WorldWideScience

Sample records for two-part classroom inquiry

  1. 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

  2. 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

  3. 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.

  4. 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)

  5. 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…

  6. 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.

  7. 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

  8. 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.

  9. 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.

  10. 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.

  11. 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).

  12. `Just Be Quiet and Listen to Exactly What He's Saying': Conceptualising power relations in inquiry-oriented classrooms

    Science.gov (United States)

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

    2014-08-01

    Interest in inquiry-based science education (IBSE) often pays little heed to the complex power relations that exist within classrooms. A common obstacle to inquiry is that it strongly diverges from current classroom culture and hence, is outside the sphere of teachers' and students' experiences. Teachers and students bring expectations to the classroom that are entrenched in traditional practices and influenced by dynamics of power that exist within all teacher-student relationships. This study, which emerged during a wider study of the use of a Virtual Chemistry Lab in supporting IBSE, explores how classroom discourse constructs and maintains power relations that either stifle or facilitate inquiry-based approaches in two science lessons. Research methods included teacher interviews, student focus groups, video-recorded lessons, and student self-assessments. Findings indicate distinctive features of power inside the classroom that impact on inquiry-based instruction, such as predominant teacher monitoring on task completion over task understanding, lack of student engagement in ownership of scientific ideas, and prevailing norms of what effective teacher questioning is. We discuss implications for IBSE change efforts, highlighting that well-established power relations currently represent an important limiting factor in the capacity of teachers' IBSE implementation.

  13. 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.

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

    Science.gov (United States)

    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…

  15. 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.…

  16. Creating Classrooms of Preference: An Exercise in Appreciative Inquiry

    Science.gov (United States)

    Conklin, Thomas A.

    2009-01-01

    This article reviews Appreciative Inquiry (AI) as a process used in organizational creation and change and then outlines steps for an in-class exercise titled "The Preferred Classroom," to be used to design and organize a college classroom for the term. The exercise also prepares business students for future exposure to AI. A brief literature…

  17. 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.)

  18. Opportunities for Inquiry Science in Montessori Classrooms: Learning from a Culture of Interest, Communication, and Explanation

    Science.gov (United States)

    Rinke, Carol R.; Gimbel, Steven J.; Haskell, Sophie

    2013-01-01

    Although classroom inquiry is the primary pedagogy of science education, it has often been difficult to implement within conventional classroom cultures. This study turned to the alternatively structured Montessori learning environment to better understand the ways in which it fosters the essential elements of classroom inquiry, as defined by…

  19. 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

  20. Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom

    NARCIS (Netherlands)

    Makar, Katie; Bakker, A.; Ben-Zvi, Dani

    2015-01-01

    Developing mathematical inquiry practices requires that teachers are explicit about classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of norms and practices in mathematical inquiry over time? Analysis of classroom video over a year

  1. The Relationship between Teachers' Knowledge and Beliefs about Science and Inquiry and Their Classroom Practices

    Science.gov (United States)

    Saad, Rayana; BouJaoude, Saouma

    2012-01-01

    The purpose of this study was to investigate relationships between teachers' attitudes toward science, knowledge and beliefs about inquiry, and science classroom teaching practices. Specifically, the study addressed three questions: What are teachers' beliefs and knowledge about inquiry? What are teachers' teaching related classroom practices? Do…

  2. Developing the language of thinking within a classroom community of inquiry: pre-service teachers' experiences

    Directory of Open Access Journals (Sweden)

    Lena Green

    2012-01-01

    Full Text Available We argue that the "community of inquiry" approach, using reading materials modelled on Lipman's Philosophy for Children programme, is a theoretically justified and teacher-friendly means of promoting effective thinking skills. The stimulus materials, used by the pre-service teachers, consist ofshort stories ofclassroom life designed to elicit children's ideas for further discussion as a community of inquiry. Research has shown that the community of inquiry approach to classroom discussion is perceived positively by educators and teachers and makes a difference to learners. This study explored how the Intermediate and Senior Phase pre-service teachers experienced a classroom community of inquiry by using a qualitative research design with 47 final year pre-service teachers. Data consisted of written reflections from the whole class and recordings of two focus group interviews with selected individuals from the group. From the analysis of the data, the following themes became evident: personal and professional development, changes in learners, contextual concerns, and curriculum links. We conclude that this approach is a valuable addition to the pedagogical strategies of pre-service teachers.

  3. Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.

    Science.gov (United States)

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

    2012-01-01

    In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

  4. 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

  5. Science classroom inquiry (SCI simulations: a novel method to scaffold science learning.

    Directory of Open Access Journals (Sweden)

    Melanie E Peffer

    Full Text Available Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students' self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.

  6. Science classroom inquiry (SCI) simulations: a novel method to scaffold science learning.

    Science.gov (United States)

    Peffer, Melanie E; Beckler, Matthew L; Schunn, Christian; Renken, Maggie; Revak, Amanda

    2015-01-01

    Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students' self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.

  7. Community and inquiry: journey of a science teacher

    Science.gov (United States)

    Goldberg, Jennifer; Welsh, Kate Muir

    2009-09-01

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

  8. Applying the Brakes: How Practical Classroom Decisions Affect the Adoption of Inquiry Instruction

    Science.gov (United States)

    Yarnall, Louise; Fusco, Judi

    2014-01-01

    If college science instructors are to use inquiry practices more in the classroom, they need both professional support to foster comfort with the pedagogy and practical ways to engage students in inquiry. Over a semester, we studied 13 community college biology instructors as they adopted bioinformatics problem-based learning (PBL) modules in…

  9. Inquiry in interaction: How local adaptations of curricula shape classroom communities

    Science.gov (United States)

    Enyedy, Noel; Goldberg, Jennifer

    2004-11-01

    In this study, we seek a better understanding of how individuals and their daily interactions shape and reshape social structures that constitute a classroom community. Moreover, we provide insight into how discourse and classroom interactions shape the nature of a learning community, as well as which aspects of the classroom culture may be consequential for learning. The participants in this study include two teachers who are implementing a new environmental science program, Global Learning through Observation to Benefit the Environment (GLOBE), and interacting with 54 children in an urban middle school. Both qualitative and quantitative data are analyzed and presented. To gain a better understanding of the inquiry teaching within classroom communities, we compare and contrast the discourse and interactions of the two teachers during three parallel environmental science lessons. The focus of our analysis includes (1) how the community identifies the object or goal of its activity; and (2) how the rights, rules, and roles for members are established and inhabited in interaction. Quantitative analyses of student pre- and posttests suggest greater learning for students in one classroom over the other, providing support for the influence of the classroom community and interactional choices of the teacher on student learning. Implications of the findings from this study are discussed in the context of curricular design, professional development, and educational reform. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 905-935, 2004.

  10. Opportunities for Inquiry Science in Montessori Classrooms: Learning from a Culture of Interest, Communication, and Explanation

    Science.gov (United States)

    Rinke, Carol R.; Gimbel, Steven J.; Haskell, Sophie

    2013-08-01

    Although classroom inquiry is the primary pedagogy of science education, it has often been difficult to implement within conventional classroom cultures. This study turned to the alternatively structured Montessori learning environment to better understand the ways in which it fosters the essential elements of classroom inquiry, as defined by prominent policy documents. Specifically, we examined the opportunities present in Montessori classrooms for students to develop an interest in the natural world, generate explanations in science, and communicate about science. Using ethnographic research methods in four Montessori classrooms at the primary and elementary levels, this research captured a range of scientific learning opportunities. The study found that the Montessori learning environment provided opportunities for students to develop enduring interests in scientific topics and communicate about science in various ways. The data also indicated that explanation was largely teacher-driven in the Montessori classroom culture. This study offers lessons for both conventional and Montessori classrooms and suggests further research that bridges educational contexts.

  11. Promoting Cognitive and Social Aspects of Inquiry through Classroom Discourse

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Matese, Gabrielle

    Inquiry-based science places new demands on teachers for assessing students' growth, both of deep conceptual understanding as well as developing inquiry skills. In addition, new ideas about classroom assessment, such as the importance of formative assessment, are gaining currency. While we have ideas about what classroom assessment consistent with inquiry-based pedagogy might look like, and why it is necessary, we have little understanding of what it takes to implement it. That teachers face a challenge in doing so is well-documented. Researchers have noted that teachers attempting changes in classroom assessment often bring with them incompatible beliefs, knowledge, and practices. However, noting general incompatibility is insufficient to support addressing these issues through professional development. In response to this need, I initiated a research project to identify and describe in more detail the categories of beliefs, knowledge and skills that play an important role in inquiry-based science assessment practices. I created an assessment framework outlining specific categories of beliefs, knowledge, and skills affecting particular classroom assessment practices. I then used the framework to examine teachers' classroom assessment practices and to create comparative cases between three middle-school science teachers, highlighting how the different cognitive factors affect four particular assessment practices. The comparative cases demonstrate the framework's utility for analyzing and explicating teacher assessment practices. As a tool for analyzing and understanding teacher practice, the framework supports the design of professional development. To demonstrate the value of the framework, I draw on the comparative cases to identify implications for the design of professional development to support teachers' classroom assessment of inquiry-based science. In this dissertation I provide a brief overview of the framework and its rationale, present an example of the

  13. 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

  14. Engagerande samtal i det naturvetenskapliga klassrummetInquiry based dialouge in science classroom

    Directory of Open Access Journals (Sweden)

    Ragnhild Löfgren

    2014-10-01

    Full Text Available This study focuses on classroom communication within an inquiry-based science education (IBSE program, called NTA (Naturvetenskap och Teknik för Alla. The overall aim of the study is to highlight the ways in which productive and engaging conversations are conducted in the classroom. We have analysed the work within the unit ”The Chemistry of food” and the theme testing of fat in food in grade five and six in a Swedish and a Danish science classroom. We have used video cameras and mp3-players to follow the classroom interaction. Our findings indicate that the classroom communication was focused on everyday science content and that the introduction and the summary of the theme were very important for the pupils’ possibilities to productive disciplinary engagement.

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

    Science.gov (United States)

    Collins, Timothy A.

    2011-12-01

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

  16. 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…

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

    Science.gov (United States)

    Ladewski, Barbara G.

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

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

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    on the teaching of science and on collaboration. Qualitative data obtained by following the same teacher teaching Science & Technology from 4th to 6th grade are used to discuss changes in her classroom practice; in particular concerning inquiry-based methods shown in earlier QUEST-research to be understood......Continuous Professional Development (CPD) is crucial for reforming science teaching, but more knowledge is needed about how to embed CPD in teachers’ daily work. The Danish QUEST-project is a long-term collaborative CPD-project designed informed by research and with activities changing rhythmically...... between seminars, individual trials in own classroom, and collaborative activities in the science-team at local schools. The QUEST research is aimed at understanding the relation between individual and social changes. In this study, quantitative data are used to compare the perceived effect from QUEST...

  19. The Use of Organising Purposes in Science Instruction as a Scaffolding Mechanism to Support Progressions: A Study of Talk in Two Primary Science Classrooms

    Science.gov (United States)

    Johansson, Annie-Maj; Wickman, Per-Olof

    2018-01-01

    Purpose: This study examines how different purposes can support teachers in their work with progressions as a part of a teaching sequences in science in primary school. Design/Method: The study was carried out in two classes working with inquiry and the events that took place in the classroom were filmed. In the study, we have chosen to use the…

  20. 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.

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

    Science.gov (United States)

    Miranda, Rommel J.; Damico, Julie B.

    2015-01-01

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

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

    Science.gov (United States)

    Oliveira, Alandeom Wanderlei

    2009-12-01

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

  3. Putting Students Front and Center in the Hebrew Bible Classroom: Inquiry-Oriented Pedagogy in the Orthodox and Liberal Classroom

    Science.gov (United States)

    Hassenfeld, Ziva R.

    2018-01-01

    Inquiry-oriented pedagogy is a difficult pedagogy to enact in the classroom. By placing students' questions and textual ideas at the center, the teacher opens the door to unanticipated and sometimes off-the-wall comments in text discussion. And yet, research has shown that it is exactly this type of pedagogy that leads to increased engagement and…

  4. Differences in the classroom: learning about practices of two science teachers

    Directory of Open Access Journals (Sweden)

    Elaine Soares França

    2012-12-01

    Full Text Available In this research, a case study, we adopted ethnography as logic of inquiry to learn about teaching for diverse groups in middle school science classrooms. Multiple data sources were used: participant observation, video and audio records, field notes and semi-structured interviews. We analyzed interviews with two teachers, as well as classroom episodes to construct, through contrast, a characterization of two types of practice involving diversity in the classroom. The first teacher show concerns with introducing students in school culture. She tried to “translate” terms that students do not understand, explaining their meanings. In this process, teaching subject matter knowledge (SMK is a secondary goal. The other teacher emphasized SMK, trying to establish connections between science content and students’ everyday life experiences. Both teachers do not acknowledge significant influences in science learning related to gender, social class, and ethnicity.

  5. 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…

  6. 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).

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

    Directory of Open Access Journals (Sweden)

    Barkhuizen, Gary

    2009-12-01

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

  8. Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms

    Directory of Open Access Journals (Sweden)

    Brenda Danker

    2015-01-01

    Full Text Available This project used two Flipped Classroom approaches to stimulate deep learning in large classrooms during the teaching of a film module as part of a Diploma in Performing Arts course at Sunway University, Malaysia. The flipped classes utilized either a blended learning approach where students first watched online lectures as homework, and then completed their assignments and practical work in class; or utilized a guided inquiry approach at the beginning of class using this same process. During the class the lecturers were present to help the students, and in addition, the students were advantaged by being able to help one another. The in-class learning activities also included inquiry-based learning, active learning, and peer-learning. This project used an action research approach to improve the in-class instructional design progressively to achieve its impact of deep learning among the students. The in-class learning activities that was included in the later flipped classes merged aspects of blended learning with an inquiry-based learning cycle which focused on the exploration of concepts. Data was gathered from questionnaires filled out by the students and from short interviews with the students, as well as from the teacher’s reflective journals. The findings verified that the flipped classrooms were able to remodel large lecture classes into active-learning classes. The results also support the possibility of individualised learning for the students as being high as a result of the teacher’s ability to provide one-on-one tutoring through technology-infused lessons. It is imperative that the in-class learning activities are purposefully designed as the inclusion of the exploratory learning through guided inquiry-based activities in the flipped classes was a successful way to engage students on a deeper level and increased the students’ curiosity and engaged them to develop higher-order thinking skills. This project also concluded that

  9. Lipman, Dewey, and Philosophical Inquiry in the Mathematics Classroom

    Science.gov (United States)

    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…

  10. 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.

  11. Literacy Tools in the Classroom: Teaching through Critical Inquiry, Grades 5-12. Language and Literacy Series

    Science.gov (United States)

    Beach, Richard; Campano, Gerald; Edmiston, Brian; Borgmann, Melissa

    2010-01-01

    This innovative resource describes how teachers can help students employ "literacy tools" across the curriculum to foster learning. The authors demonstrate how literacy tools such as narratives, question-asking, spoken-word poetry, drama, writing, digital communication, images, and video encourage critical inquiry in the 5-12 classroom. The book…

  12. 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,…

  13. Appreciative Inquiry and Autonomy-Supportive Classes in Business Education: A Semilongitudinal Study of AI in the Classroom

    Science.gov (United States)

    Conklin, Thomas A.; Hartman, Nathan S.

    2014-01-01

    In this article, we describe 10 separate classroom experiences where an appreciative inquiry (AI) exercise was used for course creation. Post-exercise surveys of students showed that the AI exercise was perceived to be a successful practice. Students indicated putting effort toward reaching their peak learning experience and were satisfied with…

  14. A Physical Analog Model of Strike-Slip Faulting for Model-Based Inquiry in the Classroom

    Science.gov (United States)

    Curren, I. S.; Glesener, G.

    2013-12-01

    Geoscience educators often use qualitative physical analog models to demonstrate natural processes; while these are effective teaching tools, they often neglect the fundamental scientific practices that make up the core of scientific work. Physical analog models with dynamic properties that can be manipulated and measured quantitatively in real-time, on the other hand, can give students the opportunity to explore, observe and empirically test their own ideas and hypotheses about the relevant target concepts within a classroom setting. Providing classroom content for inquiry, such as a hands-on physical analog model, which fosters students' production and refinement of their mental models in participatory and discursive activities have been argued by many education researchers to help students build a deeper understanding of science and scientific reasoning. We present a physical analog model that was originally developed by UCLA's Modeling and Educational Demonstrations Laboratory (MEDL) for the purpose of engaging students in the study of elastic rebound on a strike-slip fault; it was later modified to accommodate research of complex tectonic processes associated with strike-slip faulting, which are currently debated by scientists in both the geology and geophysics disciplines. During experimentation, it became clear that this new design could be used as a relevant resource for inquiry from which students would be able to make and discuss real-time empirical measurements and observations to help them infer causal accounts of theoretical and/or unobservable dynamic processes within the Earth's crust. In our poster session, we will: 1) demonstrate the physical analog model; 2) describe various real-time data collection tools, as well as quantitative methods students can use to process their data; and 3) describe the surficial, structural and relational similarities between the physical analog model and the target concepts intended for students to explore in the

  15. 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

  16. 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

  17. 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…

  18. 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,

  19. 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.

  20. Student cognition and motivation during the Classroom BirdWatch citizen science project

    Science.gov (United States)

    Tomasek, Terry Morton

    The purpose of this study was to examine and describe the ways various stakeholders (CBW project developer/coordinator, elementary and middle school teachers, and 5th through 8th grade students) envisioned, implemented and engaged in the citizen science project, eBird/Classroom BirdWatch. A multiple case study mixed-methods research design was used to examine student engagement in the cognitive processes associated with scientific inquiry as part of citizen science participation. Student engagement was described based on a sense of autonomy, competence, relatedness and intrinsic motivation. A goal of this study was to expand the taxonomy of differences between authentic scientific inquiry and simple inquiry to include those inquiry tasks associated with participation in citizen science by describing how students engaged in this type of science. This research study built upon the existing framework of cognitive processes associated with scientific inquiry described by Chinn and Malhotra (2002). This research provides a systematic analysis of the scientific processes and related reasoning tasks associated with the citizen science project eBird and the corresponding curriculum Classroom BirdWatch . Data consisted of responses to surveys, focus group interviews, document analysis and individual interviews. I suggest that citizen science could be an additional form of classroom-based science inquiry that can promote more authentic features of scientific inquiry and engage students in meaningful ways.

  1. Exploring Empathy Embedded in Ethics Curricula: A Classroom Inquiry

    Directory of Open Access Journals (Sweden)

    Susan Gair

    2011-11-01

    Full Text Available Empathy is considered to be a crucial ingredient in social work practice. Research on empathy is abundant although literature describing the teaching and learning of empathy, and in what contexts empathy might be taught best, is less common. The primary aim of this exploratory, classroom-based research undertaken in 2011 was to explore empathy with second year, social work students, thereby building on previous research, and linking it to education and practice. The findings suggest students may acquire a conceptual and definitional understanding of empathy by early in their course, but may need more proactive support to transform that learning into deeper empathy. A key speculation underpinning this exploratory inquiry, that cultivating empathy within an ‘ethics’ unit might prove more potent than within a ‘skills’ unit, was not supported. The need for further research into empathy, particularly cross-cultural empathy, is a recommendation of this research.

  2. Performance-based classrooms: A case study of two elementary teachers of mathematics and science

    Science.gov (United States)

    Jones, Kenneth W.

    This case study depicts how two elementary teachers develop classrooms devoted to performance-based instruction in mathematics and science. The purpose is to develop empirical evidence of classroom practices that leads to a conceptual framework about the nature of performance-based instruction. Performance-based assessment and instruction are defined from the literature to entail involving students in tasks that are complex and engaging, requiring them to apply knowledge and skills in authentic contexts. In elementary mathematics and science, such an approach emphasizes problem solving, exploration, inquiry, and reasoning. The body of the work examines teacher beliefs, curricular orientations, instructional strategies, assessment approaches, management and organizational skills, and interpersonal relationships. The focus throughout is on those aspects that foster student performance in elementary mathematics and science. The resulting framework describes five characteristics that contribute to performance-based classrooms: a caring classroom community, a connectionist learning theory, a thinking and doing curriculum, diverse opportunities for learning, and ongoing assessment, feedback, and adjustment. The conclusion analyzes factors external to the classroom that support or constrain the development of performance-based classrooms and discusses the implications for educational policy and further research.

