional interests.

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…

The impact of technology on the enactment of inquiry in a technology enthusiast's sixth grade science classroom

Science.gov (United States)

Waight, Noemi; Abd-El-Khalick, Fouad

2007-01-01

This study investigated the impact of the use of computer technology on the enactment of inquiry in a sixth grade science classroom. Participants were 42 students (38% female) enrolled in two sections of the classroom and taught by a technology-enthusiast instructor. Data were collected over the course of 4 months during which several inquiry activities were completed, some of which were supported with the use of technology. Non-participant observation, classroom videotaping, and semi-structured and critical-incident interviews were used to collect data. The results indicated that the technology in use worked to restrict rather than promote inquiry in the participant classroom. In the presence of computers, group activities became more structured with a focus on sharing tasks and accounting for individual responsibility, and less time was dedicated to group discourse with a marked decrease in critical, meaning-making discourse. The views and beliefs of teachers and students in relation to their specific contexts moderate the potential of technology in supporting inquiry teaching and learning and should be factored both in teacher training and attempts to integrate technology in science teaching.

An Inquiry-Based Approach to Critical Literacy: Pedagogical Nuances of a Second Grade Classroom

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Beach, Pamela; Cleovoulou, Yiola

2014-01-01

This case study explores the pedagogy and practices of an elementary school teacher who combines inquiry pedagogy and critical literacy. The authors gathered data for this analysis by conducting two interviews with a classroom teacher and observing classroom practices 12 times over a 6 month period. Through a general inductive approach to…

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

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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…

Dynamic Open Inquiry Performances of High-School Biology Students

Science.gov (United States)

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…

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

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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

Using the prisms of gender and rank to interpret research collaboration power dynamics.

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Gaughan, Monica; Bozeman, Barry

2016-08-01

Collaboration is central to modern scientific inquiry, and increasingly important to the professional experiences of academic scientists. While the effects of collaboration have been widely studied, much less is understood about the motivations to collaborate and collaboration dynamics that generate scientific outcomes. A particular interest of this study is to understand how collaboration experiences differ between women and men, and the attributions used to explain these differences. We use a multi-method study of university Science, Technology, Engineering, and Mathematics faculty research collaborators. We employ 177 anonymous open-ended responses to a web-based survey, and 60 semi-structured interviews of academic scientists in US research universities. We find similarities and differences in collaborative activity between men and women. Open-ended qualitative textual analysis suggests that some of these differences are attributed to power dynamics - both general ones related to differences in organizational status, and in power dynamics related specifically to gender. In analysis of semi-structured interviews, we find that both status and gender were used as interpretive frames for collaborative behavior, with more emphasis placed on status than gender differences. Overall, the findings support that gender structures some part of the collaborative experience, but that status hierarchy exerts more clear effects.

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

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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,…

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 ...

The Proof of the Pudding?: A Case Study of an "At-Risk" Design-Based Inquiry Science Curriculum

Science.gov (United States)

Chue, Shien; Lee, Yew-Jin

2013-12-01

When students collaboratively design and build artifacts that require relevant understanding and application of science, many aspects of scientific literacy are developed. Design-based inquiry (DBI) is one such pedagogy that can serve these desired goals of science education well. Focusing on a Projectile Science curriculum previously found to be implemented with satisfactory fidelity, we investigate the many hidden challenges when using DBI with Grade 8 students from one school in Singapore. A case study method was used to analyze video recordings of DBI lessons conducted over 10 weeks, project presentations, and interviews to ascertain the opportunities for developing scientific literacy among participants. One critical factor that hindered learning was task selection by teachers, which emphasized generic scientific process skills over more important cognitive and epistemic learning goals. Teachers and students were also jointly engaged in forms of inquiry that underscored artifact completion over deeper conceptual and epistemic understanding of science. Our research surfaced two other confounding factors that undermined the curriculum; unanticipated teacher effects and the underestimation of the complexity of DBI and of inquiry science in general. Thus, even though motivated or experienced teachers can implement an inquiry science curriculum with good fidelity and enjoy school-wide support, these by themselves will not guarantee deep learning of scientific literacy in DBI. Recommendations are made for navigating the hands- and minds-on aspects of learning science that is an asset as well as inherent danger during DBI teaching.

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.

Making science accessible through collaborative science teacher action research on feminist pedagogy

Science.gov (United States)

Capobianco, Brenda M.

The underrepresentation of women and minorities in science is an extensively studied yet persistent concern of our society. Major reform movements in science education suggest that better teaching, higher standards, and sensitivity to student differences can overcome long-standing obstacles to participation among women and minorities. In response to these major reform movements, researchers have suggested teachers transform their goals, science content, and instructional practices to make science more attractive and inviting to all students, particularly young women and minorities (Barton, 1998; Brickhouse, 1994; Mayberry & Rees, 1999; Rodriguez, 1999; Roychoudhury, Tippins, & Nichols, 1995). One of the more dominant approaches currently heralded is the use of feminist pedagogy in science education. The purpose of this study was to examine the ways eleven middle and high school science teachers worked collaboratively to engage in systematic, self-critical inquiry of their own practice and join with other science teachers to engage in collaborative conversations in effort to transform their practice for a more equitable science education. Data were gathered via semi-structured interviews, whole group discussions, classroom observations, and review of supporting documents. Data analysis was based on grounded theory (Strauss & Corbin, 1990) and open coding (Miles and Huberman, 1994). This study described the collective processes the science teachers and university researcher employed to facilitate regular collaborative action research meetings over the course of six months. Findings indicated that engaging in collaborative action research allowed teachers to gain new knowledge about feminist science teaching, generate a cluster of pedagogical possibilities for inclusive pedagogy, and enhance their understanding for science teaching. Additional findings indicated dilemmas teachers experienced including resistance to a feminist agenda and concerns for validity in action

The Impact of Posttraumatic Stress Disorder on the 6-Month Outcomes in Collaborative Care Management for Depression.

Science.gov (United States)

Angstman, Kurt B; Marcelin, Alberto; Gonzalez, Cesar A; Kaufman, Tara K; Maxson, Julie A; Williams, Mark D

2016-07-01

Posttraumatic stress disorder (PTSD) has symptoms that exist along a spectrum that includes depression and the 2 disorders may coexist. Collaborative care management (CCM) has been successfully used in outpatient mental health management (especially depression and anxiety) with favorable outcomes. Despite this, there exist limited data on clinical impact of a diagnosis of PTSD on depression outcomes in CCM. The present study used a retrospective cohort design to examine the association of PTSD with depression outcomes among 2121 adult patients involved in CCM in a primary care setting. Using standardized self-report measures, baseline depression scores and 6-month outcome scores were evaluated. Seventy-six patients had a diagnosis of PTSD documented in their electronic medical record. Patients with PTSD reported more severe depressive symptoms at baseline (Patient Health Questionnaire-9 score of 17.9 vs 15.4, P depressive symptoms at 6 months after CCM. When coexisting with depression, a diagnosis of PTSD was associated with worse depression outcomes, when managed with CCM in primary care. Opportunities still exist for more aggressive management of depression in these patients to help improve remission as well as reduce persistent depressive symptoms. © The Author(s) 2016.

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…

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...

Using Video Analysis, Microcomputer-Based Laboratories (MBL’s and Educational Simulations as Pedagogical Tools in Revolutionizing Inquiry Science Teaching and Learning

Directory of Open Access Journals (Sweden)

Jay B. Gregorio

2015-01-01

Full Text Available La main á la pâte is an inquiry-based science education programme founded in 1996 by Georges Charpak, Pierre Lena, Yves Quere and the French Académie des Sciences with the support of the Ministry of Education. The operation of the program primarily aims to revitalize and expand science teaching and learning in primary education by implementing an inquiry process that combines spontaneous exploration through varied prediction, experimentation, observation and argumentation. As a recognized program of innovation in science, La main á la pâte has gained global visibility and transcended across cultural backgrounds. The strength of the program is founded on continuous educational collaboration and innovative projects among pioneering institutions and educators for more than a decade.

"Let's work together": what do infants understand about collaborative goals?

Science.gov (United States)

Henderson, Annette M E; Woodward, Amanda L

2011-10-01

Collaboration is fundamental to our daily lives, yet little is known about how humans come to understand these activities. The present research was conducted to fill this void by using a novel visual habituation paradigm to investigate infants' understanding of the collaborative-goal structure of collaborative action. The findings of the three experiments reported here suggest that 14-month-old infants understand that the actions of collaborative partners are complementary and critical to the attainment of a common collaborative goal. Importantly, 14-month-olds do not interpret the actions of two individuals in terms of a collaborative goal when their actions are not causally related. The implications of our findings for theories of collaboration and folk psychology are discussed. Published by Elsevier B.V.

Authentic Collaborative Inquiry: Initiating and Sustaining Partner Research in the PDS Setting

Science.gov (United States)

James, Jennifer Hauver; Kobe, Jessica; Shealey, Glennda; Foretich, Rita; Sabatini, Ellen

2015-01-01

This is the story of our collaborative work as educators and researchers. Because writing as a collective is challenging, we have elected Jenn to serve as narrator, but the story is ours collectively. We are Glennda and Rita, elementary school teachers, Ellen, principal, and Jess, graduate research assistant. The story told here is distilled from…

QUEST for sustainable CPD: scaffolding science teachers' individual and collaborative inquiries

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

2015-01-01

Continuous Professional Development (CPD) can be crucial for reforming science teaching, but more knowledge is needed about how to support sustainability of the effects. The Danish QUEST project is a large scale, long-term collaborative CPD project designed according to widely agreed criteria...... phase. The findings are discussed looking forward to the institutionalization phase identifying factors potentially supporting sustainable development pertaining to local science teachers developing a shared focus on student learning in science, and perceived individual and collective efficacy...

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

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

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...

The Expanding Digital Media Landscape of Qualitative and Decolonizing Research: Examining Collaborative Podcasting as a Research Method

Directory of Open Access Journals (Sweden)

Lindsay Day

2017-12-01

Full Text Available Technology of the twenty-first century has transformed our ability to create, modify, store, and share digital media and, in so doing, has presented new possibilities for how social science research can be conducted and mobilized. This paper introduces the use of collaborative podcasting as a research method of critical inquiry and knowledge mobilization. Using a case study, we describe the methodological process that our transdisciplinary team engaged in to create the Water Dialogues podcast, a collaborative initiative stemming from a larger research project examining approaches to implementing Indigenous and Western knowledge in water research and management. We situate collaborative podcasting within an expanding field of collaborative and participatory media practice in social research, and consider how the method may align with and support research within a decolonizing agenda.