  3. 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)

  4. 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.

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

    Science.gov (United States)

    Affhalter, Maria Geralyn

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

  6. 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

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

    Science.gov (United States)

    Qablan, Ahmad M.; DeBaz, Theodora

    2015-01-01

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

  8. 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…

  9. 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.

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

    Science.gov (United States)

    Grady, Julie

    2010-01-01

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

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

    Science.gov (United States)

    Zuiker, Steven; Whitaker, J. Reid

    2014-01-01

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

  12. Mapping Trade-Offs in Teachers' Integration of Technology-Supported Inquiry in High School Science Classes

    Science.gov (United States)

    Sandoval, William A.; Daniszewski, Kenneth

    2004-01-01

    This paper explores how two teachers concurrently enacting the same technology-based inquiry unit on evolution structured activity and discourse in their classrooms to connect students' computer-based investigations to formal domain theories. Our analyses show that the teachers' interactions with their students during inquiry were quite similar,…

  13. The role of the teacher in promoting dialogue and polylogue during inquiry activities in primary education

    NARCIS (Netherlands)

    Dobber, M.; van Oers, B.

    2015-01-01

    In inquiry, dialogue between persons present in the classroom can be enriched with polylogue with knowledgeable others outside of the classroom. This study aimed to find out what role dialogue and polylogue play in encouraging philosophical inquiry in three other forms of inquiry in primary

  14. The Communication in Science Inquiry Project (CISIP): A Project to Enhance Scientific Literacy through the Creation of Science Classroom Discourse Communities

    Science.gov (United States)

    Baker, Dale R.; Lewis, Elizabeth B.; Purzer, Senay; Watts, Nievita Bueno; Perkins, Gita; Uysal, Sibel; Wong, Sissy; Beard, Rachelle; Lang, Michael

    2009-01-01

    This study reports on the context and impact of the Communication in Science Inquiry Project (CISIP) professional development to promote teachers' and students' scientific literacy through the creation of science classroom discourse communities. The theoretical underpinnings of the professional development model are presented and key professional…

  15. Giving children space: A phenomenological exploration of student experiences in space science inquiry

    Science.gov (United States)

    Horne, Christopher R.

    This study explores the experiences of 4th grade students in an inquiry-based space science classroom. At the heart of the study lies the essential question: What is the lived experience of children engaged in the process of space science inquiry? Through the methodology of phenomenological inquiry, the author investigates the essence of the lived experience of twenty 4th grade students as well as the reflections of two high school students looking back on their 4th grade space science experience. To open the phenomenon more deeply, the concept of space is explored as an overarching theme throughout the text. The writings of several philosophers including Martin Heidegger and Hans-Georg Gadamer are opened up to understand the existential aspects of phenomenology and the act of experiencing the classroom as a lived human experience. The methodological structure for the study is based largely on the work of Max van Manen (2003) in his seminal work, Researching Lived Experience, which describes a structure of human science research. A narrative based on classroom experiences, individual conversations, written reflections, and group discussion provides insight into the students' experiences. Their stories and thoughts reveal the themes of activity , interactivity, and "inquiractivity," each emerging as an essential element of the lived experience in the inquiry-based space science classroom. The metaphor of light brings illumination to the themes. Activity in the classroom is associated with light's constant and rapid motion throughout the Milky Way and beyond. Interactivity is seen through students' interactions just as light's reflective nature is seen through the illumination of the planets. Finally, inquiractivity is connected to questioning, the principal aspect of the inquiry-based classroom just as the sun is the essential source of light in our solar system. As the era of No Child Left Behind fades, and the next generation of science standards emerge, the

  16. 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.

  17. Effect of the inquiry-based teaching approach on students ...

    African Journals Online (AJOL)

    The experimental group was treated with a teaching approach that integrated inquiry-based teaching into classroom discourse. Tests (pre- and post-), for assessing students' understanding of circle theorems and a questionnaire for measuring the students' perception of motivation to learn were given to the two groups ...

  18. 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,…

  19. 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…

  20. 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.

  1. The Teacher's Role in the Establishment of Whole-Class Dialogue in a Fifth Grade Science Classroom Using Argument-Based Inquiry

    Science.gov (United States)

    Benus, Matthew J.

    2011-01-01

    The purpose of this study was to examine the patterns of dialogue that were established and emerged in one experienced fifth-grade science teacher's classroom that used the argument-based inquiry (ABI) and the ways in which these patterns of dialogue and consensus-making were used toward the establishment of a grasp of science practice. Most…

  2. Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early Adopters

    Science.gov (United States)

    Fitzgerald, Michael; Danaia, Lena; McKinnon, David H.

    2017-07-01

    In recent years, calls for the adoption of inquiry-based pedagogies in the science classroom have formed a part of the recommendations for large-scale high school science reforms. However, these pedagogies have been problematic to implement at scale. This research explores the perceptions of 34 positively inclined early-adopter teachers in relation to their implementation of inquiry-based pedagogies. The teachers were part of a large-scale Australian high school intervention project based around astronomy. In a series of semi-structured interviews, the teachers identified a number of common barriers that prevented them from implementing inquiry-based approaches. The most important barriers identified include the extreme time restrictions on all scales, the poverty of their common professional development experiences, their lack of good models and definitions for what inquiry-based teaching actually is, and the lack of good resources enabling the capacity for change. Implications for expectations of teachers and their professional learning during educational reform and curriculum change are discussed.

  3. Exploring multiliteracies, student voice, and scientific practices in two elementary classrooms

    Science.gov (United States)

    Allison, Elizabeth Rowland

    This study explored the voices of children in a changing world with evolving needs and new opportunities. The workplaces of rapidly moving capitalist societies value creativity, collaboration, and critical thinking skills which are of growing importance and manifesting themselves in modern K-12 science classroom cultures (Gee, 2000; New London Group, 2000). This study explored issues of multiliteracies and student voice set within the context of teaching and learning in 4th and 5th grade science classrooms. The purpose of the study was to ascertain what and how multiliteracies and scientific practices (NGSS Lead States, 2013c) are implemented, explore how multiliteracies influence students' voices, and investigate teacher and student perceptions of multiliteracies, student voice, and scientific practices. Grounded in a constructivist framework, a multiple case study was employed in two elementary classrooms. Through observations, student focus groups and interviews, and teacher interviews, a detailed narrative was created to describe a range of multiliteracies, student voice, and scientific practices that occurred with the science classroom context. Using grounded theory analysis, data were coded and analyzed to reveal emergent themes. Data analysis revealed that these two classrooms were enriched with multiliteracies that serve metaphorically as breeding grounds for student voice. In the modern classroom, defined as a space where information is instantly accessible through the Internet, multiliteracies can be developed through inquiry-based, collaborative, and technology-rich experiences. Scientific literacy, cultivated through student communication and collaboration, is arguably a multiliteracy that has not been considered in the literature, and should be, as an integral component of overall individual literacy in the 21st century. Findings revealed four themes. Three themes suggest that teachers address several modes of multiliteracies in science, but identify

  4. Supporting Collective Inquiry: A Technology Framework for Distributed Learning

    Science.gov (United States)

    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

  5. 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

  6. 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.

  7. High Possibility Classrooms as a Pedagogical Framework for Technology Integration in Classrooms: An Inquiry in Two Australian Secondary Schools

    Science.gov (United States)

    Hunter, Jane

    2017-01-01

    Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a pedagogical framework drawn from research on exemplary teachers' knowledge of technology integration in Australian school classrooms. The framework is being used to support teachers who…

  8. 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…

  9. 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

  10. 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.

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

    Science.gov (United States)

    Tabak, Iris Ellen

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

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

    Science.gov (United States)

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

    2018-04-01

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

  13. 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.

  14. 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,…

  15. 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

  16. Peningkatan Keterlibatan Dalam Perkuliahan Scientific Writing Menggunakan Model Pengajaran Social Inquiry

    Directory of Open Access Journals (Sweden)

    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.

  17. Inquiry as an Entry Point to Equity in the Classroom

    Science.gov (United States)

    Tang, Gail; El Turkey, Houssein; Cilli-Turner, Emily; Savic, Milos; Karakok, Gulden; Plaxco, David

    2017-01-01

    Although many policy documents include equity as part of mathematics education standards and principles, researchers continue to explore means by which equity might be supported in classrooms and at the institutional level. Teaching practices that include opportunities for students to engage in active learning have been proposed to address equity.…

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

    Science.gov (United States)

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

    2010-06-01

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

  19. 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…

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

    Science.gov (United States)

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

    2017-01-01

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

  1. Depth and breadth: Bridging the gap between scientific inquiry and high-stakes testing with diverse junior high school students

    Science.gov (United States)

    Kang, Jee Sun Emily

    This study explored how inquiry-based teaching and learning processes occurred in two teachers' diverse 8th grade Physical Science classrooms in a Program Improvement junior high school within the context of high-stakes standardized testing. Instructors for the courses examined included not only the two 8th grade science teachers, but also graduate fellows from a nearby university. Research was drawn from inquiry-based instruction in science education, the achievement gap, and the high stakes testing movement, as well as situated learning theory to understand how opportunities for inquiry were negotiated within the diverse classroom context. Transcripts of taped class sessions; student work samples; interviews of teachers and students; and scores from the California Standards Test in science were collected and analyzed. Findings indicated that the teachers provided structured inquiry in order to support their students in learning about forces and to prepare them for the standardized test. Teachers also supported students in generating evidence-based explanations, connecting inquiry-based investigations with content on forces, proficiently using science vocabulary, and connecting concepts about forces to their daily lives. Findings from classroom data revealed constraints to student learning: students' limited language proficiency, peer counter culture, and limited time. Supports were evidenced as well: graduate fellows' support during investigations, teachers' guided questioning, standardized test preparation, literacy support, and home-school connections. There was no statistical difference in achievement on the Forces Unit test or science standardized test between classes with graduate fellows and without fellows. There was also no statistical difference in student performance between the two teachers' classrooms, even though their teaching styles were very different. However, there was a strong correlation between students' achievement on the chapter test and

  2. 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…

  3. How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?

    Science.gov (United States)

    Whittington, Kayla Lee

    This study examined the impact of an inquiry based Next Generation Science Standard aligned science unit on elementary students' understanding and application of the eight Science and Engineering Practices and their relation in building student problem solving skills. The study involved 44 second grade students and three participating classroom teachers. The treatment consisted of a school district developed Second Grade Earth Science unit: What is happening to our playground? that was taught at the beginning of the school year. Quantitative results from a Likert type scale pre and post survey and from student content knowledge assessments showed growth in student belief of their own abilities in the science classroom. Qualitative data gathered from student observations and interviews performed at the conclusion of the Earth Science unit further show gains in student understanding and attitudes. This study adds to the existing literature on the importance of standard aligned, inquiry based science curriculum that provides time for students to engage in science practices.

  4. The Flipped Classroom: A Twist on Teaching

    Science.gov (United States)

    Schmidt, Stacy M. P.; Ralph, David L.

    2016-01-01

    The traditional classroom has utilized the "I Do", "We Do", "You Do" as a strategy for teaching for years. The flipped classroom truly flips that strategy. The teacher uses "You Do", "We Do", "I Do" instead. Homework, inquiry, and investigation happen in the classroom. At home students…

  5. Elementary Teachers' Ideas about, Planning for and Implementation of Learner-Directed and Teacher-Directed Inquiry: A Mixed Methods Study

    Science.gov (United States)

    Biggers, Mandy Sue

    2013-01-01

    Using a framework for variations of classroom inquiry (National Research Council [NRC], 2000, p. 29), this study explored 40 inservice elementary teachers' planning, modification, and enactment of kit-based science curriculum materials. As part of the study, a new observation protocol was modified from an existing protocol (Practices of…

  6. 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

  7. 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.

  8. Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom

    Science.gov (United States)

    Pinney, Brian Robert John

    The purpose of this study was to characterize ways in which teaching practice in classroom undergoing first semester implementation of an argument-based inquiry approach changes in whole-class discussion. Being that argument is explicitly called for in the Next Generation Science Standards and is currently a rare practice in teaching, many teachers will have to transform their teaching practice for inclusion of this feature. Most studies on Argument-Based Inquiry (ABI) agree that development of argument does not come easily and is only acquired through practice. Few studies have examined the ways in which teaching practice changes in relation to the big idea or disciplinary core idea (NGSS), the development of dialogue, and/or the development of argument during first semester implementation of an argument-based inquiry approach. To explore these areas, this study posed three primary research questions: (1) How does a teacher in his first semester of Science Writing Heuristic professional development make use of the "big idea"?, (1a) Is the indicated big idea consistent with NGSS core concepts?, (2) How did the dialogue in whole-class discussion change during the first semester of argument-based inquiry professional development?, (3) How did the argument in whole-class discussion change during the first semester of argument-based inquiry professional development? This semester-long study that took place in a middle school in a rural Midwestern city was grounded in interactive constructivism, and utilized a qualitative design to identify the ways in which the teacher utilized big ideas and how dialogue and argumentative dialogue developed over time. The purposefully selected teacher in this study provided a unique situation where he was in his first semester of professional development using the Science Writing Heuristic Approach to argument-based inquiry with 19 students who had two prior years' experience in ABI. Multiple sources of data were collected, including

  9. 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'.

  10. Analysis of scientific argumentation in two physical chemistry classrooms using the POGIL approach

    Science.gov (United States)

    Moon, Alena C.

    The benefits of facilitating argumentation in science education have been well reported (Jimenez-Aleixandre & Erduran, 2007). Engaging in argumentation has shown to model authentic scientific inquiry as well as promote development of content knowledge. However, less emphasis has been placed on facilitating argumentation in upper level undergraduate courses, though it is important for evaluating undergraduate curricula to characterize upper level students' scientific reasoning. This work considers two implementations of the POGIL physical chemistry curriculum and evaluates the classroom argumentation. The researchers aimed to consider the content of the arguments and dialectical features characteristic of socially constructed arguments (Nielson, 2013). To do this, whole class sessions were videotaped and Toulmin's Argument Pattern (TAP) was used to identify the arguments generated during the class (Erduran, Simon, & Osborne, 2004). A learning progression on chemical thinking (Sevian & Talanquer, 2014) was used as a domain-specific measure of argument quality. Results show differences in argumentation between and across both classrooms that can be explained by analysis of instructor facilitation and the POGIL curriculum. The results from this work will be used to make recommendations for instructor facilitation of argumentation and reform of the POGIL curriculum.

  11. Inverting an Introductory Statistics Classroom

    Science.gov (United States)

    Kraut, Gertrud L.

    2015-01-01

    The inverted classroom allows more in-class time for inquiry-based learning and for working through more advanced problem-solving activities than does the traditional lecture class. The skills acquired in this learning environment offer benefits far beyond the statistics classroom. This paper discusses four ways that can make the inverted…

  12. The flipped classroom for professional development: part I. Benefits and strategies.

    Science.gov (United States)

    McDonald, Katie; Smith, Charlene M

    2013-10-01

    Individualizing the educational encounter is supported by flipping the classroom experience. This column offers an overview and describes the benefits of flipping the classroom. Part II will explore the practicalities and pedagogy of lecture capture using podcasts and videos, a technology strategy used in flipping the classroom. Copyright 2013, SLACK Incorporated.

  13. 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…

  14. Incorporating Active Learning and Student Inquiry into an Introductory Merchandising Class

    Science.gov (United States)

    Lee, Hyun-Hwa; Hines, Jean D.

    2012-01-01

    Many educators believe that student learning is enhanced when they are actively involved in classroom activities that require student inquiry. The purpose of this paper is to report on three student inquiry projects that were incorporated into a merchandising class with the focus on making students responsible for their learning, rather than the…

  15. 12 CFR Appendix III to Part 27 - Fair Housing Lending Inquiry/Application Log Sheet

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 1 2010-01-01 2010-01-01 false Fair Housing Lending Inquiry/Application Log Sheet III Appendix III to Part 27 Banks and Banking COMPTROLLER OF THE CURRENCY, DEPARTMENT OF THE TREASURY FAIR HOUSING HOME LOAN DATA SYSTEM Pt. 27, App. III Appendix III to Part 27—Fair Housing Lending...

  16. The effects of geographic information system (GIS) technologies on students' attitudes, self-efficacy, and achievement in middle school science classrooms

    Science.gov (United States)

    Baker, Thomas Ray

    Since the publication of the National Science Education Standards , a concerted and evolving movement to make science classrooms more inquiry-oriented has been building. The proliferation of models of teaching and learning where questions and investigations drive learning, while not new are also not easy to plan, implement, or evaluate. In order to make the vision of the Standards come to fruition, educators are calling on the tools of technology to support and foster the shift to scientific inquiry or classroom research. The use of certain data analysis technologies have been suggested to be a particularly powerful ally in the struggle to extend classroom teaching and learning into the realm of problem-driven classroom inquiry. The use of a Geographic Information System (GIS), a technology allowing for the graphical representation of data with a geographic component seems to be one technology that can adequately bolster the dynamic and complex needs of the science classroom engaged in scientific inquiry. In this study, eighth grade Earth science students studying relative, local air quality indicators were divided in two groups; a treatment group that utilized GIS-supported scientific inquiry and a control group that used traditional mapping techniques to support their study. Student attitudes regarding science and technology were measured with a pre/post instrument across the study. Individual student efforts were summarily evaluated with a modified Kansas Science Performance Based Assessment rubric. During the two-week treatment, the students using the GIS-supported materials were found to show positive and significant improvements in science self-efficacy and attitudes toward technology. While female attitudes and self-efficacy were not found to change, males significantly improved on all affective factors. Students using GIS also performed significantly better than traditional mapping students on science process skills, specifically data analysis techniques

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

    Science.gov (United States)

    Mansour, Nasser

    2015-07-01

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

  18. Integrating Appreciative Inquiry (AI into architectural pedagogy: An assessment experiment of three retrofitted buildings in the city of Glasgow

    Directory of Open Access Journals (Sweden)

    Ashraf M. Salama

    2017-06-01

    Full Text Available Recently there has been a growing trend to encourage learning outside the classrooms, so-called ‘universities without walls.’ To this end, mechanisms for learning beyond the boundaries of classroom settings can provide enhanced and challenging learning opportunities. This paper introduces Appreciative Inquiry (AI as a mechanism that integrates various forms of inquiry into learning. AI is operationalized as a Walking Tour assessment project which was introduced as part of the class Cultural and Behavioural Factors in Architecture and Urbanism delivered at the Department of Architecture, University of Strathclyde – Glasgow where thirty-two Master of Architecture students were enrolled. The Walking Tour assessment involved the exploration of 6 factors that delineate key design characteristics in three retrofitted buildings in Glasgow: Theatre Royal, Reid Building, and The Lighthouse. Working in groups, students assessed factors that included context, massing, interface, wayfinding, socio-spatial, and comfort. Findings reveal that students were able to focus on critical issues that go beyond those adopted in traditional teaching practices while accentuating the value of introducing AI and utilizing the built environment as an educational medium. Conclusions are drawn to emphasize the need for structured learning experiences that enable making judgments about building qualities while effectively interrogating various characteristics.

  19. 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…

  20. 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…

  1. 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...

  2. Kuwaiti Science Teachers' Beliefs and Intentions Regarding the Use of Inquiry-Based Instruction

    Science.gov (United States)

    Alhendal, Dalal; Marshman, Margaret; Grootenboer, Peter

    2016-01-01

    To improve the quality of education, the Kuwaiti Ministry of Education has encouraged schools to implement inquiry-based instruction. This study identifies psychosocial factors that predict teachers' intention to use inquiry-based instruction in their science classrooms. An adapted model of Ajzen's (1985) theory of planned behaviour--the Science…

  3. Neuroscience in middle schools: a professional development and resource program that models inquiry-based strategies and engages teachers in classroom implementation.

    Science.gov (United States)

    MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J; Dubinsky, Janet M

    2006-01-01

    The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5-8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to "inquiry-based" teaching versus "lecture-based teaching." Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.

  4. Counternarrative and antenarrative inquiry in two cross-cultural contexts

    DEFF Research Database (Denmark)

    Boje, David M.; Svane, Marita Susanna; Gergerich, Erika

    2016-01-01

    stereotypical representations of race, class, and gender, and offer theory and methodology resources for a more meaningful understanding of homeless life and cultures. The second case explores narrative-counternarrative and antenarrative inquiry into a cross-cultural merger between two companies. Both cases...

  5. The Effects of Two Strategic and Meta-Cognitive Questioning Approaches on Children's Explanatory Behaviour, Problem-Solving, and Learning during Cooperative, Inquiry-Based Science

    Science.gov (United States)

    Gillies, Robyn M.; Nichols, Kim; Burgh, Gilbert; Haynes, Michele

    2012-01-01

    Teaching students to ask and answer questions is critically important if they are to engage in reasoned argumentation, problem-solving, and learning. This study involved 35 groups of grade 6 children from 18 classrooms in three conditions (cognitive questioning condition, community of inquiry condition, and the comparison condition) who were…

  6. Collaborative Inquiry Learning: Models, tools, and challenges

    Science.gov (United States)

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

    2010-02-01

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

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

    Science.gov (United States)

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

    2010-12-01

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

  8. Teaching Inquiry with a Lens toward Curiosity

    Science.gov (United States)

    von Renesse, Christine; Ecke, Volker

    2017-01-01

    This paper links educational psychology research about curiosity to teacher moves that are effective in an inquiry-based mathematics classroom. Three vignettes will show explicit teacher moves (staging disagreement, intriguing anecdotes, and creating a safe space) for different audiences (math majors, mathematics for liberal arts students, and…

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

    Science.gov (United States)

    Ferrés Gurt, Concepció; Marbà Tallada, Anna

    2018-01-01

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

  10. Thinking through children's literature in the classroom

    CERN Document Server

    Reyes-Torres, Agustín; Soler-Pardo, Betlem

    2014-01-01

    This book is the result of understanding literature as a central part of children's education. Fiction and nonfiction literary works constitute a source to open young minds and to help them understand how and why people - themselves included - live as they do, or to question through critical lenses whether they could live otherwise. By integrating philological, cultural, and pedagogical inquiries, Thinking through Children's Literature in the Classroom approaches the use of literature as a crucial factor to motivate students not only to improve their literacy skills, but also to develop their

  11. 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…

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

    Science.gov (United States)

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

    2014-10-01

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

  13. Writing and Dialogue in, and around, a Senior Secondary Literature Classroom

    Science.gov (United States)

    Bellis, Natalie; Garcia, Jessica

    2018-01-01

    The tradition of teachers engaging in narrative-based inquiry is now well established, as is its value for creating situated knowledge about teaching. This reflexive autobiographical article weaves together narrative accounts around a senior literature classroom environment. The article features two voices: a teacher (Natalie Bellis) and a Year 12…

  14. Trust and the Community of Inquiry

    Science.gov (United States)

    Haynes, Felicity

    2018-01-01

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

  15. 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

  16. Brief Classroom Training Sessions for Workplace Readiness: Are They Effective?

    Science.gov (United States)

    Palesy, Debra

    2017-01-01

    Classroom training sessions for new home care workers (HCWs) are often brief and ad hoc, varying in format and content. Yet the application of this training may be central to worker and client safety. A qualitative approach was adopted for this inquiry, comprising two separate but related practical studies. In the first, exploratory study,…

  17. An Investigation of Teacher Impact on Student Inquiry Science Performance Using a Hierarchical Linear Model

    Science.gov (United States)

    Liu, Ou Lydia; Lee, Hee-Sun; Linn, Marcia C.

    2010-01-01

    Teachers play a central role in inquiry science classrooms. In this study, we investigate how seven teacher variables (i.e., gender, experience, perceived importance of inquiry and traditional teaching, workshop attendance, partner teacher, use of technology) affect student knowledge integration understanding of science topics drawing on previous…

  18. Redefining Our Roles as Teachers, Learners, and Leaders through Continuous Cycles of Practitioner Inquiry

    Science.gov (United States)

    MacDonald, Michelina; Weller, Kristin

    2017-01-01

    Practitioner inquiry is an alternative form of professional learning that can result in significant changes in teacher practice and student learning. We share our evolution as teacher learners within our classrooms and teacher leaders within our school as we progressed through 10 years of continuous cycles of practitioner inquiry. Beginning as…

  19. Creating Personal Meaning through Technology-Supported Science Inquiry Learning across Formal and Informal Settings

    Science.gov (United States)

    Anastopoulou, Stamatina; Sharples, Mike; Ainsworth, Shaaron; Crook, Charles; O'Malley, Claire; Wright, Michael

    2012-01-01

    In this paper, a novel approach to engaging students in personal inquiry learning is described, whereby they carry out scientific investigations that are personally meaningful and relevant to their everyday lives. The learners are supported by software that guides the inquiry process, extending from the classroom into the school grounds, home, or…

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

    Science.gov (United States)

    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…

  1. 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…

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

    Negishi, Meiko

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

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

    Science.gov (United States)

    Apedoe, Xornam S.

    2007-01-01

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

  5. Negotiating the Inquiry Question: A Comparison of Whole Class and Small Group Strategies in Grade Five Science Classrooms

    Science.gov (United States)

    Cavagnetto, Andy R.; Hand, Brian; Norton-Meier, Lori

    2011-03-01

    The purpose of this study is to examine the effect of two strategies for negotiating the question for exploration during science inquiry on student achievement and teachers' perceptions. The study is set in the context of the Science Writing Heuristic. The first strategy (small group) consisted of each group of four students negotiating a question for inquiry with the teacher while the second strategy (whole class) consisted of the entire class negotiating a single question for inquiry with the teacher. The study utilized a mixed-method approach. A quasi-experimental repeated measures design was used to determine the effect of strategy on student achievement and semi-structured teacher interviews were used to probe the question of teacher perceptions of the two strategies. Teacher observations were conducted using the Reformed Teaching Observation Protocol (RTOP) to check for variation in implementation of the two strategies. Iowa Test of Basic Skills Science (ITBSS) (2005 and 2006) and teacher/researcher developed unit exams (pre and post) were used as student achievement measures. No statistically significant differences were found among students in the two treatment groups on the ITBSS or unit exams. RTOP observations suggest that teacher implementation was consistent across the two treatment strategies. Teachers disclosed personal preferences for the two strategies, indicating the whole class treatment was easier to manage (at least at the beginning of the school year) as students gained experience with science inquiry and the associated increased responsibility. Possible mechanisms linking the two strategies, negotiated questions, and student outcomes are discussed.

  6. 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.

  7. Guided-inquiry laboratory experiments to improve students' analytical thinking skills

    Science.gov (United States)

    Wahyuni, Tutik S.; Analita, Rizki N.

    2017-12-01

    This study aims to improve the experiment implementation quality and analytical thinking skills of undergraduate students through guided-inquiry laboratory experiments. This study was a classroom action research conducted in three cycles. The study has been carried out with 38 undergraduate students of the second semester of Biology Education Department of State Islamic Institute (SII) of Tulungagung, as a part of Chemistry for Biology course. The research instruments were lesson plans, learning observation sheets and undergraduate students' experimental procedure. Research data were analyzed using quantitative-descriptive method. The increasing of analytical thinking skills could be measured using gain score normalized and statistical paired t-test. The results showed that guided-inquiry laboratory experiments model was able to improve both the experiment implementation quality and the analytical thinking skills. N-gain score of the analytical thinking skills was increased, in spite of just 0.03 with low increase category, indicated by experimental reports. Some of undergraduate students have had the difficulties in detecting the relation of one part to another and to an overall structure. The findings suggested that giving feedback the procedural knowledge and experimental reports were important. Revising the experimental procedure that completed by some scaffolding questions were also needed.

  8. Microteaching Lesson Study: An Approach to Prepare Teacher Candidates to Teach Science through Inquiry

    Science.gov (United States)

    Zhou, George; Xu, Judy

    2017-01-01

    Inquiry-based teaching has become the most recommended approach in science education for a few decades; however, it is not a common practice yet in k-12 school classrooms. In order to prepare future teachers to teach science through inquiry, a Microteaching Lesson Study (MLS) approach was employed in our science methods courses. Instead of asking…

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

    Science.gov (United States)

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

    2016-04-01

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

  10. Struggles with learning about scientific models in a middle school science classroom

    Science.gov (United States)

    Loper, Suzanna Jane

    Two important goals in science education are teaching students about the nature of science and teaching students to do scientific inquiry. Learning about scientific models is central to both of these endeavors, but studies have shown that students have very flawed and limited understandings of the nature and purposes of scientific models (Carey & Smith, 1993; Grosslight, Unger, & Jay, 1991; Lederman, 1992). In this dissertation I investigate the processes of teaching and learning about scientific models in an 8th grade classroom in an urban middle school. In order to do so, I examine recordings of student and teacher talk about models across a period of two months in which students completed two independent inquiry projects, using the Inquiry Island software and curriculum (Eslinger, 2004; Shimoda, White, & Frederiksen, 2002; White, Shimoda, & Frederiksen, 2000). My analysis draws on video records of small-group work and whole-class interactions, as well as on students' written work. I find that in this classroom, students struggled to understand the nature and purpose of scientific models. I analyze episodes in the classroom talk in which models appeared to be a source of trouble or confusion, and describe the ways in which the teacher attempted to respond to these troubles. I find that in many cases students appeared to be able to produce scientific models of the proper form, yet still struggled with displaying an understanding of what a model was, or of the functions of models in scientific research. I propose directions for further research and curriculum development in order to build on these findings. In particular, I argue, we need to design ways to help students engage in scientific modeling as a social and communicative practice, and to find ways to build from their everyday reasoning and argumentation practices. My research also reinforces the importance of looking at classroom talk, not just pre- and post-assessments, in order to understand teaching and

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

    Science.gov (United States)

    Wolf, Stephen J.; Fraser, Barry J.

    2008-01-01

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

  12. 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

  13. Inquiry for Engagement in Teaching and Learning

    Science.gov (United States)

    Moss, Glenda

    2011-01-01

    "Whither scholarship in the work of enhancing the quality of teaching and learning?" The question reminds the author of one Shakespeare asked, "To be or not to be?" She cannot imagine teaching and learning taking place in any classroom without inquiry. Scholarship in the practice of teaching and learning is teaching and learning. She believes that…

  14. 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.

    2017-01-01

    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…

  15. 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.

  16. 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…

  17. Preservice Teachers Developing Coherent Inquiry Investigations in Elementary Astronomy

    Science.gov (United States)

    Plummer, Julia D.; Tanis Ozcelik, Arzu

    2015-01-01

    For students to attain deep understanding of scientific practices, they will need to have opportunities to participate in sustained engagement in doing science. Such opportunities begin with elementary teachers implementing coherent and well-sequenced inquiry-based investigations in their classrooms. This study explored how preservice teachers (N…

  18. The Connection Between Forms of Guidance for Inquiry-Based Learning and the Communicative Approaches Applied—a Case Study in the Context of Pre-service Teachers

    Science.gov (United States)

    Lehtinen, Antti; Lehesvuori, Sami; Viiri, Jouni

    2017-09-01

    Recent research has argued that inquiry-based science learning should be guided by providing the learners with support. The research on guidance for inquiry-based learning has concentrated on how providing guidance affects learning through inquiry. How guidance for inquiry-based learning could promote learning about inquiry (e.g. epistemic practices) is in need of exploration. A dialogic approach to classroom communication and pedagogical link-making offers possibilities for learners to acquire these practices. The focus of this paper is to analyse the role of different forms of guidance for inquiry-based learning on building the communicative approach applied in classrooms. The data for the study comes from an inquiry-based physics lesson implemented by a group of five pre-service primary science teachers to a class of sixth graders. The lesson was video recorded and the discussions were transcribed. The data was analysed by applying two existing frameworks—one for the forms of guidance provided and another for the communicative approaches applied. The findings illustrate that providing non-specific forms of guidance, such as prompts, caused the communicative approach to be dialogic. On the other hand, providing the learners with specific forms of guidance, such as explanations, shifted the communication to be more authoritative. These results imply that different forms of guidance provided by pre-service teachers can affect the communicative approach applied in inquiry-based science lessons, which affects the possibilities learners are given to connect their existing ideas to the scientific view. Future research should focus on validating these results by also analysing inservice teachers' lessons.

  19. Elementary teachers' ideas about, planning for and implementation of learner-directed and teacher-directed inquiry: A mixed methods study

    Science.gov (United States)

    Biggers, Mandy Sue

    Using a framework for variations of classroom inquiry (National Research Council [NRC], 2000, p. 29), this study explored 40 inservice elementary teachers' planning, modification, and enactment of kit-based science curriculum materials. As part of the study, a new observation protocol was modified from an existing protocol (Practices of Science Observation Protocol [P-SOP]) to measure the amount of teacher direction in science inquiry lessons (Practices of Science Observation Protocol + Directedness [P-SOPd]). An embedded mixed methods design was employed to investigate four questions: 1. How valid and reliable is the P-SOPd? 2. In what ways do inservice elementary teachers adapt existing elementary science curriculum materials across the inquiry continuum? 3. What is the relationship between the overall quality of inquiry and variations of inquiry in elementary teachers' enacted science instruction? 4. How do inservice elementary teachers' ideas about the inquiry continuum influence their adaptation of elementary science curriculum materials? Each teacher chose three lessons from a science unit for video-recorded observation, and submitted lesson plans for the three lessons. Lesson plans and videos were scored using the P-SOPd. The scores were also compared between the two protocols to determine if a correlation existed between the level of inquiry (measured on the P-SOP) and the amount of teacher direction (measured on the P-SOPd). Findings indicated no significant differences between planned and enacted lessons for the amount of teacher direction, but a correlation existed between the level of inquiry and the amount of teacher direction. In effect, the elementary teachers taught their science curriculum materials with a high level of fidelity for both the features of inquiry and the amount of teacher direction. A smaller group of three case study teachers were followed for the school year to give a more in-depth explanation of the quantitative findings. Case

  20. A Simple Inquiry-Based Lab for Teaching Osmosis

    Science.gov (United States)

    Taylor, John R.

    2014-01-01

    This simple inquiry-based lab was designed to teach the principle of osmosis while also providing an experience for students to use the skills and practices commonly found in science. Students first design their own experiment using very basic equipment and supplies, which generally results in mixed, but mostly poor, outcomes. Classroom "talk…

  1. Generating Testable Questions in the Science Classroom: The BDC Model

    Science.gov (United States)

    Tseng, ChingMei; Chen, Shu-Bi Shu-Bi; Chang, Wen-Hua

    2015-01-01

    Guiding students to generate testable scientific questions is essential in the inquiry classroom, but it is not easy. The purpose of the BDC ("Big Idea, Divergent Thinking, and Convergent Thinking") instructional model is to to scaffold students' inquiry learning. We illustrate the use of this model with an example lesson, designed…

  2. 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

  3. Springing into Inquiry: Using Student Ideas to Investigate Seasons

    Science.gov (United States)

    Wilcox, Jesse; Kruse, Jerrid

    2012-01-01

    Although inquiry is more engaging and results in more meaningful learning (Minner, Levy, and Century 2010) than traditional science classroom instruction, actually involving students in the process is difficult. Furthermore, many students have misconceptions about Earth's seasons, which are supported by students' prior knowledge of heat sources.…

  4. Composing Storied Ground: Four Generations of Narrative Inquiry

    Science.gov (United States)

    Schaafsma, David; Pagnucci, Gian; Wallace, Rob; Stock, Patricia Lambert

    2007-01-01

    Narrative inquiry in English education comes in many shapes and forms--tales of classrooms and communities, didactic argu-stories, postmodern pastiches, open tales with O. Henry endings--but the heart of the enterprise is research in the form of story or, in other words, exploring the world by telling a story about it. In many such tales, all of…

  5. A Study on The Effectiveness of a Pilot Inquiry-Based Middle School Science Program on Non- Cognitive Outcomes and Academic Achievement

    Science.gov (United States)

    Dionisio, Rui Meira

    The randomized research study assessed the effect of an inquiry-based science (IBS) program on non-cognitive outcomes and academic achievement. The study was the result of a grant that was awarded by Professional Resources in Science and Mathematics (PRISM), a program affiliated with Montclair State University in conjunction with Bristol-Myers Squibb, and part of the New Jersey Statewide Systemic Initiative (NJSSI). The NJSSI is a partnership of schools, districts, colleges and universities, science centers, businesses, and museums dedicated to improving the teaching and learning of science, mathematics, and technology in New Jersey. The quantitative research study utilized an IBS instructional program titled Science and Technology Concepts for Middle Schools (STC/MS) and was implemented in two middle schools within the same suburban school district. This study examined the effect of IBS classrooms on learning outcomes specifically related to gender and special education. Evaluation of student learning outcomes was conducted through the administration of three instruments: the Academic Self-Concept (ASC) scale, unit assessments, and NJASK 8 Science. The ASC scale and unit assessments were administered as a pretest and posttest in IBS classrooms. NJASK 8 Science scale scores were obtained through reporting of student performance data from the New Jersey Department of Education to the district. The quantitative analysis in this study provided evidence that IBS classrooms had a positive effect on academic achievement. Overall, students in IBS classrooms performed better than students in traditional classrooms on unit assessments. Additionally, male students and special education students in IBS classrooms outperformed students in traditional classrooms on unit assessments.

  6. 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

  7. Structured Ethical Reflection in Practitioner Inquiry: Theory, Pedagogy, and Practice

    Science.gov (United States)

    Stevens, Douglas M.; Brydon-Miller, Mary; Raider-Roth, Miriam

    2016-01-01

    Practitioner inquiry provides a powerful tool for improving practice and addressing critical issues in classrooms, schools, and broader communities. However, it also raises unique ethical challenges that often go unrecognized and unresolved. Structured Ethical Reflection (SER) provides teacher researchers with a process for identifying core values…

  8. 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

  9. Exploring a Model of Situated Professional Development: Impact on Classroom Practice

    Science.gov (United States)

    Singer, Jonathan; Lotter, Christine; Feller, Robert; Gates, Harry

    2011-04-01

    A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based instruction in many classrooms has not occurred (Roehrig and Luft in Int J Sci Educ 26:3-24, 2004; Schneider et al. in J Res Sci Teach 42:283-312, 2005). The purpose of this study was to investigate the impact of a professional development program on middle school science teachers' ability to enact inquiry-based pedagogical practices. Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in School Sci Math 102:245-253, 2002) at three distinct junctures, before, during, and after the professional development treatment. Analysis of teacher-participant post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based practices into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use of professional development strategies that provide a situated learning environment.

  10. 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…

  11. We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers' Inquiry-Based and Culturally-Relevant Science Teaching Practices

    Science.gov (United States)

    Roehrig, Gillian H.; Dubosarsky, Mia; Mason, Annie; Carlson, Stephan; Murphy, Barbara

    2011-10-01

    Despite many scholars' recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the `culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers' classroom practices, surveys and interviews, we explore changes in teachers' attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers' attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.

  12. Dialectical Inquiry as an Instructional Heuristic in Organization Theory and Design.

    Science.gov (United States)

    Dehler, Gordon E.; Welsh, M. Ann

    1993-01-01

    A strategy for teaching undergraduate organization theory and design uses dialectical inquiry (thesis-antithesis-synthesis) and involves students actively in classroom learning. Concepts are introduced through dichotomies as typically introduced in texts; discussion elaborates grey areas. Case analysis by this method conveys the often ambiguous…

  13. 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.

  14. 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.

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

    Science.gov (United States)

    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.

  16. 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)

  17. Being in the Hot Spot: A Phenomenological Study of Two Beginning Teachers' Experiences Enacting Inquiry Science Pedagogy

    Science.gov (United States)

    Dreon, Oliver; McDonald, Scott

    2012-01-01

    This phenomenological study demonstrates the influence that affective factors have on beginning teachers' ability to enact inquiry science pedagogy. Through narratives shared in interviews and weblog postings, two beginning science teachers' emotional engagement with their teaching practices, especially that of implementing inquiry-based…

  18. Assimilation or transformation? An analysis of change in ten secondary science teachers following an inquiry-based research experience for teachers

    Science.gov (United States)

    Blanchard, Margaret R.