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

Science.gov (United States)

Kempler, Toni M.

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

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....

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

Science.gov (United States)

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.…

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.

Biological inquiry: a new course and assessment plan in response to the call to transform undergraduate biology.

Science.gov (United States)

Goldey, Ellen S; Abercrombie, Clarence L; Ivy, Tracie M; Kusher, Dave I; Moeller, John F; Rayner, Doug A; Smith, Charles F; Spivey, Natalie W

2012-01-01

We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which >50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in class and in labs, which are devoted to building authentic research skills through open-ended experiments. Students develop core biological knowledge, from the ecosystem to molecular level, and core skills through regular practice in hypothesis testing, reading primary literature, analyzing data, interpreting results, writing in disciplinary style, and working in teams. Assignments and exams require higher-order cognitive processes, and students build new knowledge and skills through investigation of real-world problems (e.g., malaria), which engages students' interest. Evidence from direct and indirect assessment has guided continuous course revision and has revealed that compared with the course it replaced, Biological Inquiry produces significant learning gains in all targeted areas. It also retains 94% of students (both BA and BS track) compared with 79% in the majors-only course it replaced. The project has had broad impact across the entire college and reflects the input of numerous constituencies and close collaboration among biology professors and students.

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...

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.

Preschool children's Collaborative Science Learning Scaffolded by Tablets

Science.gov (United States)

Fridberg, Marie; Thulin, Susanne; Redfors, Andreas

2017-06-01

This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.

Piloting a Statewide Home Visiting Quality Improvement Learning Collaborative.

Science.gov (United States)

Goyal, Neera K; Rome, Martha G; Massie, Julie A; Mangeot, Colleen; Ammerman, Robert T; Breckenridge, Jye; Lannon, Carole M

2017-02-01

Objective To pilot test a statewide quality improvement (QI) collaborative learning network of home visiting agencies. Methods Project timeline was June 2014-May 2015. Overall objectives of this 8-month initiative were to assess the use of collaborative QI to engage local home visiting agencies and to test the use of statewide home visiting data for QI. Outcome measures were mean time from referral to first home visit, percentage of families with at least three home visits per month, mean duration of participation, and exit rate among infants learning. A statewide data system was used to generate monthly run charts. Results Mean time from referral to first home visit was 16.7 days, and 9.4% of families received ≥3 visits per month. Mean participation was 11.7 months, and the exit rate among infants learning network, agencies tested and measured changes using statewide and internal data. Potential next steps are to develop and test new metrics with current pilot sites and a larger collaborative.

"We Are All Becoming Teacher/Theorists": Collaborative Inquiry into the Intellectual, Relational, and Political Work of Learning to Teach

Science.gov (United States)

Simon, Robert M.

2009-01-01

This study is the result of my work as a teacher educator in an English methods course and a member of an inquiry community I formed with eight of my students, all middle and secondary student English teachers at the University of Pennsylvania. I investigate what was at stake for them in learning to teach English in Philadelphia urban schools in…

Comparing Ethical and Epistemic Standards for Investigative Journalists and Equity-Oriented Collaborative Community-Based Researchers: Why Working for a University Matters

Science.gov (United States)

Newman, Anne; Glass, Ronald David

2014-01-01

Criticisms of IRBs are proliferating. In response, we compare the ethical and epistemic standards of two closely related forms of inquiry, investigative journalism and equity-oriented collaborative community-based research (EOCCBR). We argue that a university affiliation justifies formal ethical review of research and suggest how institutionalized…

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

Science.gov (United States)

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…

Learning together for effective collaboration in school-based occupational therapy practice.

Science.gov (United States)

Villeneuve, Michelle A; Shulha, Lyn M

2012-12-01

School-based occupational therapy (SBOT) practice takes place within a complex system that includes service recipients, service providers, and program decision makers across health and education sectors. Despite the promotion of collaborative consultation at a policy level, there is little practical guidance about how to coordinate multi-agency service and interprofessional collaboration among these stakeholders. This paper reports on a process used to engage program administrators in an examination of SBOT collaborative consultation practice in one region of Ontario to provide an evidence-informed foundation for decision making about implementation of these services. Within an appreciative inquiry framework (Cooperrider, Whitney, & Stavros, 2008), Developmental Work Research methods (Engeström, 2000) were used to facilitate shared learning for improved SBOT collaborative consultation. Program administrators participated alongside program providers and service recipients in a series of facilitated workshops to develop principles that will guide future planning and decision making about the delivery of SBOT services. Facilitated discussion among stakeholders led to the articulation of 12 principles for effective collaborative practice. Program administrators used their shared understanding to propose a new model for delivering SBOT services. Horizontal and vertical learning across agency and professional boundaries led to the development of powerful solutions for program improvement.

Collaborative Visualization Project: shared-technology learning environments for science learning

Science.gov (United States)

Pea, Roy D.; Gomez, Louis M.

1993-01-01

Project-enhanced science learning (PESL) provides students with opportunities for `cognitive apprenticeships' in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited today to asynchronous, text-only networking and unsuitable for collaborative science learning involving shared access to multimedia resources such as data, graphs, tables, pictures, and audio-video communication. Our work creates user technology (a Collaborative Science Workbench providing PESL design support and shared synchronous document views, program, and data access; a Science Learning Resource Directory for easy access to resources including two-way video links to collaborators, mentors, museum exhibits, media-rich resources such as scientific visualization graphics), and refine enabling technologies (audiovisual and shared-data telephony, networking) for this PESL niche. We characterize participation scenarios for using these resources and we discuss national networked access to science education expertise.

The ethics of conducting a co-operative inquiry with vulnerable people.

Science.gov (United States)

Tee, Stephen R; Lathlean, Judith A

2004-09-01

Mental health services users have been calling for greater participation in clinical research. Participation in this context means research 'with' rather than 'on' groups of people. Conducting a co-operative inquiry involving the participation of vulnerable individuals as co-researchers, in particular those with a history of mental health problems, places an obligation on researchers to articulate and justify sound ethical procedures. The aim of this paper is to consider how the ethical issues encountered when conducting participative research with vulnerable people can be addressed in the implementation of a co-operative inquiry with users of mental health services. The study was based on personal reflection and a critical review of associated literature obtained from a database search using Boolean logic. The findings, presented under the headings of the four prima facie moral principles, suggest the need for researchers using participative approaches to demonstrate the humanistic attributes required for engaging and working with people over a period of time. These include building and maintaining trusting relationships, assessing competence to participate, managing interpersonal and group dynamics and making complex collaborative decisions about participants' continued participation in a study. When using a co-operative inquiry approach involving vulnerable individuals, researchers need to demonstrate clearly how a balance between autonomy and paternalism will be achieved, how risks will be anticipated and managed and how fairness will be maintained throughout all procedures. Researchers using participative approaches need to have developed a level of personal insight and self-awareness through access to supervision which focuses on sources of unintended manipulation and interpersonal dynamics that may arise at the inception of a study and throughout its course. Researchers and ethics committees have a shared responsibility to ensure that vulnerable people are

Statistical inquiry on the reliability of emergency diesel stations in German nuclear power plants

International Nuclear Information System (INIS)

1983-01-01

This statistic inquiry is based on 692 occurrances in 40 diesel stations of 10 German nuclear power plants. Various parameters influencing the failure behaviour of diesel stations were investigated on only significant plant-specific influences and the impact of diesel station circuitry on failure behaviour were established. According to the results of this inquiry, running time, start-up number and increasing operational experience do not apparently influence the failure behaviour of diesel stations. The expected failure probability of diesel stations varies with the different nuclear power plants. Taking into account both start-up and operational failures, (with monthly inspections and running times of up to 2 h), this value is in the range of 1.6 x 10 -2 to 1.7 x 10 -3 per application. Considering failure data of all diesel stations, the failure probability (start-up and operational failures) is 8.1 x 10 -3 per application. On account of the two common-mode failures registered, a common-mode failure probability of 10 -3 was established. The inquiry also showed that non-availability of diesel stations is essentially determined by maintenance intervals. (orig.) [de

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

Science.gov (United States)

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…

An Inquiry-Based Linear Algebra Class

Science.gov (United States)

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…

22 CFR 217.14 - Preemployment inquiries.

Science.gov (United States)

2010-04-01

... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Preemployment inquiries. 217.14 Section 217.14 Foreign Relations AGENCY FOR INTERNATIONAL DEVELOPMENT NONDISCRIMINATION ON THE BASIS OF HANDICAP IN... inquiries. (a) Except as provided in paragraphs (b) and (c) of this section, a recipient may not conduct a...

Potentials in Udeskole: Inquiry-Based Teaching Outside the Classroom

Directory of Open Access Journals (Sweden)

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

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

Science.gov (United States)

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

Practising the Public? Collaborative Teacher Inquiry in an Era of Standardization and Accountability

Science.gov (United States)

Hardy, Ian

2018-01-01

This paper analyses the nature of collaborative teacher learning as a form of 'public sphere', under current policy conditions. The research draws upon Habermas' notions of communicative action and public spheres, and literature on the nature of teachers' learning in the context of standardized curriculum and assessment reform, to analyse how…

The Benefits of Using Authentic Inquiry within Biotechnology Education

Science.gov (United States)

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

Science.gov (United States)

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

Science.gov (United States)

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…

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

Making learning whole: an instructional approach for mediating the practices of authentic science inquiries

Science.gov (United States)

Liljeström, Anu; Enkenberg, Jorma; Pöllänen, Sinikka

2013-03-01

This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students' knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole.

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

Directory of Open Access Journals (Sweden)

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.

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…

Preparing K-8 Teachers to Conduct Inquiry Oriented Science Education

Science.gov (United States)

Gross, N. A.; Garik, P.; Nolan, M. D.; Winrich, C.; Derosa, D.; Duffy, A.; Jariwala, M.; Konjoian, B.