    2006-12-01

    It is argued that teachers must experience inquiry in order to be able to translate it to their classrooms. The National Science Foundation's (NSF's) Research Experiences for Teachers (RETs) offer promising programs, yet scant empirical support documents the effectiveness of these programs. In this study, ten experienced, secondary science teachers were followed back to the classroom after a five-week, marine ecology RET, addressing the questions: How do teachers' conceptions and enactment of classroom inquiry change after the program?; What are the program's goals?; What accounts for these differences?; and What do these findings imply for future RETs? Data collected includes pre and post program questionnaires, audiotapes and videotapes of pre and post program teaching, post program STIR instrument responses, interviews, and field notes. The study found that an extensive, reflective program model, conducted by scientists who are teacher-centered, successfully conveyed the program model of inquiry. Post program, teachers' conceptions of inquiry were more student centered, focused less on assessment and classroom management and more on authentic content, questions, and presentations, and incorporated program language. Question patterns during enactment shifted to fewer teacher questions, more student questions, and increased higher order questions by students and teachers. More procedural questions indicated role shifts. The STIR instrument fostered understanding of enactment and, with critical incidents analyses, highlighted underlying teacher value structures. Teachers with more theoretical sophistication and who had Rationalistic and Egalitarian value structures applied inquiry throughout their teaching and moved beyond contextual constraints. Implications suggest that those who develop and implement RETs need to be masterful "bridge builders" to help transition teachers and their learning back to the classroom. Reflection holds promise for illuminating teachers

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

    Science.gov (United States)

    McDonald, Scott Powell

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

  20. Bridging Communities: Culturing a Professional Learning Community that Supports Novice Teachers and Transfers Authentic Science and Mathematics to the Classroom

    Science.gov (United States)

    Herbert, B. E.; Miller, H. R.; Loving, C. L.; Pedersen, S.

    2006-12-01

    Professional Learning Community Model for Alternative Pathways (PLC-MAP) is a partnership of North Harris Montgomery Community Colleges, Texas A&M University, and 11 urban, suburban, and rural school districts in the Greater Houston area focused on developing a professional learning community that increases the retention and quality of middle and high school mathematics and science teachers who are being certified through the NHMCCD Alternative Certification Program. Improved quality in teaching refers to increased use of effective inquiry teaching strategies, including information technology where appropriate, that engage students to ask worthy scientific questions and to reason, judge, explain, defend, argue, reflect, revise, and/or disseminate findings. Novice teachers learning to adapt or designing authentic inquiry in their classrooms face two enormous problems. First, there are important issues surrounding the required knowledgebase, habit of mind, and pedagogical content knowledge of the teachers that impact the quality of their lesson plans and instructional sequences. Second, many ACP intern teachers teach under challenging conditions with limited resources, which impacts their ability to implement authentic inquiry in the classroom. Members of our professional learning community, including scientists, mathematicians and master teachers, supports novice teachers as they design lesson plans that engage their students in authentic inquiry. The purpose of this research was to determine factors that contribute to success or barriers that prevent ACP secondary science intern and induction year teachers from gaining knowledge and engaging in classroom inquiry as a result of an innovative professional development experience. A multi-case study design was used for this research. We adopted a two-tail design where cases from both extremes (good and poor gains) were deliberately chosen. Six science teachers were selected from a total of 40+ mathematics and science

  1. The Impact of Collaborative Reflections on Teachers' Inquiry Teaching

    Science.gov (United States)

    Lin, Huann-shyang; Hong, Zuway-R.; Yang, Kuay-keng; Lee, Sung-Tao

    2013-12-01

    This study investigates the impact of collaborative reflections on teachers' inquiry teaching practices and identifies supportive actions relating to their professional development. Three science teachers in the same elementary school worked as a cooperative and collaborative group. They attended workshops and worked collaboratively through observing colleagues' teaching practices and discussing with university professors about their own inquiry teaching. The pre- and post-treatment classroom observations and comparisons of their teaching reveal that the three teachers were more focussed on asking inquiry-oriented questions in the post-treatment teaching. With additional qualitative data analysis, this study identified supportive resources of professional development. Workshop training sessions and sample unit served as the initiative agent in the beginning stage. Discussions with peers and reflective observation of peer teaching acted as a facilitative agent. Finally, student responses and researchers' on-site visit comments worked as a catalytic agent for their professional development.

  2. Exploring preservice teachers' interpretations of curricular experiences while learning to teach in an inquiry-oriented way: A phenomenology

    Science.gov (United States)

    Sander, Scott A.

    Despite ubiquitous calls for school reform, the traditional transmission model of education continues to dominate our nation's science classrooms at all levels. How do these experiences impact those who enter formal teacher education programs and Methods courses that promote a more inquiry-oriented way of teaching science? The purpose of this foundational study was to explore the interpretations of five preservice science teachers' (PSTs) curricular experiences in order to gain a greater understanding directly from the participants about learning to teach in an inquiry-oriented way. Phenomenology was selected as a flexible methodology that enabled access to the "lifeworld" that PSTs had constructed of their experiences within a science Methods course. The inquiry-based methods used within the course also provided the data that ultimately became the bulk of the stories presented in Chapter 4. The methods were selected for their ability to make the PSTs' thinking visible. The use of "thinking routines" within the context of the Methods course supplied data from the PSTs as they were in the role of a student. The use of the virtual classroom TeachLivE(TM) supplied data from the PSTs as they were in the role of a teacher. The data generated by these unique methods helped to constitute the stories presented in Chapter 4. Instead of stories about the PSTs these are stories constructed from the data that represents the thinking of PSTs. The stories are presented as what PSTs see, believe, care about, and wonder with regards to learning to teach in an inquiry-oriented way. This data indicates that while PSTs have taken notice of the challenge to their existing ideas about teaching science there are still significant barriers that must be overcome to replace entrenched beliefs in order for them to implement inquiry-oriented practices in their future classrooms. As a beginning step in the inquiry process and aligned with constructivist theories of learning, thinking routines

  3. Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms

    Science.gov (United States)

    Danker, Brenda

    2015-01-01

    This project used two Flipped Classroom approaches to stimulate deep learning in large classrooms during the teaching of a film module as part of a Diploma in Performing Arts course at Sunway University, Malaysia. The flipped classes utilized either a blended learning approach where students first watched online lectures as homework, and then…

  4. "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.

  5. Using the Virtual Vee Map for Inquiry with Geoscience Research Data

    Science.gov (United States)

    Rutherford, S.

    2009-04-01

    The Vee Map is a method by which any teacher can implement guided inquiry in their classroom. It was originally designed to work with classic laboratories. However, Coffman and Riggs (2006) used the idea so that students could gather online scientific data to answer a research question. This is known as the "Virtual Vee Map" because the scientific data collected is online or virtual. Students have great difficulty with designing and conducting a research project. They also are not able to work with scientific data. Many organizations are now making their scientific data available for use by the educational community. However, many educators and students have found geoscience data difficult to find and use. Ledley et al. (2008) suggests that organizations use educationally relevant review criteria for their data sites. As part of a National Oceanic and Atmosphere Administration (NOAA) research project, a website was developed using the Great Lakes Environmental Research Laboratory's (GLERL) scientific data about the Great Lakes. This data was made available such that pre-service Earth Science elementary teachers could design a research question for use with the Virtual Vee Map's guided inquiry approach.

  6. What Do Cells Really Look Like? An Inquiry into Students' Difficulties in Visualising a 3-D Biological Cell and Lessons for Pedagogy

    Science.gov (United States)

    Vijapurkar, Jyotsna; Kawalkar, Aisha; Nambiar, Priya

    2014-01-01

    In our explorations of students' concepts in an inquiry science classroom with grade 6 students from urban schools in India, we uncovered a variety of problems in their understanding of biological cells as structural and functional units of living organisms. In particular, we found not only that they visualised the cell as a two-dimensional (2-D)…

  7. 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.

  8. Kinesthetic Investigations in the Physics Classroom

    Science.gov (United States)

    Whitworth, Brooke A.; Chiu, Jennifer L.; Bell, Randy L.

    2014-01-01

    Creating investigations that allow students to see physics in their everyday world and to be kinesthetically active outside of the traditional physics classroom can be incredibly engaging and effective. The investigations we developed were inquiry investigations in which students engaged in concrete experiences before we discussed the abstract…

  9. Secondary students' views about scientific inquiry

    International Nuclear Information System (INIS)

    Galano, Silvia; Zappia, Alessandro; Smaldone, Luigi; Testa, Italo

    2015-01-01

    In this study we investigated the views about Scientific Inquiry (SI) of about 300 students at the beginning of the secondary school course (14–15 years old). An adapted version of the Views On Scientific Inquiry (VOSI) questionnaire was used as research instrument. The questionnaire, focused on six specific aspects of SI, was submitted before and after a six-hours in-classroom delivery of a teaching learning sequence (TLS) that targeted explicitly the six SI aspects. We first analyzed responses using a five-level categorization: a) informed view; b) mixed or partially correct view; c) na¨ıve view; d) unclear; e) not given. Two independent researchers iteratively analyzed the data with a final inter-rater reliability of about 90%. Then, we collapsed the initial categories into three macro-categories: C1) informed/partial view; C2) na¨ıve view; C3) unclear or not given; and calculated the shift in the macrocategorization between pre- and post-test. Finally, we investigated a possible relationship between how the TLSs were enacted and the students’ achievements. Data show that the percentage of students’ informed responses only slightly increased between pre- and post-test in the majority of the targeted aspects. Moreover, students’ achievements seem to depend on how the teachers enacted the TLSs. Our results suggest that short inquiry-based teaching interventions are not sufficient to effectively teach SI aspects. Moreover, our results suggest to develop specific training courses aimed at improving teachers’ own beliefs and practices about SI.

  10. Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-Based Instruction in Inclusive Chemistry Classrooms

    Science.gov (United States)

    Mumba, F.; Banda, A.; Chabalengula, V. M.

    2015-01-01

    Studies on inquiry-based instruction in inclusive science teaching have mainly focused on elementary and middle school levels. Little is known about inquiry-based instruction in high school inclusive science classes. Yet, such classes have become the norm in high schools, fulfilling the instructional needs of students with mild disabilities. This…

  11. Comparison of indoor air pollutants concentration in two Romanian classrooms

    Science.gov (United States)

    Vasile, Vasilica; Dima, Alina; Zorila, Elena; Istrate, Andrei; Catalina, Tiberiu

    2018-02-01

    This paper investigates the air pollutions in space ventilated in two High School classrooms. The analysis consists of comparison of one classroom with hybrid ventilation system and another one stander-by classroom with natural ventilation. Several studies regarding indoor air quality during the experimental campaign have been done for VOC, CO2, CO, other pollutants, keeping monitored for humidity and temperature. The experimental demonstrated that the highest value for CO2 in stander-by classroom is 2691 ppm and in classroom with hybrid ventilation is 1897 ppm, while values for CO are 1.1 / 1.1 ppm and VOC 0.14 / 0.06 ppm, better use hybrid ventilation.

  12. Challenges and strategies for effectively teaching the nature of science: A qualitative case study

    Science.gov (United States)

    Koehler, Catherine M.

    This year long, qualitative, case study examines two, experienced, high school, biology teachers as they facilitated nature of science (NOS) understandings in their classrooms. This study explored three research questions: (1) In what ways do experienced teachers' conceptions of NOS evolve over one full year as a result of participating in a course that explicitly address NOS teaching and learning? (2) In what ways do experienced teachers' pedagogical practices evolve over one full year as a result of participating in a course that explicitly address NOS teaching and learning?, and (3) What are the challenges facing experienced teachers in their attempts to implement NOS understandings in their science, high school classrooms? This study was conducted in two parts. In Part I (fall 2004 semester), the participants were enrolled in a graduate course titled, Teaching the Nature of Science , where they were introduced to: (1) NOS, (2) a strategy, the Model for Teaching NOS (MTNOS), which helped them facilitate teaching NOS understandings through inquiry-based activities, and (3) participated in "real" science activities that reinforced their conceptions of NOS. In Part II (spring 2005 semester), classroom observations were made to uncover how these teachers implemented inquiry-based activities emphasizing NOS understanding in their classrooms. Their conceptions of NOS were measured using the Views of the Nature of Science questionnaire. Results demonstrated that each teacher's conceptions of NOS shifted slightly during course the study, but, for one, this was not a permanent shift. Over the year, one teacher's pedagogical practices changed to include inquiry-based lessons using MTNOS; the other, although very amenable to using prepared inquiry-based lessons, did not change her pedagogical practices. Both reported similar challenges while facilitating NOS understanding. The most significant challenges included: (1) time management; (2) the perception that NOS was a

  13. Fostering Creativity through Inquiry and Adventure in Informal Learning Environment Design

    Science.gov (United States)

    Doering, Aaron; Henrickson, Jeni

    2015-01-01

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

  14. 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.

  15. 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.

  16. Designing inquiry learning spaces for online labs in the Go-Lab platform

    NARCIS (Netherlands)

    de Jong, Ton; Gillet, Dennis; Sotiriou, Sofoklis; Agogi, Ellinogermaniki; Zacharia, Zacharias

    2015-01-01

    The Go-Lab project (http://www.go-lab-project.eu/) aims to enable the integration of online labs through inquiry-based learning approaches into science classrooms. Through the use of an advanced plug and play technological solution the Go-Lab project opens up remote science laboratories, data

  17. 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.

  18. 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

  19. The Analysis of Students Scientific Reasoning Ability in Solving the Modified Lawson Classroom Test of Scientific Reasoning (MLCTSR Problems by Applying the Levels of Inquiry

    Directory of Open Access Journals (Sweden)

    N. Novia

    2017-04-01

    Full Text Available This study aims to determine the students’ achievement in answering modified lawson classroom test of scientific reasoning (MLCTSR questions in overall science teaching and by every aspect of scientific reasoning abilities. There are six aspects related to the scientific reasoning abilities that were measured; they are conservatorial reasoning, proportional reasoning, controlling variables, combinatorial reasoning, probabilistic reasoning, correlational reasoning. The research is also conducted to see the development of scientific reasoning by using levels of inquiry models. The students reasoning ability was measured using the Modified Lawson Classroom Test of Scientific Reasoning (MLCTSR. MLCTSR is a test developed based on the test of scientific reasoning of Lawson’s Classroom Test of Scientific Reasoning (LCTSR in 2000 which amounted to 12 multiple-choice questions. The research method chosen in this study is descriptive quantitative research methods. The research design used is One Group Pretest-Posttest Design. The population of this study is the entire junior high students class VII the academic year 2014/2015 in one junior high school in Bandung. The samples in this study are one of class VII, which is class VII C. The sampling method used in this research is purposive sampling. The results showed that there is an increase in quantitative scientific reasoning although its value is not big.

  20. Inquiring into Culture in our Foreign-Language Classrooms

    Directory of Open Access Journals (Sweden)

    Damaris Castro

    2011-06-01

    Full Text Available This article presents some theoretical reflections about the concept of culture and its paramount importance in foreign language classrooms, as a basis for examining curriculum as inquiry, a facilitative tool to incorporate culture in courses in the Bachelor’s degree in the Teaching of English as a Foreign Language at the National University of Costa Rica (UNA. Feasible solutions to common problems that teachers face when trying to incorporate culture in their classrooms, are also discussed.

  1. 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

  2. Setting the question for inquiry: The effects of whole class vs small group on student achievement in elementary science

    Science.gov (United States)

    Cavagnetto, Andy Roy

    This study was conducted to determine the effects of two different student-centered approaches to setting the question for inquiry. The first approach (whole class) consisted of students setting a single question for inquiry after which students worked in small groups during an investigation phase of the activity with all groups exploring the same question. The second approach (small group) consisted of each group of students setting a question resulting in numerous questions being explored per class. A mixed method quasi-experimental design was utilized. Two grade five teachers from a small rural school district in the Midwestern United States participated, each teaching two sections of science (approximately 25 students per section). Results indicate three major findings. Instructional approach (whole class vs. small group) did not effect student achievement in science or language arts. Observational data indicated the actions and skills teachers utilized to implement the approaches were similar. Specifically, the pedagogical skills of dialogical interaction (which was found to be influenced by teacher level of control of learning and teacher content knowledge) and effective rather than efficient use of time were identified as key factors in teachers' progression toward a student-centered, teacher-managed instructional approach. Unit exams along with qualitative and quantitative teacher observation data indicated that these factors do have an impact on student achievement. Specifically increased dialogical interaction in the forms of greater student voice, and increased cognitive demands placed on students by embedding and emphasizing science argument within the student inquiry corresponded to positive gains in student achievement. Additionally, teacher's perception of student abilities was also found to influence professional growth. Finally, allowing students to set the questions for inquiry and design the experiments impact the classroom environment as teacher

  3. Constancy and Variability: Dialogic Literacy Events as Sites for Improvisation in Two 3rd-Grade Classrooms

    Science.gov (United States)

    Jordan, Michelle E.; Santori, Diane

    2015-01-01

    This multisite study investigates dialogic literacy events that revolved around narrative and informational texts in two 3rd-grade classrooms. The authors offer a metaphor of musical improvisation to contemplate dialogic literacy events as part of the repertoire of teaching and learning experiences. In literacy learning, where there is much…

  4. Community of Inquiry and Video in Higher Education: Engaging Students Online

    Science.gov (United States)

    Conrad, Oliver

    2015-01-01

    The purpose of this literature review was to explore how video technology can be effectively used in an online classroom setting. The author found and cited online journals with information about the Community of Inquiry (CoI) framework. He further explored specific sources that could give readers an idea how online video technology can affect…

  5. Authority in an Agency-Centered, Inquiry-Based University Calculus Classroom

    Science.gov (United States)

    Gerson, Hope; Bateman, Elizabeth

    2010-01-01

    Authority roles among teachers and students have traditionally been hierarchal and centered with the expertise and power of the teacher limiting opportunities for students to act with autonomy to build and justify mathematics. In this paper we discuss authority roles for teachers and students that have been realized in an inquiry-based university,…

  6. Optimizing the orchestration of resemiotization with teacher "talk moves": A model of guided-inquiry instruction in middle school science

    Science.gov (United States)

    Millstone, Rachel Diana

    The current conceptualization of science set forth by the National Research Council (2008) is one of science as a social activity, rather than a view of science as a fixed body of knowledge. This requires teachers to consider how communication, processing, and meaning-making contribute to science learning. It also requires teachers to think deeply about what constitutes knowledge and understanding in science, and what types of instruction are most conducive to preparing students to participate meaningfully in the society of tomorrow. Because argumentation is the prominent form of productive talk leading to the building of new scientific knowledge, one indicator of successful inquiry lies in students' abilities to communicate their scientific understandings in scientific argumentation structures. The overarching goal of this study is to identify factors that promote effective inquiry-based instruction in middle school science classrooms, as evidenced in students' abilities to engage in quality argumentation with their peers. Three specific research questions were investigated: (1) What factors do teachers identify in their practice as significant to the teaching and learning of science? (2) What factors do students identify as significant to their learning of science? and (3) What factors affect students' opportunities and abilities to achieve sophisticated levels of argumentation in the classroom? Two teachers and forty students participated in this study. Four principle sources of data were collected over a three-month period of time. These included individual teacher interviews, student focus group interviews, fieldnotes, and approximately 85 hours of classroom videotape. From this sample, four pathways for guided-inquiry instruction are identified. Opportunities for student talk were influenced by a combination of factors located in the domains of "teacher practice," "classroom systems," and "physical structures." Combinations of elements from these three

  7. Actively Teaching Research Methods with a Process Oriented Guided Inquiry Learning Approach

    Science.gov (United States)

    Mullins, Mary H.

    2017-01-01

    Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to…

  8. 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

  9. Personal Inquiry: Orchestrating Science Investigations within and beyond the Classroom

    Science.gov (United States)

    Sharples, Mike; Scanlon, Eileen; Ainsworth, Shaaron; Anastopoulou, Stamatina; Collins, Trevor; Crook, Charles; Jones, Ann; Kerawalla, Lucinda; Littleton, Karen; Mulholland, Paul; O'Malley, Claire

    2015-01-01

    A central challenge for science educators is to enable young people to act as scientists by gathering and assessing evidence, conducting experiments, and engaging in informed debate. We report the design of the nQuire toolkit, a system to support scripted personal inquiry learning, and a study of its use with school students ages 11-14. This…

  10. Teacher-Student Development in Mathematics Classrooms: Interrelated Zones of Free Movement and Promoted Actions

    Science.gov (United States)

    Hussain, Mohammed Abdul; Monaghan, John; Threlfall, John

    2013-01-01

    This paper applies and extends Valsiner's "zone theory" (zones of free movement and promoted actions) through an examination of an intervention to establish inquiry communities in primary mathematics classrooms. Valsiner's zone theory, in a classroom setting, views students' freedom of choice of action and thought as mediated by the teacher. The…

  11. 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.

  12. Students' Attitudes, Self-Efficacy and Experiences in a Modified Process-Oriented Guided Inquiry Learning Undergraduate Chemistry Classroom

    Science.gov (United States)

    Vishnumolakala, Venkat Rao; Southam, Daniel C.; Treagust, David F.; Mocerino, Mauro; Qureshi, Sheila

    2017-01-01

    This one-semester, mixed methods study underpinning social cognition and theory of planned behaviour investigated the attitudes, self-efficacy, and experiences of 559 first year undergraduate chemistry students from two cohorts in modified process-oriented guided inquiry learning (POGIL) classes. Versions of attitude toward the study of chemistry…

  13. Designing and Implementing Web-Based Scaffolding Tools for Technology-Enhanced Socioscientific Inquiry

    Science.gov (United States)

    Shin, Suhkyung; Brush, Thomas A.; Glazewski, Krista D.

    2017-01-01

    This study explores how web-based scaffolding tools provide instructional support while implementing a socio-scientific inquiry (SSI) unit in a science classroom. This case study focused on how students used web-based scaffolding tools during SSI activities, and how students perceived the SSI unit and the scaffolding tools embedded in the SSI…

  14. Teacher and student perspectives on motivation within the high school science classroom

    Science.gov (United States)

    Pickens, Melanie Turnure

    The purpose of this study was to investigate teacher and student perspectives on the motivation of high school science students and to explore specific motivational strategies used by teachers as they attempt to enhance student motivation. Four science teachers took part in an initial audio-taped interview, classroom observations with debriefing conversations, and a final audio-taped interview to discuss findings and allow member checking for data triangulation and interpretation. Participating teachers also took part in a final focus group interview. Student participants from each teacher's class were given a Likert style anonymous survey on their views about motivation and learning, motivation in science class, and specific motivational strategies that emerged in their current science class. This study focused on effective teaching strategies for motivation commonly used by the four teachers and on specific teaching strategies used by two of these four teachers in different tracks of science classes. The intent was to determine not only what strategies worked well for all types of science classes, but also what specific motivational approaches were being used in high and low tracked science classes and the similarities and differences between them. This approach provided insight into the differences in motivating tracked students, with the hope that other educators in specific tracks might use such pedagogies to improve motivation in their own science classrooms. Results from this study showed that science teachers effectively motivate their students in the following ways: Questioning students to engage them in the lesson, exhibiting enthusiasm in lesson presentations, promoting a non-threatening environment, incorporating hands-on activities to help learn the lesson concepts, using a variety of activities, believing that students can achieve, and building caring relationships in the classroom. Specific to the higher tracked classroom, effective motivational

  15. Two Heads Are Better than One: Influencing Preservice Classroom Teachers' Understanding and Practice of Classroom-Library Collaboration

    Science.gov (United States)

    Moreillon, Judi

    2008-01-01

    Two Heads Are Better than One: The Factors Influencing the Understanding and Practice of Classroom-Library Collaboration proposed to identify the factors involved in educating future K-8 classroom teachers about collaboration for instruction with school library media specialists (SLMSs). This longitudinal study monitored the growth of teacher…

  16. A Two-Week Guided Inquiry Protein Separation and Detection Experiment for Undergraduate Biochemistry

    Science.gov (United States)

    Carolan, James P.; Nolta, Kathleen V.

    2016-01-01

    A laboratory experiment for teaching protein separation and detection in an undergraduate biochemistry laboratory course is described. This experiment, performed in two, 4 h laboratory periods, incorporates guided inquiry principles to introduce students to the concepts behind and difficulties of protein purification. After using size-exclusion…

  17. Exploring the Classroom Practices That May Enable a Compassionate Approach to Financial Literacy Education

    Science.gov (United States)

    Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

    2018-01-01

    From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The…

  18. Student perception of writing in the science classroom

    Science.gov (United States)

    Deakin, Kathleen J.

    This study examines factors that shape four student's perceptions of writing tasks in their science classroom. This qualitative retrospective interview study focuses on four students concurrently enrolled in honors English and honors biology. This research employs a phenomenological perspective on writing, examining whether the writing strategies students acquire in the Language Arts classroom manifest in the content areas. I also adopt Bandura's theoretical perspective on self-efficacy as well as Hillock's notion of writing as inquiry and meaning making. This study concludes that students need ample opportunity to generate content and language that will help reveal a purpose and genre for writing tasks in the content areas. Although all four students approached the writing tasks differently in this study, the tasks set before them were opportunities for replication rather than inquiry Through the case studies of four students as well as current research on content writing, this project works to inform all content area teachers about student perceptions of writing in the content areas.

  19. 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

  20. Reflections as near-peer facilitators of an inquiry project for undergraduate anatomy: Successes and challenges from a term of trial-and-error.

    Science.gov (United States)

    Anstey, Lauren M; Michels, Alison; Szymus, Julianna; Law, Wyanne; Edwin Ho, Man-Hymn; Qu, Fei; Yeung, Ralph T T; Chow, Natalie

    2014-01-01

    Near-peer facilitators (senior students serving as facilitators to their more junior peers) bring a unique student-based perspective to teaching. With fewer years of teaching experience however, students who become involved in a facilitator role typically develop related skills quickly through a process of trial-and-error within the classroom. The aim of this paper is to report on the authors' own experiences and reflections as student near-peer facilitators for an inquiry-based project in an undergraduate anatomy course. Three areas of the facilitator experience are explored: (1) offering adequate guidance as facilitators of inquiry, (2) motivating students to engage in the inquiry process, and (3) fostering creativity in learning. A practical framework for providing guidance to students is discussed which offers facilitators a scaffold for asking questions and assisting students through the inquiry process. Considerations for stimulating intrinsic motivations toward inquiry learning are made, paying attention to ways in which facilitators might influence feelings of motivation towards learning. Also, the role of creativity in inquiry learning is explored by highlighting the actions facilitators can take to foster a creative learning environment. Finally, recommendations are made for the development of formalized training programs that aid near-peer facilitators in the acquisition of facilitation skills before entering into a process of trial-and-error within the classroom. © 2013 American Association of Anatomists.

  1. Developing early algebraic reasoning in a mathematical community of inquiry

    OpenAIRE

    Hunter, Jodie Margaret Roberta

    2013-01-01

    This study explores the development of early algebraic reasoning in mathematical communities of inquiry. Under consideration is the different pathways teachers take as they develop their own understanding of early algebra and then enact changes in their classroom to facilitate algebraic reasoning opportunities. Teachers participated in a professional development intervention which focused on understanding of early algebraic concepts, task development, modification, and enactment, and clas...

  2. Using Aesthetic response - A poetic inquiry to expand knowing, Part II

    DEFF Research Database (Denmark)

    Gerge, Anna; Warja, Margareta; Pedersen, Inge Nygaard

    2017-01-01

    ) is given. Through theories from expressive arts therapy, heuristic inquiry, attachment theory and contemporary affective neuroscience some thoughts on the embodied felt sense as a perceptual hub is shared. Based in contemporary attachment theory and psychotherapy research, a rationale is given for why......-psychological domains. The complexity of sharing implicit processes and tacit knowledge in the arts-based inquiry is reflected, along with theoretical perspectives of such undertakings. A theoretical rationale for why to add and acknowledge important perceptual and affective building blocks in arts-based research (ABR...

  3. 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.

  4. Investigating Nigerian primary school teachers’ preparedness to adopt personal response system in ESL classroom

    Directory of Open Access Journals (Sweden)

    Alaba Olaoluwakotansibe Agbatogun

    2012-03-01

    Full Text Available This study investigated the extent to which computer literacy dimensions (computer general knowledge, documents and documentations, communication and surfing as well as data inquiry, computer use and academic qualification as independent variables predicted primary school teachers’ attitude towards the integration of Personal Response System in English as a second language (ESL classroom. Seventeen (17 Nigerian primary school teachers trained on why and how to effectively use Personal Response System (PRS in ESL classrooms was the sample for the study. Data for the study were gathered through the use of Clickers Attitude Questionnaire (CAQ, Teachers’ Computer Literacy Questionnaire (TCLQ and Computer Use Questionnaire (CUQ. Descriptive statistics such as simple percentage, mean and standard deviation, and inferential statistics such as Pearson Product Moment Correlation Coefficient, and Multiple regression were used for data analysis at 0.05 significance level. The results show that the teachers’ computer literacy was more in the areas of documents and documentation as well as communication and surfing than in general knowledge and data inquiry. Further findings of the study indicated that general computer knowledge, documents and documentation, communication and surfing, and data inquiry combined to contribute to the prediction of teachers’ attitude towards the integration of PRS. Relatively, documents and documentation dimension was the potent predictor, while data inquiry was not a significant predictor of the outcome variable. Similarly, computer use, computer literacy and academic qualification jointly contributed to the prediction of the teachers’ attitude towards the integration of PRS in ESL classroom. Meanwhile, computer use made the most significant contribution to the prediction of teachers’ attitude towards PRS integration, while academic qualification did not make any significant contribution to the teachers’ attitude

  5. Investigating Nigerian Primary School Teachers’ Preparedness to Adopt Personal Response System in ESL Classroom

    Directory of Open Access Journals (Sweden)

    Alaba Olaoluwakotansibe Agbatogun

    2012-03-01

    Full Text Available This study investigated the extent to which computer literacy dimensions (computer general knowledge, documents and documentations, communication and surfing as well as data inquiry, computer use and academic qualification as independent variables predicted primary school teachers’ attitude towards the integration of Personal Response System in English as a second language (ESL classroom. Seventeen (17 Nigerian primary school teachers trained on why and how to effectively use Personal Response System (PRS in ESL classrooms was the sample for the study. Data for the studywere gathered through the use of Clickers Attitude Questionnaire (CAQ, Teachers’ Computer Literacy Questionnaire (TCLQ and Computer Use Questionnaire (CUQ. Descriptive statistics such as simplepercentage, mean and standard deviation, and inferential statistics such as Pearson Product Moment Correlation Coefficient, and Multiple regression were used for data analysis at 0.05 significance level.The results show that the teachers’ computer literacy was more in the areas of documents and documentation as well as communication and surfing than in general knowledge and data inquiry. Further findings of the study indicated that general computer knowledge, documents anddocumentation, communication and surfing, and data inquiry combined to contribute to the prediction of teachers’ attitude towards the integration of PRS. Relatively, documents and documentation dimension was the potent predictor, while data inquiry was not a significant predictor of the outcome variable. Similarly, computer use, computer literacy and academic qualification jointly contributed to the prediction of the teachers’ attitude towards the integration of PRS in ESL classroom. Meanwhile, computer use made the most significant contribution to the prediction of teachers’ attitude towards PRS integration, while academic qualification did not make any significantcontribution to the teachers’ attitude

  6. Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A Call for Scientist-Science Teacher Partnerships to Promote Inquiry-Based Learning

    Science.gov (United States)

    Mansour, Nasser

    2015-01-01

    Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better…

  7. Music education in the Grade R classroom: How three teachers learned in a participatory action inquiry

    Directory of Open Access Journals (Sweden)

    Aletta Delport

    2015-09-01

    Full Text Available The contribution of music education to the holistic development of the young learner is uncontested. However, in South Africa, the vast majority of Reception Year (Grade R teachers do not have the required competences to teach music in ways that optimally enhance the holistic growth of their learners, as this aspect has been largely neglected during their pre-service and in-service training. In this paper, we report on a year-long intervention aimed at enabling three Grade R non-music specialist teachers at one urban township school in the Eastern Cape to create music-based learning opportunities for their learners. We employed a participatory action learning and action research (PALAR approach to the inquiry, which combines research with development. Our findings indicate that after a series of collaborative interactions, the participants started to explore and tap into their own musical competences. They revisited notions of the self as (ill-equipped, (unconfident, (incompetent and (independent music teachers, and began to assume autonomy and agency with regard to effective music education in the Grade R classroom. We consequently argue that under-qualified in-service teachers can be enabled to improve their practice through research interventions that stimulate maximum participant involvement, such as PALAR.

  8. Developing the conceptual instructional design with inquiry-based instruction model of secondary students at the 10th grade level on digestion system and cellular degradation issue

    Science.gov (United States)

    Rotjanakunnatam, Boonthida; Chayaburakul, Kanokporn

    2018-01-01

    The aims of this research study was to develop the conceptual instructional design with the Inquiry-Based Instruction Model (IBIM) of secondary students at the 10th grade level on Digestion System and Cellular Degradation issue using both oxygen and oxygen-degrading cellular nutrients were designed instructional model with a sample size of 45 secondary students at the 10th Grade level. Data were collected by asking students to do a questionnaire pre and post learning processes. The questionnaire consists of two main parts that composed of students' perception questionnaire and the questionnaire that asked the question answer concept for the selected questionnaire. The 10-item Conceptual Thinking Test (CTT) was assessed students' conceptual thinking evaluation that it was covered in two main concepts, namely; Oxygen degradation nutrients and degradation nutrients without oxygen. The data by classifying students' answers into 5 groups and measuring them in frequency and a percentage of students' performances of their learning pre and post activities with the Inquiry-Based Instruction Model were analyzed as a tutorial. The results of this research found that: After the learning activities with the IBIM, most students developed concepts of both oxygen and oxygen-degrading cellular nutrients in the correct, complete and correct concept, and there are a number of students who have conceptual ideas in the wrong concept, and no concept was clearly reduced. However, the results are still found that; some students have some misconceptions, such as; the concept of direction of electron motion and formation of the ATP of bioactivities of life. This cause may come from the nature of the content, the complexity, the continuity, the movement, and the time constraints only in the classroom. Based on this research, it is suggested that some students may take some time, and the limited time in the classroom to their learning activity with content creation content binding and

  9. WISE Science: Web-based Inquiry in the Classroom. Technology, Education--Connections

    Science.gov (United States)

    Slotta, James D.; Linn, Marcia C.

    2009-01-01

    This book shares the lessons learned by a large community of educational researchers and science teachers as they designed, developed, and investigated a new technology-enhanced learning environment known as WISE: The Web-Based Inquiry Science Environment. WISE offers a collection of free, customizable curriculum projects on topics central to the…

  10. Plants & Perpetrators: Forensic Investigation in the Botany Classroom

    Science.gov (United States)

    Boyd, Amy E.

    2006-01-01

    Applying botanical knowledge to a simulated forensic investigation provides inquiry-based and problem-based learning in the botany classroom. This paper details one such forensic investigation in which students use what they have learned about plant morphology and anatomy to analyze evidence and solve a murder mystery. (Contains 1 table.)

  11. A case study of an experienced teacher's beliefs and practice during implementation of an inquiry-based approach in her elementary science classroom

    Science.gov (United States)

    Martin, Anita Marie Benna

    The purpose of this study was to examine the relationship between one teacher's beliefs and her practices. This study examined this relationship during the implementation of reform by the teacher in the area of science as recommended by the National Science Education Standards (NRC, 1996). This study was a single case study of one experienced elementary teacher who was implementing the Science Writing Heuristic (SWH) approach in her science classroom. The study's focus was on the relationship between the teacher's beliefs and her practice during this innovation, as well as the factors that influenced that relationship. Data were collected from multiple sources such as routinely scheduled interviews, classroom observations, researcher's fieldnotes, teacher's written reflections, professional development liaison reflections, student responses, video-tape analysis, think-aloud protocol, audio-tapes of student discourse, metaphor analysis, and Reformed Teacher Observation Protocol (RTOP) scores. Data analysis was conducted using two different approaches: constant comparative method and RTOP scores. Results indicate that a central belief of this teacher was her beliefs about how students learn. This belief was entangled with other more peripheral beliefs such as beliefs about the focus of instruction and beliefs about student voice. As the teacher shifted her central belief from a traditional view of learning to one that is more closely aligned with a constructivist' view, these peripheral beliefs also shifted. This study also shows that the teacher's beliefs and her practice were consistent and entwined throughout the study. As her beliefs shifted, so did her practice and it supports Thompson's (1992) notion of a dialectic relationship between teacher beliefs and practice. Additionally, this study provides implications for teacher education and professional development. As teachers implement reform efforts related to inquiry in their science classrooms, professional

  12. 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,…

  13. A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degree.

    Science.gov (United States)

    de Jong, N; Verstegen, D M L; Tan, F E S; O'Connor, S J

    2013-05-01

    This case-study compared traditional, face-to-face classroom-based teaching with asynchronous online learning and teaching methods in two sets of students undertaking a problem-based learning module in the multilevel and exploratory factor analysis of longitudinal data as part of a Masters degree in Public Health at Maastricht University. Students were allocated to one of the two study variants on the basis of their enrolment status as full-time or part-time students. Full-time students (n = 11) followed the classroom-based variant and part-time students (n = 12) followed the online asynchronous variant which included video recorded lectures and a series of asynchronous online group or individual SPSS activities with synchronous tutor feedback. A validated student motivation questionnaire was administered to both groups of students at the start of the study and a second questionnaire was administered at the end of the module. This elicited data about student satisfaction with the module content, teaching and learning methods, and tutor feedback. The module coordinator and problem-based learning tutor were also interviewed about their experience of delivering the experimental online variant and asked to evaluate its success in relation to student attainment of the module's learning outcomes. Student examination results were also compared between the two groups. Asynchronous online teaching and learning methods proved to be an acceptable alternative to classroom-based teaching for both students and staff. Educational outcomes were similar for both groups, but importantly, there was no evidence that the asynchronous online delivery of module content disadvantaged part-time students in comparison to their full-time counterparts.

  14. Teaching and Learning Research Literacies in Graduate Adult Education: Appreciative Inquiry into Practitioners' Ways of Writing.

    Science.gov (United States)

    Lander, Dorothy A.

    2002-01-01

    Presents a theoretical framework for teaching and learning research literacies. Describes a classroom demonstration involving graduate student cohorts in appreciative inquiry into practitioners' ways of writing. Addresses the issues of human subjects, informed consent, and the ethics of representation. (Contains 49 references.) (SK)

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

    Science.gov (United States)

    Weiland, Sunny Minelli

    related to research question #2) What are preferred instructional strategies for implementation in middle level science classrooms? and topical sub-question #2) How do middle level science teachers structure instruction. The theme that emerged was needs of students. Analysis of the data revealed one theme related to research question #3) How do middle level science teachers perceive the relationship between science instruction and student learning? and topical sub-question #3) How do middle level science teachers view their role in relation to student learning? This theme is meaning making. Analysis of the data related to meaning making revealed two sub-themes of application and relationships. It is clear that middle level science teachers have a vision for inquiry-based science instruction, but implementation is inhibited by a variety of factors including curricular programming that is very broad and lacks depth, the scheduling of time and resources for science, and the absence of a clear model of inquiry-based instruction. In addition, only one participant referenced students investigating their own authentic questions and no participants reflected on the importance of students using evidence in their explanations of scientific phenomenon. Additionally, participants continually reflected on the needs of their students informing instructional practices, and it is wondered if there is a clear understanding among middle level teachers of how students learn science. Real world applications were recognized as important within science learning and the researcher questions whether teachers of science have adequate opportunities to explore real world application of science concepts throughout their careers in order to foster connections within the classroom. These findings support the need for strong, job-embedded professional development, the cultivation of learning communities dedicated to the investigation and implementation of inquiry-based science, the focusing of

  16. An Example of Inquiry in Linear Algebra: The Roles of Symbolizing and Brokering

    Science.gov (United States)

    Zandieh, Michelle; Wawro, Megan; Rasmussen, Chris

    2017-01-01

    In this paper we address practical questions such as: How do symbols appear and evolve in an inquiry-oriented classroom? How can an instructor connect students with traditional notation and vocabulary without undermining their sense of ownership of the material? We tender an example from linear algebra that highlights the roles of the instructor…

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

    Directory of Open Access Journals (Sweden)

    Drew S. Fagan

    2015-06-01

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

  18. Epistemic Purposes to Prompt Argumentation in inquiry-based classes

    Directory of Open Access Journals (Sweden)

    Arthur Tadeu Ferraz

    2017-04-01

    Full Text Available Considering the growth in interest on argumentation in research on science education, in this paper our goal is to propose an overview of actions taken by a teacher that made possible to establish and mediate production of arguments by the students in classroom. For this purpose, we analyze a physics lesson where discussions were about light duality, through a planned inquiry-based sequence teaching. We developed a set of codes called Epistemic Purposes for Promotion of Argumentation that allow understanding teacher's purposes as well his actions to promote argumentation among students during inquiry-based lessons. According to theoretical proposition and empirical analysis, it was revealed that the construction of arguments by students has a high dependence on how ideas are problematized by teacher. The construction of understanding  by students requires teacher actions that result in contributions of different kinds.