2010-12-01

The need for STEM professional development for K-8 teachers is well documented. Such professional development promises broad impact, but it must have a positive effect on teachers’ knowledge and skills: 1) a focus on content knowledge, 2) opportunities for active learning, and 3) coherence with other activities. However, sustained impact is only achieved through intensive professional development. In response to the need for science education courses for K-8 teachers, for the past three years, the School of Education and the Department of Physics have collaborated to offer K-8 teachers science content courses of extended duration (75 contact hours) that emphasize inquiry based learning and investigation. The School of Education graduate courses have consisted of five three-hour meetings during the months of May and June, and a two week intensive period in July when the participants come for six hours per day. The alignment of these courses with inquiry teaching was confirmed using the Reformed Teaching Observation Protocol (RTOP). Courses offered in this format have been: --Immersion in Green Energy (IGE) -alternative sources of energy and how electricity is generated (75 teachers over the last 3 years), --Immersion in Global Energy Distribution (IGED) -understanding global climate as an outcome of insolation, convection, and radiation (27 teachers over the last 2 years) The Immersion courses cover a spectrum for inquiry learning that begins with introduction to equipment and experiments through guided discovery and culminates with students taking responsibility for defining and completing their own investigative projects. As a specific example, we consider here the IGED course. For IGED, the first five sessions are devoted to content and learning to use experimental equipment such as digital data collection probes to measure temperature, CO2 and salinity. Content addressed during these sessions include the differentiation between conduction, convection, and

Exploring the inquiry experience: A focus on Kentucky teachers

Science.gov (United States)

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

Science.gov (United States)

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…

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 ...

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

Science.gov (United States)

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,…

Scientific visualization as an expressive medium for project science inquiry

Science.gov (United States)

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

Economics through Inquiry: Creating Social Businesses in Fifth Grade

Science.gov (United States)

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…

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.

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)

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…

Pedagogical Practices to Support Classroom Cultures of Scientific Inquiry

Science.gov (United States)

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…

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,…

International tuberculosis research collaborations within Asia.

Science.gov (United States)

Molton, James S; Singh, Shweta; Chen, Ling Jun; Paton, Nicholas I

2017-09-07

Asia bears more than half the global tuberculosis (TB) burden. Economic development in the region has increased available funding for biomedical research and opportunity for collaboration. We explored the extent of international tuberculosis research collaborations between institutions within Asia. We conducted a Pubmed search for all articles with tuberculosis in the title published during a 12 month period with at least one author affiliation listed in Asia, then identified international collaborations from institution websites and internet searches. We identified 99 international collaborations involving an institution within Asia, of which only 8 (8.1%) were collaborations between Asian institutions. The remainder were with institutions outside of Asia. The paucity of intra-Asian international research collaboration represents a lost opportunity to optimise regional research funding, capacity building and the development of an Asia-relevant TB research agenda.

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 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.

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

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...

Integrating collaborative concept mapping in case based learning

Directory of Open Access Journals (Sweden)

Alfredo Tifi

2013-03-01

Full Text Available Different significance of collaborative concept mapping and collaborative argumentation in Case Based Learning are discussed and compared in the different perspectives of answering focus questions, of fostering reflective thinking skills and in managing uncertainty in problem solving in a scaffolded environment. Marked differences are pointed out between the way concepts are used in constructing concept maps and the way meanings are adopted in case based learning through guided argumentation activities. Shared concept maps should be given different scopes, as for example a as an advance organizer in preparing a background system of concepts that will undergo transformation while accompanying the inquiry activities on case studies or problems; b together with narratives, to enhance awareness of the situated epistemologies that are being entailed in choosing certain concepts during more complex case studies, and c after-learning construction of a holistic vision of the whole domain by means of the most inclusive concepts, while scaffoldedcollaborative writing of narratives and arguments in describing-treating cases could better serve as a source of situated-inspired tools to create-refine meanings for particular concepts.

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

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…

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.

Mission possible: twenty-five years of university and college collaboration in baccalaureate nursing education.

Science.gov (United States)

Zawaduk, Cheryl; Duncan, Susan; Mahara, M Star; Tate, Betty; Callaghan, Doris; McCullough, Deborah; Chapman, Marilyn; Van Neste-Kenny, Jocelyne

2014-10-01

In Canada, nurse educators from five postsecondary institutions in the province of British Columbia established a collaborative nursing education initiative in 1989, with a vision to transform RN college diploma programs to baccalaureate degree programs. The principles, processes, and structures that served to develop and sustain this nursing education initiative are briefly reviewed. Curriculum, scholarship, and education legislation serve as platforms to critically explore a 25-year history (1989-2014) of successes, challenges, and transitions within this unique nursing education collaboration. The importance of curriculum development as faculty development, program evaluation as an adjunct to pedagogical scholarship, diversity of cross-institutional mandates, political interplay in nursing education, collegiality, and courageous leadership are highlighted. Nurse educators seeking to create successful collaborations must draw upon well-defined principles and organizational structures and processes to guide pedagogical practices and inquiry while remaining mindful of and engaged in professional and societal developments. Copyright 2014, SLACK Incorporated.

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…

Changes in science classrooms resulting from collaborative action research initiatives

Science.gov (United States)

Oh, Phil Seok

Collaborative action research was undertaken over two years between a Korean science teacher and science education researchers at the University of Iowa. For the purpose of realizing science learning as envisioned by constructivist principles, Group-Investigations were implemented three or five times per project year. In addition, the second year project enacted Peer Assessments among students. Student perceptions of their science classrooms, as measured by the Constructivist Learning Environment Survey (CLES), provided evidence that the collaborative action research was successful in creating constructivist learning environments. Student attitudes toward science lessons, as examined by the Enjoyment of Science Lessons Scale (ESLS), indicated that the action research also contributed to developing more positive attitudes of students about science learning. Discourse analysis was conducted on video-recordings of in-class presentations and discussions. The results indicated that students in science classrooms which were moving toward constructivist learning environments engaged in such discursive practices as: (1) Communicating their inquiries to others, (2) Seeking and providing information through dialogues, and (3) Negotiating conflicts in their knowledge and beliefs. Based on these practices, science learning was viewed as the process of constructing knowledge and understanding of science as well as the process of engaging in scientific inquiry and discourse. The teacher's discursive practices included: (1) Wrapping up student presentations, (2) Addressing misconceptions, (3) Answering student queries, (4) Coaching, (5) Assessing and advising, (6) Guiding students discursively into new knowledge, and (7) Scaffolding. Science teaching was defined as situated acts of the teacher to facilitate the learning process. In particular, when the classrooms became more constructivist, the teacher intervened more frequently and carefully in student activities to fulfill a

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.

Elementary Students’ View of Collaborative Knowledge Building in LearningVillages

Directory of Open Access Journals (Sweden)

Morris Siu-yung Jong

2014-08-01

Full Text Available LearningVillages (LV is an online game-based virtual learning environment. It aims at facilitating elementary students to pursue social inquiry learning and hence attain collaborative knowledge building (CKB. LV operates in the form of massively multi-player online role-play gaming. Different villages in this “virtual world” represent different societal issues. To embark on the development of a village, students have to inquire collaboratively into the issue therein. Besides delineating the pedagogical design of LV, this paper also discusses our quantitative study on investigating the CKB affordance of this educational innovation from the student perspective (involving 229 elementary students in Hong Kong. Results showed that LV brought desirable CKB experience to the students in general. On top of that, we found the students with low academic achievement held a more positive perception (i.e. the affordance of LV in facilitating CKB than the students with high and moderate achievement did.

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.

Using Peer Feedback to Improve Students' Scientific Inquiry

Science.gov (United States)

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).

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…

Patients' Experiences With Vehicle Collision to Inform the Development of Clinical Practice Guidelines: A Narrative Inquiry.

Science.gov (United States)

Lindsay, Gail M; Mior, Silvano A; Côté, Pierre; Carroll, Linda J; Shearer, Heather M

2016-01-01

guidelines informed the Ontario Protocol for Traffic Injury Management Collaboration in the development of new Minor Injury Guidelines. The values and findings of the qualitative inquiry were interwoven into each clinical pathway and embedded within the final guideline report submitted to government. Copyright © 2016 National University of Health Sciences. Published by Elsevier Inc. All rights reserved.

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

Public inquiry report. Les Ailes de Taillard wind farm project on the territory of municipalities of Burdignes, Saint-Sauveur-en-Rue. Conclusion. Les Ailes de Taillard: a territorial collaboration for a participative wind energy project

International Nuclear Information System (INIS)

Chevalier, Jean Paul

2015-03-01

The public inquiry report contains some generalities about the legal frameworks and the project (location, characteristics, environmental context, inquiry file content), a report of the inquiry organisation and procedure (decrees, modalities, meetings and visits, public information, noticed incidents, general atmosphere), remarks made by associations, concerned communities and the public, and then the statement of the inquiry commissioner on the various aspects of the project. A conclusive report notably outlines themes raised by remarks from different origins (negative remarks which mainly concerned environmental issues, and positive remarks). A last publication presents the project and highlights its participative dimension

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...

Making Science Matter: Collaborations between Informal Science Education Organizations and Schools. A CAISE Inquiry Group Report. Executive Summary

Science.gov (United States)

Center for Advancement of Informal Science Education, 2010

2010-01-01

Throughout the world, and for many decades, science-rich cultural institutions, such as zoos, aquaria, museums, and others, have collaborated with schools to provide students, teachers and families with opportunities to expand their experiences and understanding of science. However, these collaborations have generally failed to institutionalize:…

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,…

Effective drinking water collaborations are not accidental: interagency relationships in the international water utility sector.

Science.gov (United States)

Jalba, D I; Cromar, N J; Pollard, S J T; Charrois, J W; Bradshaw, R; Hrudey, S E

2014-02-01

The role that deficient institutional relationships have played in aggravating drinking water incidents over the last 30 years has been identified in several inquiries of high profile drinking water safety events, peer-reviewed articles and media reports. These indicate that collaboration between water utilities and public health agencies (PHAs) during normal operations, and in emergencies, needs improvement. Here, critical elements of these interagency collaborations, that can be integrated within the corporate risk management structures of water utilities and PHAs alike, were identified using a grounded theory approach and 51 semi-structured interviews with utility and PHA staff. Core determinants of effective interagency relationships are discussed. Intentionally maintained functional relationships represent a key ingredient in assuring the delivery of safe, high quality drinking water. © 2013.

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.

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)

Designing Summer Research Experiences for Teachers and Students That Promote Classroom Science Inquiry Projects and Produce Research Results

Science.gov (United States)

George, L. A.; Parra, J.; Rao, M.; Offerman, L.

2007-12-01

Research experiences for science teachers are an important mechanism for increasing classroom teachers' science content knowledge and facility with "real world" research processes. We have developed and implemented a summer scientific research and education workshop model for high school teachers and students which promotes classroom science inquiry projects and produces important research results supporting our overarching scientific agenda. The summer training includes development of a scientific research framework, design and implementation of preliminary studies, extensive field research and training in and access to instruments, measurement techniques and statistical tools. The development and writing of scientific papers is used to reinforce the scientific research process. Using these skills, participants collaborate with scientists to produce research quality data and analysis. Following the summer experience, teachers report increased incorporation of research inquiry in their classrooms and student participation in science fair projects. This workshop format was developed for an NSF Biocomplexity Research program focused on the interaction of urban climates, air quality and human response and can be easily adapted for other scientific research projects.

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...

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.

Effective drinking water collaborations are not accidental: Interagency relationships in the international water utility sector

International Nuclear Information System (INIS)

Jalba, D.I.; Cromar, N.J.; Pollard, S.J.T.; Charrois, J.W.; Bradshaw, R.; Hrudey, S.E.

2014-01-01

The role that deficient institutional relationships have played in aggravating drinking water incidents over the last 30 years has been identified in several inquiries of high profile drinking water safety events, peer-reviewed articles and media reports. These indicate that collaboration between water utilities and public health agencies (PHAs) during normal operations, and in emergencies, needs improvement. Here, critical elements of these interagency collaborations, that can be integrated within the corporate risk management structures of water utilities and PHAs alike, were identified using a grounded theory approach and 51 semi-structured interviews with utility and PHA staff. Core determinants of effective interagency relationships are discussed. Intentionally maintained functional relationships represent a key ingredient in assuring the delivery of safe, high quality drinking water. - Highlights: • Qualitative analysis of current water sector practices on interagency relations • Identification of suboptimal approaches to working with public health agencies • Effective strategies for developing and maintaining institutional collaborations • Supporting the implementation of WHO guidelines for drinking water quality

Effective drinking water collaborations are not accidental: Interagency relationships in the international water utility sector

Energy Technology Data Exchange (ETDEWEB)

Jalba, D.I. [School of Medicine, Flinders University, GPO 2100, Adelaide, SA 5001 (Australia); Cromar, N.J., E-mail: nancy.cromar@flinders.edu.au [School of the Environment, Flinders University, GPO 2100, Adelaide, SA 5001 (Australia); Pollard, S.J.T. [Cranfield Water Science Institute, Cranfield University, Bedfordshire, MK43 0AL (United Kingdom); Charrois, J.W. [Curtin Water Quality Research Centre, Curtin University, GPO Box U1987, Perth, WA 6845 (Australia); Bradshaw, R. [Cranfield Water Science Institute, Cranfield University, Bedfordshire, MK43 0AL (United Kingdom); Hrudey, S.E. [Analytical and Environmental Toxicology Division, Faculty of Medicine and Dentistry, 10-102 Clinical Sciences Building, University of Alberta, Edmonton, AB T6G 2G3 (Canada)

2014-02-01

The role that deficient institutional relationships have played in aggravating drinking water incidents over the last 30 years has been identified in several inquiries of high profile drinking water safety events, peer-reviewed articles and media reports. These indicate that collaboration between water utilities and public health agencies (PHAs) during normal operations, and in emergencies, needs improvement. Here, critical elements of these interagency collaborations, that can be integrated within the corporate risk management structures of water utilities and PHAs alike, were identified using a grounded theory approach and 51 semi-structured interviews with utility and PHA staff. Core determinants of effective interagency relationships are discussed. Intentionally maintained functional relationships represent a key ingredient in assuring the delivery of safe, high quality drinking water. - Highlights: • Qualitative analysis of current water sector practices on interagency relations • Identification of suboptimal approaches to working with public health agencies • Effective strategies for developing and maintaining institutional collaborations • Supporting the implementation of WHO guidelines for drinking water quality.

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)

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...

Cultivating Collaborations: Site Specific Design for Embodied Science Learning.

Science.gov (United States)

Gill, Katherine; Glazier, Jocelyn; Towns, Betsy

2018-05-21

Immersion in well-designed outdoor environments can foster the habits of mind that enable critical and authentic scientific questions to take root in students' minds. Here we share two design cases in which careful, collaborative, and intentional design of outdoor learning environments for informal inquiry provide people of all ages with embodied opportunities to learn about the natural world, developing the capacity for understanding ecology and the ability to empathize, problem-solve and reflect. Embodied learning, as facilitated by and in well-designed outdoor learning environments, leads students to develop new ways of seeing, new scientific questions, new ways to connect with ideas, with others and new ways of thinking about the natural world. Using examples from our collaborative practices as experiential learning designers, we illustrate how creating the habits of mind critical to creating scientists, science-interested, and science-aware individuals benefits from providing students spaces to engage in embodied learning in nature. We show how public landscapes designed in creative partnerships between educators, scientists, designers and the public have potential to amplify science learning for all.

Students' perceptions on IWB through the lens of the community of inquiry framework

Directory of Open Access Journals (Sweden)

Molly Patricia van Niekerk

2015-11-01

Full Text Available Interactive whiteboards (IWBs are being utilised at a rapidly increasing rate, especially in distance education (DE. As a medium of instruction they allow the presenter to simultaneously interact with numerous students at different centres across the country. This study is unique in the sense that a collaborative learning community is created between two groups separated by distance. If utilised correctly and efficiently, IWBs have the potential to enhance the teaching and learning experience for the student. This article focuses on the perceptions of students (adult learners from various school management teams (SMT, pertaining to their experiences with several IWB sessions. Open-ended questionnaires were completed by 45 students enrolled for the Advanced Certificate in Education (School Management and Leadership (ACE SL. Participants' perceptions with regard to their IWB learning experience were determined according to the Community of Inquiry (CoI framework, creating a collaborative constructivist educational experience. This article will indicate how important it is to focus on keeping the balance between the three presences in the CoI and also highlight the crucial role that presenters play to ensure an effective teaching and learning experience through the use of IWBs.

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.

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

Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading

Directory of Open Access Journals (Sweden)

Deborah L. Butler

2013-01-01

Full Text Available This paper reports findings from a longitudinal project in which secondary teachers were working collaboratively to support adolescents' self-regulated learning through reading (LTR in subject-area classrooms. We build from prior research to “connect the dots” between teachers' engagement in self- and co-regulated inquiry, associated shifts in classroom practice, and student self-regulation. More specifically, we investigated whether and how teachers working within a community of inquiry were mobilizing research to shape classroom practice and advance student learning. Drawing on evidence from 18 teachers and their respective classrooms, we describe findings related to the following research questions: (1 While engaged in self- and co-regulated inquiry, what types of practices did teachers enact to support LTR in their subject-area classrooms? (2 How did teachers draw on research-based resources to inform practice development? (3 What kinds of practices could be associated with gains in students' self-regulated LTR? In our discussion, we highlight contributions to understanding how teachers can be supported to situate research in authentic classroom environments and about qualities of practices supportive of students' self-regulated LTR. We also identify limitations of this work and important future directions.

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

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.

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…

Intertwined artistic practices: critical remarks on collaboration across fields of knowledge

Directory of Open Access Journals (Sweden)

Maria Manuela Lopes

2015-12-01

Full Text Available As an artist I pursue a transdisciplinary practice and my process evolves and takes place in time, in different contexts and through distinct materials. The collaboration between artists and scientists is no longer a surprise and is validated as a strategy by many differing authors. However, the proposed inquiry to reflect on the working relationships between artists, scientists and communicators of science, in the process of art production, became a challenging task. Through the analyses of the production of an art installation (The Therapy developed in the context of my PhD research during an artistic residency in neuroscience laboratories and a hospital, I devised an approach that touches issues of authorship and collaboration, and co-construction of knowledge and meaning in a relational network. In creative terms, the major conclusions are the development of several novel methods of research, the resulting artefacts and the practical materialization of these via the agency of installation.

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…

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

Collaborative Action Research on Technology Integration for Science Learning

Science.gov (United States)

Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

2012-02-01

This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.

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.

Science teachers’ individual and social learning related to IBSE in the frames of a large-scale, long-term, collaborative TPD project

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund; Sillasen, Martin

of collaborative inquiries locally. A major theme in the first year has been Inquiry Based Science Education (IBSE) recommended as a focus to improve science education internationally. The research presented focuses on the participating teachers’ intertwined levels of individual and social learning. Data from...... repeated surveys and case studies reveal a positive attitude towards trying IBSE in the own classroom, however with the main part of the reflections focused on students’ hands-on experiences and fewer including students manipulating science ideas, like posing hypotheses. Teachers’ reflections indicate......It is acknowledged internationally that teachers’ Professional Development (TPD) is crucial for reforming science teaching. The Danish QUEST project (“Qualifying in-service Education of Science Teachers”) is designed using widely agreed criteria for effective TPD: content focus, active learning...

Impact of Collaborative Care on Absenteeism for Depressed Employees Seen in Primary Care Practices: A Retrospective Cohort Study.

Science.gov (United States)

Adaji, Akuh; Newcomb, Richard D; Wang, Zhen; Williams, Mark

2018-01-01

The impact of "real world" collaborative care on depression and absenteeism for depressed employees seen in primary care practices using objective employer absence data. A retrospective cohort study comparing depressed employees seen in primary care practices who enrolled for a "real world" collaborative care program to practice as usual (PAU) on objective absence days and depression response and remission at 6, and 12-month time periods. Absence days were more in the collaborative care group compared with the PAU group at 3 and 6 months but at 12 months the difference was no longer statistically significant. Collaborative care led to better response and remission depression scores compared with PAU at 12 months. Collaborative care led to faster improvement in depression symptoms but did not translate to less time away from work.

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.

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…

A Model for Collaborative Learning in Undergraduate Climate Change Courses

Science.gov (United States)

Teranes, J. L.

2008-12-01

Like several colleges and universities across the nation, the University of California, San Diego, has introduced climate change topics into many existing and new undergraduate courses. I have administered a program in this area at UCSD and have also developed and taught a new lower-division UCSD course entitled "Climate Change and Society", a general education course for non-majors. This class covers the basics of climate change, such as the science that explains it, the causes of climate change, climate change impacts, and mitigation strategies. The teaching methods for this course stress interdisciplinary approaches. I find that inquiry-based and collaborative modes of learning are particularly effective when applied to science-based climate, environmental and sustainability topics. Undergraduate education is often dominated by a competitive and individualistic approach to learning. In this approach, individual success is frequently perceived as contingent on others being less successful. Such a model is at odds with commonly stated goals of teaching climate change and sustainability, which are to equip students to contribute to the debate on global environmental change and societal adaptation strategies; and to help students become better informed citizens and decision makers. I present classroom-tested strategies for developing collaborative forms of learning in climate change and environmental courses, including team projects, group presentations and group assessment exercises. I show how critical thinking skills and long-term retention of information can benefit in the collaborative mode of learning. I find that a collaborative learning model is especially appropriate to general education courses in which the enrolled student body represents a wide diversity of majors, class level and expertise. I also connect collaborative coursework in interdisciplinary environmental topics directly to applications in the field, where so much "real-world" achievement in

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

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.