  19. 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)

  20. The Martian Goes To College: Open Inquiry with Science Fiction in the Classroom.

    Science.gov (United States)

    Beatty, L.; Patterson, J. D.

    2015-12-01

    Storytelling is an ancient art; one that can get lost in the reams of data available in a typical geology or astronomy classroom. But storytelling draws us to a magical place. Our students, with prior experience in either a geology or astronomy course, were invited to explore Mars in a special topics course at Johnson County Community College through reading The Martian by Andy Weir. As they traveled with astronaut Mark Watney, the students used Google Mars, Java Mission-planning and Analysis for Remote Sensing (JMARS), and learning modules from the Mars for Earthlings web site to investigate the terrain and the processes at work in the past and present on Mars. Our goal was to apply their understanding of processes on Earth in order to explain and predict what they observed on Mars courtesy of the remote sensing opportunities available from Viking, Pathfinder, the Mars Exploration Rovers, and Maven missions; sort of an inter-planetary uniformitarianism. Astronaut Mark Watney's fictional journey from Acidalia Planitia to Schiaparelli Crater was analyzed using learning modules in Mars for Earthlings and exercises that we developed based on Google Mars, JMARS, Rotating Sky Explorer, and Science Friday podcasts. Each student also completed an individual project that either focused on a particular region that Astronaut Mark Watney traveled through or a problem that he faced. Through this open-inquiry learning style, they determined some processes that shaped Mars such as crater impacts, volcanism, fluid flow, mass movement, and groundwater sapping and also investigated the efficacy of solar energy as a power source based on location and the likelihood of regolith potential as a mineral matter source for soil.

  1. 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.

  2. Collaborative Inquiry-based Learning

    NARCIS (Netherlands)

    Suarez, Angel

    2017-01-01

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

  3. Using Biological-Control Research in the Classroom to Promote Scientific Inquiry & Literacy

    Science.gov (United States)

    Richardson, Matthew L.; Richardson, Scott L.; Hall, David G.

    2012-01-01

    Scientists researching biological control should engage in education because translating research programs into classroom activities is a pathway to increase scientific literacy among students. Classroom activities focused on biological control target all levels of biological organization and can be cross-disciplinary by drawing from subject areas…

  4. Google Tools in the Classroom

    Science.gov (United States)

    Albee, E. M.; Koons, P. O.; Schauffler, M.; Zhu, Y.; Segee, B. E.

    2009-12-01

    The Maine Learning Technology Initiative provides every seventh and eighth grade student in the state with MacBook laptop computers. Limitless education possibilities exist with the inclusion of Google Tools and laptops as learning tools in our modern classrooms. Google Applications allow students to create documents, spreadsheets, charts, graphs, forms, and presentations and easily allows the sharing of information with their fellow classmates and teachers. These applications invite the use of inquiry and critical thinking skills, collaboration among peers, and subject integration to teach students crucial concepts. The benefits for teachers extend into the realm of using Google sites to easily create a teacher website and blog to upload classroom information and create a communication connection for parents and students as well as collaborations between the teachers and University researchers and educators. Google Applications further enhances the possibilities for learning, sharing a wealth of information, and enhancing communication inside and outside of the classroom.

  5. Appreciative inquiry for leading in complex systems: supporting the transformation of academic nursing culture.

    Science.gov (United States)

    Moody, Roseanne C; Horton-Deutsch, Sara; Pesut, Daniel J

    2007-07-01

    Increasingly complex environments in which nurse educators must function create distinct challenges for leaders in nursing education. Complexity is found in the presence of knowledge-driven economies, advancements in technology, and the blurring of campus boundaries created by online learning versus traditional classroom education. A dual bureaucracy of faculty and administration coexists in nursing education. The transformation of bureaucratic culture is a strategic challenge for academic leaders who strive to move dichotomous groups toward a collective vision of a preferred future. This article advocates for the affirmative administrative process of appreciative inquiry for academic nursing leadership, in nudging the dual bureaucracy toward transformational change. The intent and characteristics of appreciative inquiry are discussed, appreciative leadership strategies and actions are explained, methods for leading cultural paradigm shift are outlined, and an exemplar of the actualization of appreciative inquiry is presented.

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

    Science.gov (United States)

    Miller, Marianne

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

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

    Science.gov (United States)

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

    2014-01-01

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

  8. 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…

  9. The application of language-game theory to the analysis of science learning: Developing an interpretive classroom-level learning framework

    Science.gov (United States)

    Ahmadibasir, Mohammad

    In this study an interpretive learning framework that aims to measure learning on the classroom level is introduced. In order to develop and evaluate the value of the framework, a theoretical/empirical study is designed. The researcher attempted to illustrate how the proposed framework provides insights on the problem of classroom-level learning. The framework is developed by construction of connections between the current literature on science learning and Wittgenstein's language-game theory. In this framework learning is defined as change of classroom language-game or discourse. In the proposed framework, learning is measured by analysis of classroom discourse. The empirical explanation power of the framework is evaluated by applying the framework in the analysis of learning in a fifth-grade science classroom. The researcher attempted to analyze how students' colloquial discourse changed to a discourse that bears more resemblance to science discourse. The results of the empirical part of the investigation are presented in three parts: first, the gap between what students did and what they were supposed to do was reported. The gap showed that students during the classroom inquiry wanted to do simple comparisons by direct observation, while they were supposed to do tool-assisted observation and procedural manipulation for a complete comparison. Second, it was illustrated that the first attempt to connect the colloquial to science discourse was done by what was immediately intelligible for students and then the teacher negotiated with students in order to help them to connect the old to the new language-game more purposefully. The researcher suggested that these two events in the science classroom are critical in discourse change. Third, it was illustrated that through the academic year, the way that students did the act of comparison was improved and by the end of the year more accurate causal inferences were observable in classroom communication. At the end of the

  10. Overcoming Constraints of Building Successful Partnerships Incorporating STEM Research Into K-12 Classrooms

    Science.gov (United States)

    Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

    2011-12-01

    The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE is currently in its second year of partnering ten graduate students from the STEM fields of Geosciences, Engineering and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to increase inquiry and technology experiences in science and math while enhancing graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in the classrooms. Each graduate student is responsible for the development of two lessons each month of the school year that are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach throughout the local community. Numerous challenges were met during the formation of the program as well as throughout the first year in which the project management team worked together to find solutions ensuring that INSPIRE maintained successful partnerships for all involved. Proposed solutions of the following key components were identified by INSPIRE through the development, implementation, and continuous evaluation (internal and external) of the first year of the program as areas that can pose challenges to the construction of strong relationships between STEM research and K-12 classrooms: initializing the partnerships with the K-12 classrooms and STEM graduate fields at the university; maintaining strong partnerships; providing appropriate training and support; developing sound

  11. Teaching and Learning in Two iPad-Infused Classrooms: A Descriptive Case Study of A Dual Classroom, School-Based Pilot Project

    Science.gov (United States)

    Maich, Kimberly; Hall, Carmen L.; van Rhijn, Tricia Marie; Henning, Megan

    2017-01-01

    This multi-methods, descriptive case study examines attitudes and practices of classroom-based iPad use. The site is one inner-city, urban, publicly funded school, focused on two iPad-infused classrooms (Grade 2/3 and Grade 4/5). Data were collected from 5 educators and 35 students to investigate two research questions: How are iPads being…

  12. Experiences of Adult Students in Multi-Generational Community College Classrooms

    Science.gov (United States)

    Clemente, Kathleen Ann

    2010-01-01

    This qualitative study is a basic interpretative inquiry studying the experiences of fourteen adult students 45 years of age or older in a multi-generational community college classroom. The study is informed by social constructivism, social constructionism and andragogy. It focused on how students viewed their experiences in the…

  13. Aesthetic Inquiry into Chinese University Student Fatherly Life Lessons: "Roots" and Their Implications for Educational Contexts

    Science.gov (United States)

    Liu, Laura Blythe

    2017-01-01

    Globally, teachers are trained to educate and assess children through matrices based on comparative competition, a practice that thrives on ranking. In an era of glocalization, how might educational systems cultivate classroom connections embracing diverse student gifts? This arts-based narrative inquiry explores fatherly life lessons of 17…

  14. 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.

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

    Science.gov (United States)

    Brelias, Anastasia

    2015-01-01

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

  16. Individual and group meaning-making in an urban third grade classroom: Red fog, cold cans, and seeping vapor

    Science.gov (United States)

    Southerland, Sherry; Kittleson, Julie; Settlage, John; Lanier, Kimberly

    2005-11-01

    We examined third graders' understandings of condensation using an expanded notion of the Emergent Perspective, a reflexive consideration of individual and group meaning-making situated in the culture of the classroom. Data were collected from two small groups of students in an inquiry-based, urban classroom during a unit on the water cycle. Measures included conceptual pre-/posttests, interviews, written work, and discourse analyses of a science lesson. Although we identified the supportive role of the teacher's explicit assessments of children's ideas, within the small groups, the force that most potently shaped meaning-making was students' persuasive power, which was in part influenced by the rhetorical moves employed. Specifically, students' evaluative comments (a type of rhetorical move) about contributions of other group members seemed to be particularly persuasive in these groups. Evaluative comments, apart from students' academic status, were shown to be an important influence in not only social knowledge production but also in individual internalization. Our explanation focuses on the particular discursive practices as intellectual resources of urban students, but we are also mindful of the cognitive complexity of the material and the developmental abilities of the students.

  17. The trend in inquiry-based learning (IBL) research from many perspectives: A systematic review

    Science.gov (United States)

    Anuar, Nor Syuhada Binti Saiful; Sani, Siti Shamsiah Binti; Ahmad, Che Nidzam Binti Che; Damanhuri, Muhd Ibrahim Bin Muhammad; Borhan, Mohamad Termizi Bin

    2017-05-01

    Inquiry-based learning (IBL) is one of the teaching approaches that has been suggested by the Kementerian Pelajaran Malaysia (KPM). Although IBL has been in existence for many years, the effect of this approach in terms of teacher's verbal interaction during teaching has not been considered to any great extent. For this reason, a systematic review was conducted to observe the pattern of the existing IBL research. This systematic review of quantitative and qualitative studies published between 2006 and 2016 was undertaken by using the following databases: Taylor & Francis Online (2012-2015), Wiley Online Library (2012-2015), ScienceDirect, SpringerLink, SAGE Journals, and EBSCOHOST. Research articles from trustworthy websites were also used. The main keywords used were teacher verbal interaction, inquiry-based learning (IBL), secondary school science and classroom interaction. Eleven studies were included in this review but only two out of the eleven selected papers discussed teacher verbal interaction. Hence, more research needs to be conducted in order to observe the effect of IBL towards teacher's verbal interaction during learning sessions.

  18. 4E x 2 Instructional Model: Uniting Three Learning Constructs to Improve Praxis in Science and Mathematics Classrooms

    Science.gov (United States)

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

    2009-01-01

    After decades of research endorsing inquiry-based learning, at best only moderate success has been noted in creating effective systemic implementation in K-12 classrooms. Thus, teachers need to be better equipped in how to bring this transformation to their own classrooms. Changing beliefs and overcoming external obstacles encourages the use of…

  19. Student's social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement

    Science.gov (United States)

    Ellwood, Robin; Abrams, Eleanor

    2017-02-01

    This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus and On-Campus, and used ethnographic techniques of participant observation. Research participants included eight eighth grade girls, aged 13-14 years old. Data sources included formal and informal participant interviews, participant journal reflections, curriculum artifacts including quizzes, worksheets, and student-generated research posters, digital video and audio recordings, photographs, and researcher field notes. Data were transcribed verbatim and coded, then collapsed into emergent themes using NVIVO 9. The results of this research illustrate how setting conditions that promote focused concentration and communicative interactions can be positively related to student motivation and achievement outcomes in inquiry-based science. Participants in the Off-Campus case experienced more frequent states of focused concentration and out performed their peers in the On-Campus case on 46 % of classroom assignments. Off-Campus participants also designed and implemented a more cognitively complex research project, provided more in-depth analyses of their research results, and expanded their perceptions of what it means to act like a scientist to a greater extent than participants in the On-Campus case. These results can be understood in relation to Flow Theory. Student interactions that promoted the criteria necessary for initiating flow, which included having clearly defined goals, receiving immediate feedback, and maintaining a balance between challenges and skills, fostered enhanced student motivation and achievement outcomes. Implications for science teaching and future research include shifting the current focus in inquiry-based science from a continuum that progresses from teacher-directed to open inquiry experiences to a

  20. Inquiry-based laboratory and History of Science: a report about an activity using Oersted’s experiment

    Directory of Open Access Journals (Sweden)

    José Antonio Ferreira Pinto

    2017-05-01

    Full Text Available This work presents an example of how to explore an historical experiment as a problem to be investigated in an inquiry-based laboratory model. The elaborated and executed purpose is one of the possibilities to insert History of Science in Science classroom. The inquiry-based experimental activity, the texts with historical approach based on modern historiography of science and teacher’s pedagogical knowledge allowed the development of argumentative skills and the comprehension of electromagnetism concepts. This study was developed with 3rd grade high school students from a public school of State of Paraiba.

  1. Inquiry Guided Learning Projects for the Development of Critical Thinking in the College Classroom: A Pilot Study

    Science.gov (United States)

    Bentley, Danielle C.

    2014-01-01

    This paper describes the inaugural success of implementing Inquiry Guided Learning Projects within a college-level human anatomy and physiology course. In this context, scientific inquiry was used as a means of developing skills required for critical thinking among students. The projects were loosely designed using the Information Search Process…

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

    Directory of Open Access Journals (Sweden)

    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.

  3. Two Paper Airplane Design Challenges: Customizing for Different Learning Objectives

    Science.gov (United States)

    Meyer, Daniel Z.; Meyer, Allison Antink

    2012-01-01

    The incorporation of scientific inquiry into college classrooms has steadily risen as faculty work to move away from exclusively didactic methods. One type of inquiry structure, the design task, produces a product rather than simply a conclusion. This offers students a context to apply their understanding of content in a tangible way that has…

  4. A case study on the formation and sharing process of science classroom norms

    Science.gov (United States)

    Chang, Jina; Song, Jinwoong

    2016-03-01

    The teaching and learning of science in school are influenced by various factors, including both individual factors, such as member beliefs, and social factors, such as the power structure of the class. To understand this complex context affected by various factors in schools, we investigated the formation and sharing process of science classroom norms in connection with these factors. By examining the developmental process of science classroom norms, we identified how the norms were realized, shared, and internalized among the members. We collected data through classroom observations and interviews focusing on two elementary science classrooms in Korea. From these data, factors influencing norm formation were extracted and developed as stories about norm establishment. The results indicate that every science classroom norm was established, shared, and internalized differently according to the values ingrained in the norms, the agent of norm formation, and the members' understanding about the norm itself. The desirable norms originating from values in science education, such as having an inquiring mind, were not established spontaneously by students, but were instead established through well-organized norm networks to encourage concrete practice. Educational implications were discussed in terms of the practice of school science inquiry, cultural studies, and value-oriented education.

  5. The Flipped Classroom: Two Learning Modes that Foster Two Learning Outcomes

    Directory of Open Access Journals (Sweden)

    Eugenia M. W. Ng

    2016-05-01

    Full Text Available The study involved student teachers enrolled in early childhood teaching at a teacher training institute in Hong Kong Special Administrative Region. Seventy-four students participated in flipped classroom activities during their first semester of study. Students were told to learn from online videos related to using image editing software in their own time and pace prior to the next class. When they met in class, they were asked to apply their recently acquired editing knowledge to edit an image of their own choice related to the theme of their group project. At the end of the activity, students were asked to complete an online questionnaire. It was found that students had rated all five questions relating to generic skills highly, with self-study skills rated the highest. They particularly enjoyed the flexibility of learning on their own time and pace as a benefit of the flipped classroom. Data collected from students’ project pages show they had used average of 3.22 editing features for the theme images for their project. Most groups had inserted text followed by using the filter function. It is possible that these two functions are more noticeable than other editing functions. In conclusion, students were able to apply their self-learnt knowledge in a real-life situation and they had also developed their generic skills via the flipped classroom pedagogy.

  6. Promoting Argumentation in Middle School Science Classrooms: A Project SEPIA Evaluation.

    Science.gov (United States)

    Duschl, Richard A.; Ellenbogen, Kirsten; Erduran, Sibel

    Effective argumentation is the distinguishing feature of a classroom that employs discovery teaching and student inquiry methodologies. In the long term, the objective of the program is to understand how to design learning environments and curriculum, instruction, and assessment models that promote student self-reflection. The study evaluates the…

  7. Animated Pedagogical Agents Effects on Enhancing Student Motivation and Learning in a Science Inquiry Learning Environment

    Science.gov (United States)

    van der Meij, Hans; van der Meij, Jan; Harmsen, Ruth

    2015-01-01

    This study focuses on the design and testing of a motivational animated pedagogical agent (APA) in an inquiry learning environment on kinematics. The aim of including the APA was to enhance students' perceptions of task relevance and self-efficacy. Given the under-representation of girls in science classrooms, special attention was given to…

  8. Monitoring Implementation of Active Learning Classrooms at Lethbridge College, 2014-2015

    Science.gov (United States)

    Benoit, Andy

    2017-01-01

    Having experienced preliminary success in designing two active learning classrooms, Lethbridge College developed an additional eight active learning classrooms as part of a three-year initiative spanning 2014-2017. Year one of the initiative entailed purchasing new audio-visual equipment and classroom furniture followed by installation. This…

  9. 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.

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

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

    2008-01-01

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

  11. Dynamic Assessment in Iranian EFL Classrooms: A Post- method Enquiry

    Directory of Open Access Journals (Sweden)

    Seyed Javad Es-hagi Sardrood

    2011-11-01

    Full Text Available Derived from the emerging paradigm shift in English language teaching and assessment, there has been a renewal of interest in dynamic assessment (DA to be used as an alternative to the traditional static testing in language classrooms. However, to date, DA practice has been mostly limited to clinical treatments of children with learning disabilities, and it has not been widely incorporated into the EFL contexts. In order to find out the reasons behind the slow trend of DA practice, this research adopted a framework, based on the post method pedagogical principles and recommendations, to delve into the prospect of methodological realization of DA approaches in Iranian EFL classrooms. To this end, two instruments, a questionnaire and an interview were developed to explore the practicality of DA through seeking 51 Iranian EFL teachers' perception of DA practice in their classrooms. The results indicated that most of the teachers were negative about the practice of DA in their classrooms and believed that a full-fledged implementation of DA in Iranian EFL classrooms is too demanding. The feasibility of DA in Iranian EFL classrooms, where teachers are deprived of DA training, guideline, and technological resources, is questioned seriously due to the factors such as time-constrained nature of DA procedures, large number of students in EFL classrooms, the common practice of static tests as the mainstream, and overreliance on the teachers' teaching and assessment abilities. The paper suggests the framework of inquiry in this study, which was derived from the post method pedagogy, to be utilized as a blueprint for a critical appraisal of any alternative method or theory which is introduced into ELT contexts.

  12. Earth Science for Educators: Preparing 7-12 Teachers for Standards-based, Inquiry Instruction

    Science.gov (United States)

    Sloan, H.