Guiding Students from Consuming Information to Creating Knowledge: A Freshman English Library Instruction Collaboration

Directory of Open Access Journals (Sweden)

Carolyn B. Gamtso

2012-04-01

Full Text Available In this paper we examine how faculty and librarians’ own approaches to and attitudes toward library tools, as well as their assumptions about student research practices, impede students’ ability to view learning as a recursive, creative, and ongoing inquiry. We propose first that librarians and faculty examine the assumptions of knowledge that characterize their respective university constituencies; second that they dismantle some of the disciplinary boundaries that separate these constituencies; third that they collaborate to craft analytical assignments that stress knowledge as process; and fourth that they transform library instruction from tool-based demonstrations to analytical, problem-based learning exercises. Finally, we describe how we have collaborated to craft a Freshman Composition library instruction session that moves beyond developing students’ information-gathering expertise by focusing on the development of transferable knowledge and critical thinking skills.

Decree no. 85-449 of 23 April 1985 in implementation of Act no. 83-630 of 12 July 1983 on democratisation of public inquiries and environmental protection with regard to major nuclear installations

International Nuclear Information System (INIS)

1985-01-01

Act No. 83-630 of 19 July 1983 on democratisation of public inquiries and environmental protection prescribes a public inquiry procedure for work likely to affect the environment. This Decree was made in implementation of the Act. Its scope is set out in an annexed table which provides that this new procedure applies to major nuclear installations governed by Decree No. 63-1128 of 11 December 1963 on nuclear installations and their radioactive effluent releases. The definition of a major nuclear installation which, until now, was set out in orders, is henceforth included in the 1963 Decree which is amended by the above Decree. As regards substance, the main modifications concerning nuclear installations are those directly resulting from the 1983 Act: one month's duration at least for the inquiry, designation of an inquiry commissioner by the president of the administrative court, stay of execution decided ipso facto by the judicial authority in case of the inquiry commissioner's negative opinion. (NEA) [fr

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

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…

District-Charter Collaboration Grant Implementation: Findings from Interviews and Site Visits

OpenAIRE

Moira McCullough; Luke Heinkel; Betsy Keating

2015-01-01

This document is an interim report examining the implementation of district-charter collaboration grants funded by the Bill & Melinda Gates Foundation. The report addresses three key research questions: (1) To what extent do schools and staff collaborate across sectors and how have grant activities influenced collaboration among participating staff through the first 12 to 15 months of implementation? (2) What contextual factors currently play a role in implementation of the collaboration gran...

A qualitative study of collaboration in general practice: understanding the general practice nurse's role.

Science.gov (United States)

McInnes, Susan; Peters, Kath; Bonney, Andrew; Halcomb, Elizabeth

2017-07-01

To explore the nature of collaboration between registered nurses and general practitioners in Australian general practice. There is international recognition that collaboration between health professionals can improve care coordination, enhance health outcomes, optimise the work environment and reduce healthcare costs. However, effective collaboration requires a clear understanding of each team member's role. A qualitative approach guided by Naturalistic Inquiry was used to elicit and interpret participant narratives. Eight general practitioners and fourteen registered nurses working in general practice were purposefully recruited. Data were collected via individual, semi-structured face-to-face interviews during February to May 2015. Interviews were audio recorded and transcribed verbatim. Data were analysed using thematic analysis. Data revealed three overarching themes. This study presents the data for the overarching theme 'Understanding the general practice registered nurse's role'. Many general practitioner participants lacked clarity around the role and scope of practice of the registered nurse. At the same time, nursing participants often articulated their role as an assistant rather than as an independent health professional. This limited collaboration and the nurses' role within the team. Collaboration was enhanced when general practitioners actively sought an understanding of the registered nurses scope of practice. Clarifying the nurses' role promotes collaboration and supports nurses to work to the full extent of their practice. This is important in terms of optimising the nurses' role within the team and reinforcing their professional identity. Identification of key issues around understanding the nurses' role may help inform strategies that improve collaboration and workplace relations. © 2016 John Wiley & Sons Ltd.

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

NARCIS (Netherlands)

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

Science.gov (United States)

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.

The effect of surveillance and appreciative inquiry on puerperal infections: a longitudinal cohort study in India.

Directory of Open Access Journals (Sweden)

Julia Hussein

Full Text Available OBJECTIVE: To evaluate the effects of an intervention comprising surveillance and an organisational change called Appreciative Inquiry on puerperal infections in hospitals in Gujarat state, India. METHODS: This longitudinal cohort study with a control group was conducted over 16 months between 2010 and 2012. Women who delivered in six hospitals were followed-up. After a five month pre-intervention period, the intervention was introduced in three hospitals. Monthly incidence of puerperal infection was recorded throughout the study in all six hospitals. A chi-square test and logistic regression were used to examine for associations, trends and interactions between the intervention and control groups. FINDINGS: Of the 8,124 women followed up, puerperal infections were reported in 319 women (3.9% over the course of the study. Puerperal sepsis/genital tract infections and urinary tract infections were the two most common puerperal infections. At the end of the study, infection incidence in the control group halved from 7.4% to 3.5%. Levels in the intervention group reduced proportionately even more, from 4.3% to 1.7%. A chi-square test for trend confirmed the reduction of infection in the intervention and control groups (p<0.0001 but the trends were not statistically different from one another. There was an overall reduction of infection by month (OR = 0.94 95% CI 0.91-0.97. Risk factors like delivery type, complications or delivery attendant showed no association with infection. CONCLUSION: Interruption of resource flows in the health system occurred during the intervention phase, which may have affected the findings. The incidence of infection fell in both control and intervention groups during the course of the study. It is not clear if appreciative inquiry contributed to the reductions observed. A number of practical and methodological limitations were faced. TRIAL REGISTRATION: Controlled-Trials.com ISRCTN03513186.

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

Collaborative visual analytics of radio surveys in the Big Data era

Science.gov (United States)

Vohl, Dany; Fluke, Christopher J.; Hassan, Amr H.; Barnes, David G.; Kilborn, Virginia A.

2017-06-01

Radio survey datasets comprise an increasing number of individual observations stored as sets of multidimensional data. In large survey projects, astronomers commonly face limitations regarding: 1) interactive visual analytics of sufficiently large subsets of data; 2) synchronous and asynchronous collaboration; and 3) documentation of the discovery workflow. To support collaborative data inquiry, we present encube, a large-scale comparative visual analytics framework. encube can utilise advanced visualization environments such as the CAVE2 (a hybrid 2D and 3D virtual reality environment powered with a 100 Tflop/s GPU-based supercomputer and 84 million pixels) for collaborative analysis of large subsets of data from radio surveys. It can also run on standard desktops, providing a capable visual analytics experience across the display ecology. encube is composed of four primary units enabling compute-intensive processing, advanced visualisation, dynamic interaction, parallel data query, along with data management. Its modularity will make it simple to incorporate astronomical analysis packages and Virtual Observatory capabilities developed within our community. We discuss how encube builds a bridge between high-end display systems (such as CAVE2) and the classical desktop, preserving all traces of the work completed on either platform - allowing the research process to continue wherever you are.

Setting a research agenda for interprofessional education and collaborative practice in the context of United States health system reform.

Science.gov (United States)

Lutfiyya, May Nawal; Brandt, Barbara; Delaney, Connie; Pechacek, Judith; Cerra, Frank

2016-01-01

Interprofessional education (IPE) and collaborative practice (CP) have been prolific areas of inquiry exploring research questions mostly concerned with local program and project assessment. The actual sphere of influence of this research has been limited. Often discussed separately, this article places IPE and CP in the same conceptual space. The interface of these form a nexus where new knowledge creation may be facilitated. Rigorous research on IPE in relation to CP that is relevant to and framed by health system reform in the U.S. is the ultimate research goal of the National Center for Interprofessional Practice and Education at the University of Minnesota. This paper describes the direction and scope for a focused and purposive IPECP research agenda linked to improvement in health outcomes, contextualized by health care reform in the U.S. that has provided a revitalizing energy for this area of inquiry. A research agenda articulates a focus, meaningful and robust questions, and a theory of change within which intervention outcomes are examined. Further, a research agenda identifies the practices the area of inquiry is interested in informing, and the types of study designs and analytic approaches amenable to carrying out the proposed work.

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

Inquiry Teaching in Clinical Periodontics.

Science.gov (United States)

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.

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.

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

Science.gov (United States)

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

Science.gov (United States)

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…

Towards effective partnerships in a collaborative problem-solving task.

Science.gov (United States)

Schmitz, Megan J; Winskel, Heather

2008-12-01

Collaborative learning is recognized as an effective learning tool in the classroom. In order to optimize the collaborative learning experience for children within a collaborative partnership, it is important to understand how to match the children by ability level, and whether assigning roles within these dyads is beneficial or not. The current study investigated the effect of partnering children with different task-specific abilities and assigning or not assigning helping roles within the dyads on the quality of talk used in a collaborative learning task. The participants in this study comprised 54 year 6 pupils from a Western Sydney government primary school (boys=26, girls=28). The ages ranged from 10 years 10 months to 12 years 4 months with a mean age of 11 years 4 months. The children were formed into 27 single sex dyads of low-middle- and low-high-ability partnerships. In half of each of these dyads the higher ability partner was asked to help the lower ability partner, which was compared with just asking partners to work together. The quality of talk used by the dyads while working collaboratively on the problem-solving task was analysed using a language analysis framework developed by Mercer and colleagues (e.g. Littleton et al., 2005; Mercer, 1994, 1996). Results of this study found that children who worked collaboratively in the low-middle-ability dyad condition demonstrated significantly more high-quality exploratory talk than those in the low-high-ability dyad condition. Although there was no significant difference between dyads who were assigned roles and those who were asked to work together, there was an interaction trend which suggests that low-high-ability dyads, who were given the roles of helper and learner, showed more exploratory talk than dyads who were asked just to work together. Mercer's re-conceptualization of Vygotsky's Zone of Proximal Development (ZPD) in terms of the Intermental Development Zone (IDZ), which is reliant on

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…

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

The U.S. National Science Education Standards provide guidelines for teaching science through inquiry, where students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills. Inquiry activities include reading scientific literature, generating hypotheses, designing and carrying out investigations, interpreting data, and formulating conclusions. Inquiry-based instruction emphasizes questions, evidence, and explanation, the essential features of inquiry. As part of an NSF-funded project, “CUES: Connecting Undergraduates to the Enterprise of Science,” new inquiry-based homework materials were developed for two upper-level classes at the University of Missouri: Geochemistry (required for Geology majors), and Solar System Science (open to seniors and graduate students, co-taught and cross-listed between Geology and Physics & Astronomy). We engage students in inquiry-based learning by presenting homework exercises as “mini-journal” articles that follow the format of a scientific journal article, including a title, authors, abstract, introduction, methods, results, discussion and citations to peer-reviewed literature. The mini-journal provides a scaffold and serves as a springboard for students to develop and carry out their own follow-up investigation. They then present their findings in the form of their own mini-journal. Mini-journals replace traditional homework problem sets with a format that more directly reflects and encourages scientific practice. Students are engaged in inquiry-based homework which encompass doing, thinking, and communicating, while the minijournal allows the instructor to contain lines of inquiry within the limits posed by available resources. In the examples we present, research is conducted via spreadsheet modeling, where the students develop their own spreadsheets. The key differences between the old and new formats include (i) the active participation of the students in

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.