    2002-05-01

    "Earth Science for Educators" is an innovative, standards-based, graduate level teacher education curriculum that presents science content and pedagogic technique in parallel. The curriculum calls upon the resources and expertise of the American Museum of Natural History (AMNH) to prepare novice New York City teachers for teaching Earth Science. One of the goals of teacher education is to assure and facilitate science education reform through preparation of K-12 teachers who understand and are able to implement standard-based instruction. Standards reflect not only the content knowledge students are expected to attain but also the science skills and dispositions towards science they are expected to develop. Melding a list of standards with a curriculum outline to create inquiry-based classroom instruction that reaches a very diverse population of learners is extremely challenging. "Earth Science for Educators" helps novice teachers make the link between standards and practice by constantly connecting standards with instruction they receive and activities they carry out. Development of critical thinking and enthusiasm for inquiry is encouraged through engaging experience and contact with scientists and their work. Teachers are taught Earth systems science content through modeling of a wide variety of instruction and assessment methods based upon authentic scientific inquiry and aimed at different learning styles. Use of fieldwork and informal settings, such as the Museum, familiarizes novice teachers with ways of drawing on community resources for content and instructional settings. Metacognitive reflection that articulates standards, practice, and the teachers' own learning experience help draw out teachers' insights into their students' learning. The innovation of bring science content together with teaching methods is key to preparing teachers for standards-based, inquiry instruction. This curriculum was successfully piloted with a group of 28 novice teachers as

  13. 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,…

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

    Science.gov (United States)

    Ssempala, Fredrick

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

  15. Building Concepts through Writing-to-Learn in College Physics Classrooms

    Science.gov (United States)

    Bullock, Shawn

    2006-01-01

    This paper draws on an action research inquiry into my teaching practice featuring careful analysis of the experiences of some of the students in my college-level introductory college physics course. Specifically, the research describes and interprets the role of Writing-to-Learn pedagogies in a physics classroom with a view to exploring how such…

  16. DLESE Teaching Boxes: Earth System Science Resources And Strategies For Using Data In The Classroom

    Science.gov (United States)

    Olds, S. E.; Weingroff, M.

    2005-12-01

    The DLESE Teaching Box project is both a professional development opportunity and an educational resource development project providing a pedagogic context that support teachers' use of data in the classroom. As a professional development opportunity, it is designed to augment teachers' science content knowledge, enhance their use of inquiry teaching strategies, and increase their confidence and facility with using digital libraries and online learning resources. Teams of educators, scientists, and instructional designers work together during a three part Teaching Box Development Workshop series to create Teaching Boxes on Earth system science topics. The resulting Teaching Boxes use Earth system science conceptual frameworks as their core and contain inquiry-based lessons which model scientific inquiry and process by focusing on the gathering and analysis of evidence. These lines of evidence employ an Earth systems approach to show how processes across multiple spheres, for example, how the biosphere, atmosphere, and geosphere interact in a complex Earth process. Each Teaching Box has interconnected lessons that provide 3-6 weeks of instruction, incorporate National and California science standards, and offer guidance on teaching pathways through the materials. They contain up-to-date digital materials including archived and real-time data sets, simulations, images, lesson plans, and other resources available through DLESE, NSDL, and the participating scientific institutions. Background information provided within the Box supports teacher learning and guides them to facilitate student access to the tools and techniques of authentic, modern science. In developing Teaching Boxes, DLESE adds value to existing educational resources by helping teachers more effectively interpret their use in a variety of standards-based classroom settings. In the past twelve months we have had over 100 requests for Teaching Box products from teachers and curriculum developers from

  17. 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.

  18. Addressing Next Generation Science Standards: A Method for Supporting Classroom Teachers

    Science.gov (United States)

    Pellien, Tamara; Rothenburger, Lisa

    2014-01-01

    The Next Generation Science Standards (NGSS) will define science education for the foreseeable future, yet many educators struggle to see the bridge between current practice and future practices. The inquiry-based methods used by Extension professionals (Kress, 2006) can serve as a guide for classroom educators. Described herein is a method of…

  19. Narrative Inquiry on the Teaching of STEM to Blind High School Students

    Directory of Open Access Journals (Sweden)

    Idalis Villanueva

    2017-12-01

    Full Text Available This study aimed to elevate the experiences and voices of teachers who led the STEM informal education program summer series: National Federation of the Blind Engineering Quotient (NFB EQ. Through its integration with science, technology, engineering, and math (STEM, NFB EQ opened opportunities from 2013–2016 in Baltimore, Maryland, for 60 blind students (Grades 9–12 to learn about engineering. The purpose of this narrative inquiry study was to understand how teachers foster interest towards STEM among blind students. The participants were two sighted teachers, one blind teacher, one sighted teacher–researcher, and one sighted researcher participant. We collected data in the form of field notes, semi-structured interviews, personal narratives, collective narratives, a focus group discussion, and teaching artifacts. We engaged in conversation analysis and used MAXQDA 12 software for data analysis. Guided by the principles of community of practices and universal design for learning, our results identified the importance of teacher awareness and positionalities in guiding blind students’ inclusion and identity in the STEM classroom. Findings also suggest teachers are in a unique position to allow or prevent inclusive opportunities from occurring in their classrooms.

  20. Explorations into Pedagogy within Mathematics Classrooms: Insights from Contemporary Inquiries

    Science.gov (United States)

    Walshaw, Margaret

    2013-01-01

    Pedagogy within mathematics classrooms is of keen interest in any educational discussion. On a wider scale, pedagogical practice that produces desirable outcomes is considered a major instrument for achieving national objectives. Circumstance and setting may vary, but the question relating to how mathematics teachers construct their practice is as…

  1. Promoting 21st-Century Skills in the Science Classroom by Adapting Cookbook Lab Activities: The Case of DNA Extraction of Wheat Germ

    Science.gov (United States)

    Alozie, Nonye M.; Grueber, David J.; Dereski, Mary O.

    2012-01-01

    How can science instruction engage students in 21st-century skills and inquiry-based learning, even when doing simple labs in the classroom? We collaborated with teachers in professional development workshops to transform "cookbook" activities into engaging laboratory experiences. We show how to change the common classroom activity of DNA…

  2. Singing Songs as a Creative Method for Narrative Inquiry in the English Classroom

    Science.gov (United States)

    Riddle, Stewart

    2015-01-01

    Narrative inquiry has a long tradition in qualitative educational research, although it remains a relatively untapped method of investigation in English curriculum and pedagogy studies. This paper presents one experimental narrative approach through the use of song lyrics as a musical method for storying interview data. Working with non-linear and…

  3. The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

    Science.gov (United States)

    Nam, Jeonghee; Seung, Eulsun; Go, MunSuk

    2013-03-01

    This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7-9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.

  4. Panel Discussion: Creating a Spirit of Inquiry in the Classroom

    Science.gov (United States)

    Leh, Sandra Kundrik; Melincavage, Sharon M.

    2012-01-01

    A paucity of published literature exists related to the use of panel discussion as a teaching strategy. This article describes the panel discussion, the underpinnings of constructivism and the use of panel discussion to create a constructivist classroom environment. Details of planning, evaluating, and challenges of a panel discussion are also…

  5. Mathematics in the K-8 Classroom and Library

    Science.gov (United States)

    McKinney, Sueanne; Hinton, KaaVonia

    2010-01-01

    Two experts on education offer a rich and diverse selection of children's literature and teaching strategies for the K-8 mathematics classroom. To date, a vast majority of classrooms continue to fall short in the implementation and direction of NCTM Principles and Standards for School Mathematics (PSSM), in part because most of these classrooms…

  6. Access to Equal Opportunities: Building of a Virtual Classroom within Two 'Conventional' Schools.

    Science.gov (United States)

    Husu, Jukka

    2000-01-01

    This Finnish study linked two secondary school classrooms to one virtual classroom to enhance the quality of education in small schools. Discusses advantages, including the rapid development of pragmatism and intellectual and social partnership; and disadvantages, including a lack of intimacy and students' difficulties with self discipline and…

  7. Orchestrating Learning Scenarios for the Borderless Classroom

    NARCIS (Netherlands)

    Tan, Esther; Rusman, Ellen

    2016-01-01

    This part of the symposium focuses on the design of seamless learning experiences in a borderless classroom. There are two parts to this symposium. We start with unpacking various theoretical approaches that inform the instructional design of boundary-crossing learning scenarios, such as social

  8. 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)

  9. 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…

  10. Examining Science Teachers' Development of Interdisciplinary Science Inquiry Pedagogical Knowledge and Practices

    Science.gov (United States)

    Chowdhary, Bhawna; Liu, Xiufeng; Yerrick, Randy; Smith, Erica; Grant, Brooke

    2014-12-01

    The current literature relates to how teachers develop knowledge and practice of science inquiry, but little has been reported on how teachers develop interdisciplinary science inquiry (ISI) knowledge and practice. This study examines the effect of university research experiences, ongoing professional development, and in-school support on teachers' development of ISI pedagogical knowledge and practices. It centers on documenting diverse teachers' journeys of experiencing ISI as well as developing knowledge of ISI. It was found that there was variation in ISI understanding and practice among the teachers as a result of the combination of teachers' experiences, beliefs, and participation. Thus, in order to help teachers develop ISI knowledge and pedagogy, barriers to ISI knowledge development and implementation must also be addressed. Professional developers must articulate clear program goals to all stakeholders including an explicit definition of ISI and the ability to recognize ISI attributes during research experiences as well as during classroom implementation. Teachers must also be held accountable for participation and reflection in all aspects of professional development. Program developers must also take into consideration teachers' needs, attitudes, and beliefs toward their students when expecting changes in teachers' cognition and behavior to teach inquiry-rich challenging science.

  11. The effect of integrating cooperative learning into 5E inquiry learning model on interpersonal skills of high school students

    Science.gov (United States)

    Pholphuet, Preedaporn; Kanyaprasith, Kamonwan; Khumwong, Pinit; Praphairaksit, Nalena

    2018-01-01

    The purpose of this research was to investigate the effect of integrating cooperative learning into 5E inquiry learning model on interpersonal skills of high school students. Two 10th grade classrooms consisting of 63 students were obtained by purposive sampling then one was assigned as an experimental and the other as a control group. The cooperative learning was integrated into 5E inquiry model for the experimental group in addition to the normal 5E inquiry model in the control group. A 5-level rating scale questionnaire was used for data collection both before and after the experiment. Furthermore, a descriptive journal from each student was added to the study after the researchers realized a significant difference in the teamwork skill of each group. Data from questionnaires were analyzed using descriptive statistics and inferential statistics. The results showed that the experimental group had a significantly higher score of interpersonal skills when compared to the control group (ptime management, the outcome of the work, the process of the work and the attitude of the students. The students in the experimental group demonstrated more creative ideas and were more likely to listen to other student ideas. The students in experimental group were less competitive and were more open in sharing and helping others. In conclusion, the addition of cooperative learning in to the usual 5E inquiry learning, not only help the students to achieve the knowledge but also help develop good interpersonal skills.

  12. Building Social Inclusion through Critical Arts-Based Pedagogies in University Classroom Communities

    Science.gov (United States)

    Chappell, Sharon Verner; Chappell, Drew

    2016-01-01

    In humanities and education university classrooms, the authors facilitated counter-narrative arts-based inquiry projects in order to build critical thought and social inclusion. The first author examines public performance installations created by graduate students in elementary and bilingual education on needs-based and dignity-based rights of…

  13. Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students.

    Science.gov (United States)

    Gormally, Cara; Sullivan, Carol Subiño; Szeinbaum, Nadia

    2016-05-01

    Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice.

  14. Uncovering Barriers to Teaching Assistants (TAs Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students

    Directory of Open Access Journals (Sweden)

    Cara Gormally

    2016-05-01

    Full Text Available Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs, often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1 TAs lack sufficient facilitation skills; 2 TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3 student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice.

  15. Exploring the classroom practices that may enable a compassionate approach to financial literacy education

    Science.gov (United States)

    Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

    2018-06-01

    From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.

  16. Exploring the classroom practices that may enable a compassionate approach to financial literacy education

    Science.gov (United States)

    Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

    2017-08-01

    From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.

  17. Student goal orientation in learning inquiry skills with modifiable software advisors

    Science.gov (United States)

    Shimoda, Todd Adrian

    A computer support environment (SCI-WISE) for learning and doing inquiry was designed. The system incorporates software advisors that give task completion advice (eg., forming hypotheses), general purpose advice (e.g., brainstorming), or system modification advice. Advisors' knowledge includes concepts, strategies, examples, referrals to other advisors, and criteria for evaluating good products and skills. Students using SCI-WISE can select the advisors' advice type (specific, general, or hints), and when advisors give advice (anytime, alert, or ask). Students can also modify the advisors' knowledge. The system is designed partly on a theoretical framework that assumes giving students higher levels of agency will facilitate higher-level goal orientation (such as knowledge-building) and produce higher levels of competence. In two studies of sixth graders, science students took a pretest of an open-ended inquiry question and a questionnaire that measured their goal orientations. The students worked in pairs on an inquiry project about memory, using one of two versions of SCI-WISE, one modifiable and one not modifiable. After finishing the project, the students took a posttest similar to the pretest, and evaluated the system. The main hypotheses predicted that knowledge-oriented students using the modifiable version would rate the system higher, use it more effectively, and do better on the inquiry posttest than task-oriented students. The results supported many of the hypotheses generated from the theoretical framework. Knowledge-oriented students tended to rate SCI-WISE higher, use more general purpose and system development advisors, and select more general advice and hints than task-oriented students. On the posttest inquiry test, students with higher goal orientations scored higher on average, particularly when paired with another knowledge oriented student. The studies also showed that goal orientation was not correlated with grade point average. Finally, the

  18. Flipped Classrooms for Advanced Science Courses

    Science.gov (United States)

    Tomory, Annette; Watson, Sunnie Lee

    2015-12-01

    This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will conclude with an explanation of flipped classes as well as how they may be a solution to the reform challenges teachers are experiencing as they seek to incorporate more inquiry-based activities.

  19. Action Research Using Entomological Research to Promote Hands-On Science Inquiry in a High-Poverty, Midwest Urban High School

    Science.gov (United States)

    Stockmann, Dustin

    The purpose of this mixed-methods action research study was to examine to what extent entomological research can promote students' hands-on learning in a high-poverty, urban, secondary setting. In reviewing the literature, the researcher was not able to find a specific study that investigated how entomological research could promote the hands-on learning of students. The researcher did find evidence that research on learning in a secondary setting was important to student growth. It should also be noted that support was established for the implementation of hands-on science inquiry in the classroom setting. The study's purpose was to aid educators in their instruction by combining research-based strategies and hands-on science inquiry. The surveys asked 30 students to rate their understanding of three basic ideas. These core ideas were entomological research, hands-on science inquiry, and urban studies. These core ideas provided the foundation for the study. The questionnaires were based on follow-up ideas from the surveys. Two interview sessions were used to facilitate this one-on-one focus. Because the study included only 30 student participants, its findings may not be totally replicable. Further study investigating the links between entomological research and hands-on science learning in an urban environment is needed.

  20. The Role of the Narrator in Narrative Inquiry in Education: Construction and Co-Construction in Two Case Studies

    Science.gov (United States)

    Bignold, Wendy; Su, Feng

    2013-01-01

    This paper explores narratives as an effective means of capturing multiple identities of research participants in complex social environments in education research. In doing so, it explores the role of the narrator in two case studies in two modes of narrative inquiry. Both studies present narratives of young people, focusing on multiple…

  1. How an inquiry-based classroom lesson intervenes in science efficacy, career-orientation and self-determination

    Science.gov (United States)

    Schmid, S.; Bogner, F. X.

    2017-11-01

    Three subscales of the 'Science Motivation Questionnaire II' (SMQII; motivational components: career motivation, self-efficacy and self-determination), with 4 items each, were applied to a sample of 209 secondary school students to monitor the impact of a 3-hour structured inquiry lesson. Four testing points (before, immediately after, 6 and 12 weeks after) were applied. The modified SMQII was factor-analyzed at each testing cycle and the structure confirmed. Only self-determination was shown to be influenced by an inquiry course, while self-efficacy and career motivation did not. Only self-efficacy and career motivation were intercorrelated and also correlated with science subject grades and subsequent achievement. Implications for using the modified SMQII subscales for research and teaching in secondary school are discussed.

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

    Science.gov (United States)

    Goodwillie, A. M.; Kluge, S.

    2011-12-01

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

  3. 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.

  4. Experiencing Socially Relevant Applications in the High School Mathematics Curriculum: Students' Perspectives on Mathematics as a Tool for Social Inquiry

    Science.gov (United States)

    Brelias, Anastasia

    2009-01-01

    The purpose of this study was to examine the use of socially relevant mathematics applications in high school mathematics classrooms and students' views of mathematics in light of their experiences with these applications. Also, the study sought to determine whether inquiries afforded by these applications incorporated features that promoted…

  5. 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....

  6. Understanding an Elementary School Teachers' Journey of Using Technology in the Classroom from Sand Table to Interactive Whiteboard

    Directory of Open Access Journals (Sweden)

    Ali Ersoy

    2015-09-01

    Full Text Available The aim of this study is to understand an elementary teachers’ experiences about using interactive whiteboard (IWB in the classroom. Narrative inquiry were adopted to conduct the study. The data were collected through semi-structured interviews with the teacher and analysed through narrative analysis. In the study, two major stories emerged. The first story was about the characteristics and difficulties of being an innovative and transformative teacher. In the second story, the use of technology in the classroom were cited. Second story consisted of such sub-stories as changing student profiles, teaching-learning process, measurement and evaluation process, infrastructural adequacy, stakeholder interaction, facilitator role of the technology and challenges of using IWB in the classroom. In all these stories, the examples and advantages of effective use of IWB in the classroom were explained. We can have the following suggestions from the words of the classroom teacher who has been using various technological tools in his classroom for about 40 years, including 10-year IWB use: Teachers should be open-minded for innovation in the sense of professional development, consider the interests of students, reduce the prejudice about the use of technology, utilize the processes that increase and facilitate the learning.

  7. The Computer, the Discipline and the Classroom: Two Perspectives.

    Science.gov (United States)

    Thurber, Bart; Pope, Jack

    The authors present two case studies in the use of computers in the classroom, one involving an introductory computer science class, the other an upper division literature class. After describing each case, the differences are discussed, showing that pedagogical models developed for one discipline may not transfer to another, and that the…

  8. Exploring the classroom: Teaching science in early childhood

    Directory of Open Access Journals (Sweden)

    Peter J.N. DEJONCKHEERE

    2016-06-01

    Full Text Available This study tested and integrated the effects of an inquiry-based didactic method for preschool science in a real practical classroom setting. Four preschool classrooms participated in the experiment (N= 57 and the children were 4–6 years old. In order to assess children’s attention for causal events and their understanding at the level of scientific reasoning skills, we designed a simple task in which a need for information gain was created. Compared to controls, children in the post-test showed significant learning gains in the development of the so-called control of variables strategy. Indeed, they executed more informative and less uninformative explorations during their spontaneous play. Furthermore, the importance of such programmes was discussed in the field of STEM education.

  9. An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 2: Building a Culture of Inquiry

    Directory of Open Access Journals (Sweden)

    Carol A. Gordon

    2009-09-01

    Full Text Available Objective – The purpose of this paper is to articulate a theory for the use of action research as a tool of evidence based practice for information literacy instruction in school libraries. The emerging theory is intended to capture the complex phenomenon of information skills teaching as it is embedded in school curricula. Such a theory is needed to support research on the integrated approach to teaching information skills and knowledge construction within the framework of inquiry learning. Part 1 of this paper, in the previous issue, built a foundation for emerging theory, which established user‐centric information behavior and constructivist learning theory as the substantive theory behind evidence based library instruction in schools. Part 2 continues to build on the Information Search Process and Guided Inquiry as foundational to studying the information‐to‐knowledge connection and the concepts of help and intervention characteristic of 21st century school library instruction.Methods – This paper examines the purpose and methodology of action research as a tool of evidence based instruction. This is accomplished through the explication of three components of theory‐building: paradigm, substantive research, and metatheory. Evidence based practice is identified as the paradigm that contributes values and assumptions about school library instruction. It establishes the role of evidence in teaching and learning, linking theory and practice. Action research, as a tool of evidence based practice is defined as the synthesis of authentic learning, or performance‐based assessment practices that continuously generate evidence throughout the inquiry unit of instruction and traditional data collection methods typically used in formal research. This paper adds social psychology theory from Lewin’s work, which contributes methodology from Gestalt psychology, field theory, group dynamics, and change theory. For Lewin the purpose of action

  10. 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.

  11. Learning with Web Tools, Simulations, and Other Technologies in Science Classrooms

    Science.gov (United States)

    Campbell, Todd; Wang, Shaing Kwei; Hsu, Hui-Yin; Duffy, Aaron M.; Wolf, Paul G.