Narrative inquiry: Locating Aboriginal epistemology in a relational methodology.

Science.gov (United States)

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.

Clinical effectiveness of collaborative care for depression in UK primary care (CADET): cluster randomised controlled trial.

Science.gov (United States)

Richards, David A; Hill, Jacqueline J; Gask, Linda; Lovell, Karina; Chew-Graham, Carolyn; Bower, Peter; Cape, John; Pilling, Stephen; Araya, Ricardo; Kessler, David; Bland, J Martin; Green, Colin; Gilbody, Simon; Lewis, Glyn; Manning, Chris; Hughes-Morley, Adwoa; Barkham, Michael

2013-08-19

To compare the clinical effectiveness of collaborative care with usual care in the management of patients with moderate to severe depression. Cluster randomised controlled trial. 51 primary care practices in three primary care districts in the United Kingdom. 581 adults aged 18 years and older who met ICD-10 (international classification of diseases, 10th revision) criteria for a depressive episode on the revised Clinical Interview Schedule. We excluded acutely suicidal patients and those with psychosis, or with type I or type II bipolar disorder; patients whose low mood was associated with bereavement or whose primary presenting problem was alcohol or drug abuse; and patients receiving psychological treatment for their depression by specialist mental health services. We identified potentially eligible participants by searching computerised case records in general practices for patients with depression. Collaborative care, including depression education, drug management, behavioural activation, relapse prevention, and primary care liaison, was delivered by care managers. Collaborative care involved six to 12 contacts with participants over 14 weeks, supervised by mental health specialists. Usual care was family doctors' standard clinical practice. Depression symptoms (patient health questionnaire 9; PHQ-9), anxiety (generalised anxiety disorder 7; GAD-7), and quality of life (short form 36 questionnaire; SF-36) at four and 12 months; satisfaction with service quality (client satisfaction questionnaire; CSQ-8) at four months. 276 participants were allocated to collaborative care and 305 allocated to usual care. At four months, mean depression score was 11.1 (standard deviation 7.3) for the collaborative care group and 12.7 (6.8) for the usual care group. After adjustment for baseline depression, mean depression score was 1.33 PHQ-9 points lower (95% confidence interval 0.35 to 2.31, P=0.009) in participants receiving collaborative care than in those receiving usual

Exploring Metaskills of Knowledge-Creating Inquiry in Higher Education

Science.gov (United States)

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…

Narrative Approaches to Organizational Development: A Case Study of Implementation of Collaborative Helping.

Science.gov (United States)

Madsen, William C

2016-06-01

Across North America, community agencies and state/provincial jurisdictions are embracing family-centered approaches to service delivery that are grounded in strength-based, culturally responsive, accountable partnerships with families. This article details a collaborative consultation process to initiate and sustain organizational change toward this effort. It draws on innovative ideas from narrative theory, organizational development, and implementation science to highlight a three component approach. This approach includes the use of appreciative inquiry focus groups to elicit existing best practices, the provision of clinical training, and ongoing coaching with practice leaders to build on those better moments and develop concrete practice frameworks, and leadership coaching and organizational consultation to develop organizational structures that institutionalize family-centered practice. While the article uses a principle-based practice framework, Collaborative Helping, to illustrate this process, the approach is applicable with a variety of clinical frameworks grounded in family-centered values and principles. © 2016 Family Process Institute.

Pride and Prejudice – Identity and Collaboration in Construction

DEFF Research Database (Denmark)

Thuesen, Christian

2013-01-01

Based on an 18 month ethnographic case study of a construction partnering project, the paper adopts practice based theory for understanding the identity formation and practices of collaboration in construction. Drawing upon practice based theory in general and actor network theory and communities...... of practice in particular, the construction project is interpreted as configuration of networked practices characterized by strong professional practices (e.g. architects and contractors) and locally negotiated collaboration practices. During the construction project, actors gain experiences in relation...... practices – enabling and inhibiting collaboration. Pride and prejudice are thus central constitutive elements of present construction practices in the formation of identity and development of collaboration processes....

Empowering Rural Appalachian Youth Through Integrated Inquiry-based Earth Science

Science.gov (United States)

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

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

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

Science.gov (United States)

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 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,

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.

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

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.

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-Based Examination of Chemical Disruption of Bacterial Biofilms

Science.gov (United States)

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

2012-01-01

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

Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

Science.gov (United States)

Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

2001-05-01

In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult

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.

Finding A Seat at the Table Together: Recommendations for Improving Collaboration between Social Work and Bioethics.

Science.gov (United States)

Brazg, Tracy; Dotolo, Danae; Blacksher, Erika

2015-06-01

Social work and bioethics are fields deeply committed to cross-disciplinary collaboration to do their respective work. While scholars and practitioners from both fields share a commitment to social justice and to respecting the dignity, integrity and the worth of all persons, the overlap between the fields, including shared values, has received little attention. The purpose of this article is to describe the ways in which greater collaboration between the two fields can broaden their scope, enrich their scholarship, and better ground their practice. We describe the potential for realizing such benefits in two areas - health care ethics consultation and social inequalities in health - arguing that the fields both complement and challenge one another, making them ideal partners for the interdisciplinary inquiry and problem-solving so often called for today in health and health care. © 2014 John Wiley & Sons Ltd.

India joins the ISOLDE collaboration

CERN Multimedia

Antonella Del Rosso

2012-01-01

On 18 April India signed a Memorandum of Understanding with the ISOLDE collaboration, thus strengthening its links with CERN. Three experiments led by Indian scientists at ISOLDE have been recommended by the Research Board and will be performed in the coming months, and more projects are being designed for the future HIE-ISOLDE scientific programme.   Shaking hands: Rüdiger Voss (left), adviser for India in CERN’s International Relations Office, and SINP Director Milan Kumar Sanyal (right). Also photographed: ISOLDE spokesperson Yorick Blumenfeld, (centre left) and Sunanda Banerjee, head of high-energy at SINP (centre right).  The new Memorandum of Understanding (MoU) was signed in Kolkata at the Saha Institute of Nuclear Physics (SINP). India thus becomes the 15th member of the ISOLDE collaboration, after having signed similar collaboration documents with the CMS and ALICE experiments. “This agreement will a...

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…

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

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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…

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

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....

Sustainability in local public health nutrition programmes: beyond nutrition education, towards community collaboration.

Science.gov (United States)

Rabiee, Fatemeh

2006-11-01

The present paper presents the approach, results and outcome of an innovative piece of action research amongst professionals (health and non-health) and the public (women and young people from low-income families in one of the deprived areas of Birmingham, UK). A cooperative inquiry approach was used and data were collected on concerns about health of professionals (n 15) and the public (n 19), as well as dietary practices, smoking pattern and access to healthy foods amongst the public (n 49). The methods of data collection were: desk research; observation; semi-structured individual and focus-group interviews; structured individual interviews. The findings highlight diverse views and expectations about health amongst the public and the professionals, and suggest the existence of tensions between the partnership and the ownership of inter-agency collaboration. It argues the importance of having a shared vision amongst health and non-health professionals regarding health strategy and the way forward for working together to promote the public's health. It recommends that by using the tenet of action research, and adapting a cooperative inquiry approach, members of a partnership project could learn through reflection on action and achieve personal development and social action.

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...

Collaboration and E-collaboration

DEFF Research Database (Denmark)

Razmerita, Liana; Kirchner, Kathrin

2015-01-01

Understanding student’s perception of collaboration and how collaboration is supported by ICT is important for its efficient use in the classroom. This article aims to investigate how students perceive collaboration and how they use new technologies in collaborative group work. Furthermore......, it tries to measure the impact of technology on students’ satisfaction with collaboration outcomes. In particular, the study aims to address the following research questions: Which demographic information (e.g. gender and place of origin) is significant for collaboration and ecollaboration? and Which...... are the perceived factors that influence the students’ group performance? The findings of this study emphasize that there are gender and cultural differences with respect to the perception of e-collaboration. Furthermore, the article summarizes in a model the most significant factors influencing group performance....

Interprofessional, practice-driven research: reflections of one "community of inquiry" based in acute stroke.

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Hubbard, I J; Vyslysel, G; Parsons, M W

2009-01-01

Research is often scholarship driven and the findings are then channelled into the practice community on the assumption that it is utilising an evidence-based approach in its service delivery. Because of persisting difficulties in bridging the practice-evidence gap in health care, there has been a call for more active links between researchers and practitioners. The authors were part of an interprofessional research initiative which originated from within an acute stroke clinical community. This research initiative aimed to encourage active participation of health professionals employed in the clinical setting and active collaboration across departments and institutions. On reflection, it appeared that in setting up an interprofessional, practice-driven research collaborative, achievements included the instigation of a community of inquiry and the affording of opportunities for allied health professionals to be actively involved in research projects directly related to their clinical setting. Strategies were put in place to overcome the challenges faced which included managing a demanding and frequently changing workplace, and overcoming differences in professional knowledge, skills and expertise. From our experience, we found that interprofessional, practice-driven research can encourage allied health professionals to bridge the practice-evidence gap, and is a worthwhile experience which we would encourage others to consider.

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

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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.

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).

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

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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,…

Informed Systems: Enabling Collaborative Evidence Based Organizational Learning

Directory of Open Access Journals (Sweden)

Mary M. Somerville

2015-12-01

Full Text Available Objective – In response to unrelenting disruptions in academic publishing and higher education ecosystems, the Informed Systems approach supports evidence based professional activities to make decisions and take actions. This conceptual paper presents two core models, Informed Systems Leadership Model and Collaborative Evidence-Based Information Process Model, whereby co-workers learn to make informed decisions by identifying the decisions to be made and the information required for those decisions. This is accomplished through collaborative design and iterative evaluation of workplace systems, relationships, and practices. Over time, increasingly effective and efficient structures and processes for using information to learn further organizational renewal and advance nimble responsiveness amidst dynamically changing circumstances. Methods – The integrated Informed Systems approach to fostering persistent workplace inquiry has its genesis in three theories that together activate and enable robust information usage and organizational learning. The information- and learning-intensive theories of Peter Checkland in England, which advance systems design, stimulate participants’ appreciation during the design process of the potential for using information to learn. Within a co-designed environment, intentional social practices continue workplace learning, described by Christine Bruce in Australia as informed learning enacted through information experiences. In addition, in Japan, Ikujiro Nonaka’s theories foster information exchange processes and knowledge creation activities within and across organizational units. In combination, these theories promote the kind of learning made possible through evolving and transferable capacity to use information to learn through design and usage of collaborative communication systems with associated professional practices. Informed Systems therein draws from three antecedent theories to create an original

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

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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…

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

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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

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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...

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

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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…

Issues regarding transient analysis examined by the Sizewell B Public Inquiry

International Nuclear Information System (INIS)

Farmer, P.R.; Dunnicliffe, C.J.

1988-01-01

Issues on PWR safety transient analysis that were discussed at the Sizewell B Public Inquiry are presented. The Public Inquiry was set up by the UK Government under an Inspector, Sir Frank Layfield, to examine all aspects of the construction, safety and operation of a 1200 MW(e) PWR on the Sizewell site. The terms of reference were broad ranging, and the constitution of the Inquiry was to make a recommendation under three Acts of Parliament which apply to the construction and operation of nuclear electrical plant. The Inquiry also covered local planning aspects, which are the responsibility of the Local Authority - in this case the Suffolk County Council. The Inspector examined and made recommendations on the safety of the Station, but consideration by Public Inquiry is outside the formal safety and licensing process, which is the business of the Utility (the CEGB) and the Nuclear Installations Inspectorate (the NII). The paper therefore takes a broader look at the question of safety, dealing with the licensing process, the requirements of the safety case and the forward strategies adopted by the CEGB in terms of research and development. This is considered for transient analysis, and the aim is to set the discussions and conclusions of the Public Inquiry into their proper context with regard to nuclear safety in the UK. The Inquiry went into some depth on the topic of LOCA, as an example of safety analysis. In the summary of the evidence and cross-examination the Inspector accepted the adequacy of the LOCA safety case without major reservations, and was satisfied further work in progress would resolve any residual criticisms. In particular support was given for the CEGB commitment to the development and use of more physically realistic calculational methods

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

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

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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…

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

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.

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…

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

Energy Technology Data Exchange (ETDEWEB)

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).

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

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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…

A Quality Improvement Collaborative Program for Neonatal Pain Management in Japan

Science.gov (United States)

Yokoo, Kyoko; Funaba, Yuuki; Fukushima, Sayo; Fukuhara, Rie; Uchida, Mieko; Aiba, Satoru; Doi, Miki; Nishimura, Akira; Hayakawa, Masahiro; Nishimura, Yutaka; Oohira, Mitsuko

2017-01-01

Background: Neonatal pain management guidelines have been released; however, there is insufficient systematic institutional support for the adoption of evidence-based pain management in Japan. Purpose: To evaluate the impact of a collaborative quality improvement program on the implementation of pain management improvements in Japanese neonatal intensive care units (NICUs). Methods: Seven Japanese level III NICUs participated in a neonatal pain management quality improvement program based on an Institute for Healthcare Improvement collaborative model. The NICUs developed evidence-based practice points for pain management and implemented these over a 12-month period. Changes were introduced through a series of Plan-Do-Study-Act cycles, and throughout the process, pain management quality indicators were tracked as performance measures. Jonckheere's trend test and the Cochran-Armitage test for trend were used to examine the changes in quality indicator implementations over time (baseline, 3 months, 6 months, and 12 months). Findings: Baseline pain management data from the 7 sites revealed substantial opportunities for improvement of pain management, and testing changes in the NICU setting resulted in measurable improvements in pain management. During the intervention phase, all participating sites introduced new pain assessment tools, and all sites developed electronic medical record forms to capture pain score, interventions, and infant responses to interventions. Implications for Practice: The use of collaborative quality improvement techniques played a key role in improving pain management in the NICUs. Implications for Research: Collaborative improvement programs provide an attractive strategy for solving evidence-practice gaps in the NICU setting. PMID:28114148

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

Science.gov (United States)

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…

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

International Nuclear Information System (INIS)

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

2015-01-01

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

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

Science.gov (United States)

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

2016-05-01

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

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…

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…

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

Science.gov (United States)

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.

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.

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

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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.

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…

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...

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.

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.

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

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

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…

Providers’ perspectives on collaboration

Directory of Open Access Journals (Sweden)

Patricia Bruner

2011-08-01

Full Text Available Objective: Changes in models of health care are required to better meet the needs of diverse, underserved patient populations. Collaboration among providers is one way to promote accessible, comprehensive and continuous care in healthcare organizations. This paper describes the quantitative findings from two time points that examined providers' views of collaboration among a sample of diverse personnel (e.g. clinical nurses, social workers, dental providers, mental health providers, clerical staff, medical assistants, public health staff, and administrators within a federally qualified nurse managed health care centre in the United States. Methods: The quantitative arm of a mixed-method study is presented in this paper. Two instruments, the Collaboration and Satisfaction About Care Decisions Scale and the University of the West of England Interprofessional Questionnaire (comprised of 4 subscales-Communication and Teamwork Scale, Interprofessional Learning Scale, Interprofessional Interaction Scale, and Interprofessional Relationships Scale were administered to providers at baseline and three to eight months following six same discipline focus group discussions on collaboration, in order to evaluate whether participating in the focus group discussions changed providers' views of collaboration. A summary of the focus group data which were published elsewhere is additionally summarized to help provide insight to the quantitative findings. Thirty-nine staff participated. Results: Paired t-tests revealed that only one scale out of the five, Collaboration and Satisfaction About Care Decisions Scale (33.97 at time one and 37.45 at time two, significantly and positively changed after the focus group discussion (p=0.046. Providers' views on collaboration ranged from positive to moderate views of collaboration; most measures revealed a non-significant improvement after the focus group discussions. Staff with some graduate school reported the greatest

Providers’ perspectives on collaboration

Directory of Open Access Journals (Sweden)

Patricia Bruner

2011-08-01

Full Text Available Objective: Changes in models of health care are required to better meet the needs of diverse, underserved patient populations. Collaboration among providers is one way to promote accessible, comprehensive and continuous care in healthcare organizations. This paper describes the quantitative findings from two time points that examined providers' views of collaboration among a sample of diverse personnel (e.g. clinical nurses, social workers, dental providers, mental health providers, clerical staff, medical assistants, public health staff, and administrators within a federally qualified nurse managed health care centre in the United States.Methods: The quantitative arm of a mixed-method study is presented in this paper. Two instruments, the Collaboration and Satisfaction About Care Decisions Scale and the University of the West of England Interprofessional Questionnaire (comprised of 4 subscales-Communication and Teamwork Scale, Interprofessional Learning Scale, Interprofessional Interaction Scale, and Interprofessional Relationships Scale were administered to providers at baseline and three to eight months following six same discipline focus group discussions on collaboration, in order to evaluate whether participating in the focus group discussions changed providers' views of collaboration. A summary of the focus group data which were published elsewhere is additionally summarized to help provide insight to the quantitative findings. Thirty-nine staff participated.Results: Paired t-tests revealed that only one scale out of the five, Collaboration and Satisfaction About Care Decisions Scale (33.97 at time one and 37.45 at time two, significantly and positively changed after the focus group discussion (p=0.046. Providers' views on collaboration ranged from positive to moderate views of collaboration; most measures revealed a non-significant improvement after the focus group discussions. Staff with some graduate school reported the greatest

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)

Collaborative co-teaching of Numeracy and Literacy as a key to inclusion in an independent school

Directory of Open Access Journals (Sweden)

Deirdré Krüger

2010-01-01

Full Text Available Inclusion of learners with diverse needs implies a shift from a medical deficit model of disability to a social systems model. The latter does not view these learners as a problem; instead the environment or society's response to these individuals is viewed as a barrier to learning. I focus on collaborative coteaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction, a cohesive, accepting class community, positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data were collected from a small group of participants by interviews, observations and documents and inductively analysed. The study shows that if the learning support teacher responds to learners' behaviour within the framework of inclusive practices, the positive effects of the teacher's work and interactions may be far-reaching. Learning support teachers have an important role to play in accommodating and ensuring the integration of learners with diverse needs.

The place of public inquiries in shaping New Zealand's national mental health policy 1858-1996.

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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.

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.

Impacts of School Organizational Restructuring Into a Collaborative Setting on the Nature of Emerging Forms of Collegiality

Directory of Open Access Journals (Sweden)

Gerald Fallon

2009-01-01

Full Text Available This case study tells the story of an elementary school staff on the west coast of Canada that decided to address their perceived problem of teacher isolation by transforming the internal organization of their school into a collaborative environment designed to foster collegial practices among themselves. The main guiding question of this study was: can a collaborative organizational structure facilitate and sustain a level of collegiality in which people feel safe from attack, where difficult questions are addressed, and where the status quo can be safely challenged? In this study, the transformation of organizational structure of the school elicited and molded, to an extent, the professional behaviours of members of the staff into professional collegial patterns of interactions. However, we have found that educators seemed to have made individual choices to maintain a certain degree of isolation, of privacy, shielding themselves from reflective inquiry and criticism.

To the Planets, Comets, and Beyond: A Vision of Sustained Collaboration

Science.gov (United States)

Gaboardi, M.; Grauer, M.; Humayun, M.; Dixon, P.

2007-12-01

Our NASA-funded, E/PO partnership, the Student-Teacher Astronomy Resource (STAR) Program, has been successful in integrating current space science knowledge, scientific inquiry, and educational practices. With our focus on the recent NASA Stardust Mission, we engage teachers, students, and the general public in timely, research-based inquiry into space science. One such component of our program is "The Solar System: To the Planets, Comets, and Beyond," a new curricula that is accessible to, and comfortable for, primary educators, many of whom were previously uncomfortable teaching space science. This achievement is the result of ongoing collaboration between a formal primary educator (Grauer), the director of educational outreach for the National High Magnetic Field Laboratory (Dixon), a cosmochemist (Humayun) and a graduate student (Gaboardi), both researchers in the geochemistry program within the NHMFL. Indicators of success in our outreach program include the following: 1- Increased public awareness of research as evidenced by local television, newspaper, and radio coverage, 2- Requests from individual teachers, schools, and school districts for workshops specific to our program, 3- Overwhelmingly positive formal and informal responses from teachers, students, and parents participating in our program, 4- Requests from high-school students for advice involving science fair projects, 5- High level of performance of Grauer's primary students in space science curricula developed as a result of collaboration, and 6- Integration of a space science component into the sustained outreach program provided by the NHMFL. We are currently collecting formal questionnaires from teachers who have participated in our 2007 workshops to explore the following further indicators of success: 1- teachers' use of our curricula, 2- teachers' comfort levels in teaching space science both before and after attending our workshop, and 3- teachers' evaluation of their own space science

Critical inquiry and knowledge translation: exploring compatibilities and tensions

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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

The Structure of Historical Inquiry

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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…

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

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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…

Can We Praxize Second Language Teacher Education? An Invitation to Join a Collective, Collaborative Challenge*

Directory of Open Access Journals (Sweden)

Judy Sharkey

2009-05-01

Full Text Available The purpose of this essay is to begin a conversation on how we might make praxis, or ''praxizing,'' i.e., fostering and sustaining an ongoing dialogical relationship between theory and practice, an integral part of second language teacher education. This project is firmly located in critical sociocultural theories of, and approaches to, language learning and teaching, and requires active, participatory and collaborative inquiries by teacher educators and teacher learners across the multiple levels and stages of teacher learning from entry level courses to teaching practica and beyond. Examples of praxis/praxizing are included as well as some of the challenges to doing this work.

SWFSC/MMTD: Collaborative Large Whale Survey (CLaWS) 2015

Data.gov (United States)

National Oceanic and Atmospheric Administration, Department of Commerce — The Collaborative Large Whale Survey is a joint field effort by Southwest Fisheries Science Center (SWFSC) and Alaska Fisheries Science Center (AFSC). The 4-month...

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

Science.gov (United States)

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 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

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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...

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.

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.

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…

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…

CO[subscript 2] Investigations: An Open Inquiry Experiment for General Chemistry

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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

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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…

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.

Yesterday's Students in Today's World—Open and Guided Inquiry Through the Eyes of Graduated High School Biology Students

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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.

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

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

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,…

Collaborative care for depression in European countries: a systematic review and meta-analysis.

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Sighinolfi, Cecilia; Nespeca, Claudia; Menchetti, Marco; Levantesi, Paolo; Belvederi Murri, Martino; Berardi, Domenico

2014-10-01

This is a systematic review and meta-analysis of randomized controlled trials (RCTs) investigating the effectiveness of collaborative care compared to Primary Care Physician's (PCP's) usual care in the treatment of depression, focusing on European countries. A systematic review of English and non-English articles, from inception to March 2014, was performed using database PubMed, British Nursing Index and Archive, Ovid Medline (R), PsychINFO, Books@Ovid, PsycARTICLES Full Text, EMBASE Classic+Embase, DARE (Database of Abstract of Reviews of Effectiveness) and the Cochrane Library electronic database. Search term included depression, collaborative care, physician family and allied health professional. RCTs comparing collaborative care to usual care for depression in primary care were included. Titles and abstracts were independently examined by two reviewers, who extracted from the included trials information on participants' characteristics, type of intervention, features of collaborative care and type of outcome measure. The 17 papers included, regarding 15 RCTs, involved 3240 participants. Primary analyses showed that collaborative care models were associated with greater improvement in depression outcomes in the short term, within 3 months (standardized mean difference (SMD) -0.19, 95% CI=-0.33; -0.05; p=0.006), medium term, between 4 and 11 months (SMD -0.24, 95% CI=-0.39; -0.09; p=0.001) and medium-long term, from 12 months and over (SMD -0.21, 95% CI=-0.37; -0.04; p=0.01), compared to usual care. The present review, specifically focusing on European countries, shows that collaborative care is more effective than treatment as usual in improving depression outcomes. Copyright © 2014 Elsevier Inc. All rights reserved.

Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments

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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.

Embracing Learners' Ideas about Diffusion and Osmosis: A Coupled-Inquiry Approach

Science.gov (United States)

Sweeney, Ryan M.; Martin-Hansen, Lisa; Verma, Geeta; Dunkhase, John

2009-01-01

Learning about osmosis and diffusion is often a challenging task for middle school students. Here the authors present a lesson that was converted from a "cookbook" lab (McLaughlin and Thompson 2007) into a more inquiry-oriented lab that uses inquiry teaching strategies and hands-on investigations to teach middle-grade students about osmosis and…

Canadian inquiry assesses blame for tainted blood supply.

Science.gov (United States)

1997-12-26

A commission of inquiry, headed by Justice Horace Krever of the Ontario Court of Appeal, found that hundreds of hemophiliacs and blood transfusion recipients could have avoided HIV if the government regulators and medical suppliers had taken precautions in the early 1980s to protect Canada's blood supply. The report documents an inventory of errors and misjudgments that resulted in the infection of more than 1,200 people with HIV and roughly 60,000 with hepatitis C. The report noted that one U.S. blood fractionator, Armour Pharmaceutical, violated Canadian law by not informing government regulators in 1985 that its products might be tainted with HIV. Other findings conclude that the Red Cross, the agency with principal responsibility for protecting Canada's blood supply, put forth a halfhearted and ineffective response, and little effort was made to promote the use of safer blood clotting agents for hemophiliacs. Canada only began testing its blood supply for HIV eight months after the U.S. initiated ELISA testing. The commission recommends compensating all past and future recipients of contaminated blood and blood products.

Next generation environment for collaborative research

International Nuclear Information System (INIS)

Collados, D.; Denis, G.; Galvez, P.; Newman, H.

2001-01-01

Collaborative environments supporting point to point and multipoint video-conferencing, document and application sharing across both local and wide area networks, video on demand (broadcast and playback) and interactive text facilities will be a crucial element for the development of the next generation of HEP experiments by geographically dispersed collaborations. The 'Virtual Room Video conferencing System' (VRVS) has been developed since 1995, in order to provide a low cost, bandwidth-efficient, extensible means for video conferencing and remote collaboration over networks within the High Energy and Nuclear Physics communities. The VRVS provides worldwide videoconferencing service and collaborative environment to the research and education communities. VRVS uses the Internet2 and ESnet high-performance networks infrastructure to deploy its Web-based system, which now includes more than 5790 registered hosts running VRVS software in more than 50 different countries. VRVS hosts an average of 100-multipoint videoconference and collaborative sessions worldwide every month. There are around 35 reflectors that manage the traffic flow, at HENP labs and universities in the US and Europe. So far, there are 7 Virtual Rooms for World Wide Conferences (involving more than one continent), and 4 Virtual Rooms each for intra-continental conferences in the US, Europe and Asia. VRVS continues to expand and implement new digital video technologies, including H.323 ITU standard integration, MPEG-2 videoconferencing integration, shared environments, and Quality of Service

Development and Validation of a Multimedia-based Assessment of Scientific Inquiry Abilities

Science.gov (United States)

Kuo, Che-Yu; Wu, Hsin-Kai; Jen, Tsung-Hau; Hsu, Ying-Shao

2015-09-01

The potential of computer-based assessments for capturing complex learning outcomes has been discussed; however, relatively little is understood about how to leverage such potential for summative and accountability purposes. The aim of this study is to develop and validate a multimedia-based assessment of scientific inquiry abilities (MASIA) to cover a more comprehensive construct of inquiry abilities and target secondary school students in different grades while this potential is leveraged. We implemented five steps derived from the construct modeling approach to design MASIA. During the implementation, multiple sources of evidence were collected in the steps of pilot testing and Rasch modeling to support the validity of MASIA. Particularly, through the participation of 1,066 8th and 11th graders, MASIA showed satisfactory psychometric properties to discriminate students with different levels of inquiry abilities in 101 items in 29 tasks when Rasch models were applied. Additionally, the Wright map indicated that MASIA offered accurate information about students' inquiry abilities because of the comparability of the distributions of student abilities and item difficulties. The analysis results also suggested that MASIA offered precise measures of inquiry abilities when the components (questioning, experimenting, analyzing, and explaining) were regarded as a coherent construct. Finally, the increased mean difficulty thresholds of item responses along with three performance levels across all sub-abilities supported the alignment between our scoring rubrics and our inquiry framework. Together with other sources of validity in the pilot testing, the results offered evidence to support the validity of MASIA.

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

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.

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.…

From Log Files to Assessment Metrics: Measuring Students' Science Inquiry Skills Using Educational Data Mining

Science.gov (United States)

Gobert, Janice D.; Sao Pedro, Michael; Raziuddin, Juelaila; Baker, Ryan S.

2013-01-01

We present a method for assessing science inquiry performance, specifically for the inquiry skill of designing and conducting experiments, using educational data mining on students' log data from online microworlds in the Inq-ITS system (Inquiry Intelligent Tutoring System; www.inq-its.org). In our approach, we use a 2-step process: First we use…

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

Collaborative Environments. Considerations Concerning Some Collaborative Systems

Directory of Open Access Journals (Sweden)

Mihaela I. MUNTEAN

2009-01-01

Full Text Available It is obvious, that all collaborative environments (workgroups, communities of practice, collaborative enterprises are based on knowledge and between collaboration and knowledge management there is a strong interdependence. The evolution of information systems in these collaborative environments led to the sudden necessity to adopt, for maintaining the virtual activities and processes, the latest technologies/systems, which are capable to support integrated collaboration in business services. In these environments, portal-based IT platforms will integrate multi-agent collaborative systems, collaborative tools, different enterprise applications and other useful information systems.

Knowing Inquiry as Practice and Theory: Developing a Pedagogical Framework with Elementary School Teachers

Science.gov (United States)

Poon, Chew-Leng; Lee, Yew-Jin; Tan, Aik-Ling; Lim, Shirley S. L.

2012-04-01

In this paper, we characterize the inquiry practices of four elementary school teachers by means of a pedagogical framework. Our study revealed core components of inquiry found in theoretically-driven models as well as practices that were regarded as integral to the success of day-to-day science teaching in Singapore. This approach towards describing actual science inquiry practices—a surprisingly neglected area—uncovered nuances in teacher instructions that can impact inquiry-based lessons as well as contribute to a practice-oriented perspective of science teaching. In particular, we found that these teachers attached importance to (a) preparing students for investigations, both cognitively and procedurally; (b) iterating pedagogical components where helping students understand and construct concepts did not follow a planned linear path but involved continuous monitoring of learning; and (c) synthesizing concepts in a consolidation phase. Our findings underscore the dialectical relationship between practice-oriented knowledge and theoretical conceptions of teaching/learning thereby helping educators better appreciate how teachers adapt inquiry science for different contexts.