    2010-10-01

    This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry. This paper serves to challenge teacher-held assumptions about students learning science `from technology' with a framework and examples of students learning science `with technology'. Whereas a high percentage of students are finding their way in using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical and pedagogical foundation for better connecting the two worlds of students' lives: life in school and life outside of school. This position paper is in response to the changing landscape of students' lives. The position is transformative in nature because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning `with technology' to enhance science learning.

  12. Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students †

    Science.gov (United States)

    Gormally, Cara; Sullivan, Carol Subiño; Szeinbaum, Nadia

    2016-01-01

    Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice. PMID:27158302

  13. Sandboxes for Model-Based Inquiry

    Science.gov (United States)

    Brady, Corey; Holbert, Nathan; Soylu, Firat; Novak, Michael; Wilensky, Uri

    2015-04-01

    In this article, we introduce a class of constructionist learning environments that we call Emergent Systems Sandboxes ( ESSs), which have served as a centerpiece of our recent work in developing curriculum to support scalable model-based learning in classroom settings. ESSs are a carefully specified form of virtual construction environment that support students in creating, exploring, and sharing computational models of dynamic systems that exhibit emergent phenomena. They provide learners with "entity"-level construction primitives that reflect an underlying scientific model. These primitives can be directly "painted" into a sandbox space, where they can then be combined, arranged, and manipulated to construct complex systems and explore the emergent properties of those systems. We argue that ESSs offer a means of addressing some of the key barriers to adopting rich, constructionist model-based inquiry approaches in science classrooms at scale. Situating the ESS in a large-scale science modeling curriculum we are implementing across the USA, we describe how the unique "entity-level" primitive design of an ESS facilitates knowledge system refinement at both an individual and social level, we describe how it supports flexible modeling practices by providing both continuous and discrete modes of executability, and we illustrate how it offers students a variety of opportunities for validating their qualitative understandings of emergent systems as they develop.

  14. It takes a village: supporting inquiry- and equity-oriented computer science pedagogy through a professional learning community

    Science.gov (United States)

    Ryoo, Jean; Goode, Joanna; Margolis, Jane

    2015-10-01

    This article describes the importance that high school computer science teachers place on a teachers' professional learning community designed around an inquiry- and equity-oriented approach for broadening participation in computing. Using grounded theory to analyze four years of teacher surveys and interviews from the Exploring Computer Science (ECS) program in the Los Angeles Unified School District, this article describes how participating in professional development activities purposefully aimed at fostering a teachers' professional learning community helps ECS teachers make the transition to an inquiry-based classroom culture and break professional isolation. This professional learning community also provides experiences that challenge prevalent deficit notions and stereotypes about which students can or cannot excel in computer science.

  15. Teachers' development and reflection in the flipped classroom

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Timcenko, Olga; Kofoed, Lise

    2017-01-01

    The flipped classroom is an instruction method that has gained momentum during the last years due to technological advances allowing the online sharing of teaching material and learning activities. Bishop and Verleger defined the flipped classroom as “...an educational technique that consists...... of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom” (Bishop & Verleger, 2013). So far, research on flipped classroom has mostly concentrated on student perceptions, engagement and achievement level, e...... course in order to adjust it to the flipped classroom model. We have also seen that these considerations have forced teachers to also reconsider the learning objectives of specific activities. Another aspect that promoted reflection was the production of video lectures. Finally, teachers reflected...

  16. The Effects of Gender and Type of Inquiry Curriculum on Sixth Grade Students' Science Process Skills and Epistemological Beliefs in Science

    Science.gov (United States)

    Zaleta, Kristy L.

    The purpose of this study was to investigate the impact of gender and type of inquiry curriculum (open or structured) on science process skills and epistemological beliefs in science of sixth grade students. The current study took place in an urban northeastern middle school. The researcher utilized a sample of convenience comprised of 303 sixth grade students taught by four science teachers on separate teams. The study employed mixed methods with a quasi-experimental design, pretest-posttest comparison group with 17 intact classrooms of students. Students' science process skills and epistemological beliefs in science (source, certainty, development, and justification) were measured before and after the intervention, which exposed different groups of students to different types of inquiry (structured or open). Differences between comparison and treatment groups and between male and female students were analyzed after the intervention, on science process skills, using a two-way analysis of covariance (ANCOVA), and, on epistemological beliefs in science, using a two-way multivariate analysis of covariance (MANCOVA). Responses from two focus groups of open inquiry students were cycle coded and examined for themes and patterns. Quantitative measurements indicated that girls scored significantly higher on science process skills than boys, regardless of type of inquiry instruction. Neither gender nor type of inquiry instruction predicted students' epistemological beliefs in science after accounting for students' pretest scores. The dimension Development accounted for 10.6% of the variance in students' science process skills. Qualitative results indicated that students with sophisticated epistemological beliefs expressed engagement with the open-inquiry curriculum. Students in both the sophisticated and naive beliefs groups identified challenges with the curriculum and improvement in learning as major themes. The types of challenges identified differed between the groups

  17. 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

  18. Two Terms You Can (and Should) Use in the Classroom: Cultural Homogenization and Eurocentrism.

    Science.gov (United States)

    Richardson, George

    2000-01-01

    Discusses the issue of how and why classroom teachers should develop strategies for questioning the media's tendency to portray globalization in neutral, unproblematic terms. Focuses on two terms, cultural homogenization and Eurocentrism, and describes classroom activities explaining both terms to help students see the effects of globalization.…

  19. 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…

  20. Code-Switching: L1-Coded Mediation in a Kindergarten Foreign Language Classroom

    Science.gov (United States)

    Lin, Zheng

    2012-01-01

    This paper is based on a qualitative inquiry that investigated the role of teachers' mediation in three different modes of coding in a kindergarten foreign language classroom in China (i.e. L2-coded intralinguistic mediation, L1-coded cross-lingual mediation, and L2-and-L1-mixed mediation). Through an exploratory examination of the varying effects…

  1. Understanding an elementary school teachers' journey of using technology in the classroom from sand table to ınteractive whiteboard

    Directory of Open Access Journals (Sweden)

    Ali Ersoy

    2015-09-01

    Full Text Available The aim of this study is to understand an elementary teachers’ experiences about using interactive whiteboard (IWB in the classroom. Narrative inquiry were adopted to conduct the study. The data were collected through semi-structured interviews with the teacher and analysed through narrative analysis. In the study, two major stories emerged. The first story was about the characteristics and difficulties of being an innovative and transformative teacher. In the second story, the use of technology in the classroom were cited. Second story consisted of such sub-stories as changing student profiles, teaching-learning process, measurement and evaluation process, infrastructural adequacy, stakeholder interaction, facilitator role of the technology and challenges of using IWB in the classroom. In all these stories, the examples and advantages of effective use of IWB in the classroom were explained. We can have the following suggestions from the words of the classroom teacher who has been using various technological tools in his classroom for about 40 years, including 10-year IWB use: Teachers should be open-minded for innovation in the sense of professional development, consider the interests of students, reduce the prejudice about the use of technology, utilize the processes that increase and facilitate the learning.

  2. The Soul of Teaching and Professional Learning: An Appreciative Inquiry into the Enneagram of Reflective Practice

    Science.gov (United States)

    Luckcock, Tim

    2007-01-01

    This paper makes a contribution to the theory and practice of educational action research by introducing two theoretical and methodological resources as part of a personal review of sustained professional experience: "appreciative inquiry" and the "enneagram". It is more than a theoretical exercise, however, because it also…

  3. 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

  4. Expedition Earth and Beyond: Using NASA Data Resources and Integrated Educational Strategies to Promote Authentic Research in the Classroom

    Science.gov (United States)

    Graffi, Paige Valderrama; Stefanov, William; Willis, Kim; Runco, Sue

    2009-01-01

    Teachers in today s classrooms are bound by state required skills, education standards, and high stakes testing. How can they gain skills and confidence to replace units or individual activities with curriculum that incorporates project and inquiry-based learning and promotes authentic research in the classroom? The key to promoting classroom authentic research experiences lies in educator professional development that is structured around teacher needs. The Expedition Earth and Beyond Program is a new geosciences program based at the NASA Johnson Space Center designed to engage, inspire and educate teachers and students in grades 5-14. The program promotes authentic research experiences for classrooms and uses strategies that will help NASA reach its education goals while still allowing educators to teach required standards. Teachers will have access to experts in terrestrial and planetary remote sensing and geoscience; this will enhance their use of content, structure, and relevant experiences to gain the confidence and skills they need to actively engage students in authentic research experiences. Integrated and powerful educational strategies are used to build skills and confidence in teachers. The strategies are as follows: 1) creating Standards-aligned, inquiry-based curricular resources as ready-to-use materials that can be modified by teachers to fit their unique classroom situation; 2) providing ongoing professional development opportunities that focus on active experiences using curricular materials, inquiry-based techniques and expanding content knowledge; 3) connecting science experts to classrooms to deepen content knowledge and provide relevance to classroom activities and real world applications; 4) facilitating students sharing research with their peers and scientists reinforcing their active participation and contributions to research. These components of the Expedition Earth and Beyond Education Program will be enhanced by providing exciting and

  5. 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.

  6. Using Videoconferencing to Provide Mentorship in Inquiry-Based Urban and Rural Secondary Classrooms

    Directory of Open Access Journals (Sweden)

    Qing Li

    2010-07-01

    Full Text Available The main purpose of this design-based research study is to examine the effects of an inquiry-based learning environment, with the support of videoconferencing, on both rural and urban secondary students’ mathematics and science learning. An important aspect of this learning environment is the use of videoconferencing to connect classes with mathematicians/ scientists (as e-mentors. Specifically, the following two research questions guide this study: (1 In what ways, if any, does the inquiry-based learning environment impact student beliefs and learning outcomes? (2 What challenges emerge in the development of an inquiry-based learning environment with secondary students in both rural and urban schools? Using a mixed methods approach, this study focuses on two grade 9 classes in an urban school and three Grade 8 classes in a rural school. The results suggest positive effects of this learning environment on student learning of math and science. In particular, both urban and rural students showed significant gains in their achievement. In addition, students showed an increased interest and heightened confidence in math and science. As well, the results point to issues arising from the process, suggesting useful guidelines for the development of such environments. Résumé : L’objectif principal de cette étude de recherche axée sur la conception est d’examiner les effets d’un environnement d’apprentissage basé sur le processus d’enquête et utilisant le soutien de la vidéoconférence sur l’apprentissage des mathématiques et des sciences auprès d’élèves du secondaire en milieux ruraux et urbains. L’utilisation de la vidéoconférence pour mettre les classes en lien avec des mathématiciens et des scientifiques (en tant que cybermentors constitue un aspect important de cet environnement d’apprentissage. Plus précisément, les deux questions suivantes orientent la présente étude : (1 De quelle manière, le cas

  7. Incorporating the iPad2 in the Mathematics Classroom: Extending the Mind into the Collective

    Directory of Open Access Journals (Sweden)

    Armando Paulino Preciado Babb

    2012-04-01

    Full Text Available Doubtlessly, mathematics is one of the most important subjects in education from K to 12 levels especially for students interested in eventually pursuing undergraduate studies in the fields of science and technology. As it has been argued in mathematics education research, not only the content, but also the form in which students learn is important for mathematics learning. Particularly, an inquiry approach permeates through the mathematics curriculum of several countries around the world. Additionally, the use of technology to learn mathematics has been increasing in the last decades, requiring teachers and professionals in education to constantly explore and learn new possibilities or affordances in the classroom. The purpose of this paper is to initiate a discussion about the possible and complex forms of interaction among students, teacher, mathematical tasks, and the electronic tablet (iPad2 in an inquiry learning environment. An experience from a grade 10 classroom is used as a context to exemplify these interactions.

  8. Addressing scientific literacy through content area reading and processes of scientific inquiry: What teachers report

    Science.gov (United States)

    Cooper, Susan J.

    The purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem was investigated using grounded theory methodology. Open-ended questions were asked in three focus groups and six individual interviews that included teachers from various Florida school districts. The constant comparative approach was used to analyze the data. Initial codes were collapsed into categories to determine the conceptual relationships among the data. From this, the five core categories were determined to be Influencers, Issues, Perceptions, Class Routines, and Future Needs. These relate to the central phenomenon, Instructional Modifications, because teachers often described pragmatic and philosophical changes in their teaching as they deliberated to meet state standards in both reading and science. Although Florida's secondary science teachers have been asked to incorporate content reading strategies into their science instruction for the past several years, there was limited evidence of using these strategies to further student understanding of scientific processes. Most teachers saw little connection between reading and inquiry, other than the fact that students must know how to read to follow directions in the lab. Scientific literacy, when it was addressed by teachers, was approached mainly through class discussions, not reading. Teachers realized that students cannot learn secondary science content unless they read science text with comprehension; therefore the focus of reading instruction was on learning science content, not scientific literacy or student

  9. 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...

  10. Modelling Scientific Argumentation in the Classroom : Teachers perception and practice

    Science.gov (United States)

    Probosari, R. M.; Sajidan; Suranto; Prayitno, B. A.; Widyastuti, F.

    2017-02-01

    The purposes of this study were to investigate teacher’s perception about scientific argumentation and how they practice it in their classroom. Thirty biology teachers in high school participated in this study and illustrated their perception of scientific argumentation through a questionnaire. This survey research was developed to measure teachers’ understanding of scientific argumentation, what they know about scientific argumentation, the differentiation between argument and reasoning, how they plan teaching strategies in order to make students’ scientific argumentation better and the obstacles in teaching scientific argumentation. The result conclude that generally, teachers modified various representation to accommodate student’s active participation, but most of them assume that argument and reasoning are similar. Less motivation, tools and limited science’s knowledge were considered as obstacles in teaching argumentation. The findings can be helpful to improving students’ abilities of doing scientific argumentation as a part of inquiry.

  11. Through Teachers’ Eyes: The Use of Virtual Classrooms in ELT

    Directory of Open Access Journals (Sweden)

    Jairo Enrique Castañeda

    2012-12-01

    Full Text Available The use of virtual environments to support as well as to complement language teaching and learning processes is becoming a recurrent practice and sometimes policy in several educational institutions. This paper reports the results of an inquiry carried out at the language center of a private university in Bogotá. Those results intended to describe EFL teachers’ viewpoints regarding the promotion of autonomous, collaborative, and meaningful learning through the use of virtual classrooms in the teaching of English as a foreign language. Findings show that the promotion of these three types of learning through the use of virtual classrooms still represents challenges in the context in which this study was carried out.

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

    Science.gov (United States)

    Castle, Margaret Ann

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

  13. Exploring Water Pollution. Part II

    Science.gov (United States)

    Rillo, Thomas J.

    1975-01-01

    This is part two of a three part article related to the science activity of exploring environmental problems. Part one dealt with background information for the classroom teacher. Presented here is a suggested lesson plan on water pollution. Objectives, important concepts and instructional procedures are suggested. (EB)

  14. Group Inquiry Techniques for Teaching Writing.

    Science.gov (United States)

    Hawkins, Thom

    The small size of college composition classes encourages exciting and meaningful interaction, especially when students are divided into smaller, autonomous groups for all or part of the hour. This booklet discusses the advantages of combining the inquiry method (sometimes called the discovery method) with a group approach and describes specific…

  15. 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

  16. Becoming Globally Competent Citizens: A Learning Journey of Two Classrooms in an Interconnected World

    Science.gov (United States)

    Salmon, Angela K.; Gangotena, Maria Victoria; Melliou, Kiriaki

    2018-01-01

    Globally competent people are aware of world issues, take perspective, are engaged and know how to communicate to different people. This article portraits a story of two kindergarten classrooms, one in the United States and the other in Greece, both working with culturally diverse children and, in the case of the American classroom, English…

  17. Critical classroom structures for empowering students to participate in science discourse

    Science.gov (United States)

    Belleau, Shelly N.; Otero, Valerie K.

    2013-01-01

    We compared contextual characteristics that impacted the nature and substance of "summarizing discussions" in a physics and a chemistry classroom in an Hispanic-serving urban high school. Specifically, we evaluated structural components of curricula and classrooms necessary to develop a culture of critical inquiry. Using the Physics and Everyday Thinking (PET) curriculum in the physics course, we found that students demonstrated critical thinking, critical evaluation, and used laboratory evidence to support ideas in whole-class summarizing discussions. We then implemented a model similar to PET in the chemistry course. However, chemistry students' statements lacked evidence, opposition and critical evaluation, and required greater teacher facilitation. We hypothesize that the designed laboratories and the research basis of PET influenced the extent to which physics students verbalized substantive scientific thought, authentic appeals to evidence, and a sense of empowerment to participate in the classroom scientific community.

  18. Effects of collaboration and inquiry on reasoning and achievement in biology

    Science.gov (United States)

    Jensen, Jamie Lee

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

  19. 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

  20. The Multicultural Science Framework: Research on Innovative Two-Way Immersion Science Classrooms.

    Science.gov (United States)

    Hadi-Tabassum, Samina

    2000-01-01

    Reviews the different approaches to multicultural science teaching that have emerged in the past decade, focusing on the Spanish-English two-way immersion classroom, which meets the needs of Spanish speakers learning English and introduces students to the idea of collaboration across languages and cultures. Two urban two-way immersion classrooms…

  1. Increasing participation in the Earth sciences through engagement of K-12 educators in Earth system science analysis, inquiry and problem- based learning and teaching

    Science.gov (United States)

    Burrell, S.

    2012-12-01

    Given low course enrollment in geoscience courses, retention in undergraduate geoscience courses, and granting of BA and advanced degrees in the Earth sciences an effective strategy to increase participation in this field is necessary. In response, as K-12 education is a conduit to college education and the future workforce, Earth science education at the K-12 level was targeted with the development of teacher professional development around Earth system science, inquiry and problem-based learning. An NSF, NOAA and NASA funded effort through the Institute for Global Environmental Strategies led to the development of the Earth System Science Educational Alliance (ESSEA) and dissemination of interdisciplinary Earth science content modules accessible to the public and educators. These modules formed the basis for two teacher workshops, two graduate level courses for in-service teachers and two university course for undergraduate teacher candidates. Data from all three models will be presented with emphasis on the teacher workshop. Essential components of the workshop model include: teaching and modeling Earth system science analysis; teacher development of interdisciplinary, problem-based academic units for implementation in the classroom; teacher collaboration; daily workshop evaluations; classroom observations; follow-up collaborative meetings/think tanks; and the building of an on-line professional community for continued communication and exchange of best practices. Preliminary data indicate increased understanding of Earth system science, proficiency with Earth system science analysis, and renewed interest in innovative delivery of content amongst teachers. Teacher-participants reported increased student engagement in learning with the implementation of problem-based investigations in Earth science and Earth system science thinking in the classroom, however, increased enthusiasm of the teacher acted as a contributing factor. Teacher feedback on open

  2. Integrating movement in academic classrooms: understanding, applying and advancing the knowledge base.

    Science.gov (United States)

    Webster, C A; Russ, L; Vazou, S; Goh, T L; Erwin, H

    2015-08-01

    In the context of comprehensive and coordinated approaches to school health, academic classrooms have gained attention as a promising setting for increasing physical activity and reducing sedentary time among children. The aims of this paper are to review the rationale and knowledge base related to movement integration in academic classrooms, consider the practical applications of current knowledge to interventions and teacher education, and suggest directions for future research. Specifically, this paper (i) situates movement integration amid policy and research related to children's health and the school as a health-promoting environment; (ii) highlights the benefits of movement integration; (iii) summarizes movement integration programs and interventions; (iv) examines factors associated with classroom teachers' movement integration; (v) offers strategies for translating research to practice and (vi) forwards recommendations for future inquiry related to the effectiveness and sustainability of efforts to integrate movement into classroom routines. This paper provides a comprehensive resource for developing state-of-the-art initiatives to maximize children's movement in academic classrooms as a key strategy for important goals in both education and public health. © 2015 World Obesity.

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

    Science.gov (United States)

    Colon, Erica L.

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

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

    Science.gov (United States)

    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…

  5. 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.

  6. Finding the Little 'c' in Physics: A Multiple Case Study Examining the Development of Creative Activities in the Physics Classroom

    Science.gov (United States)

    Wheeler, Christopher

    This study focused on how physics teachers develop and implement activities that promote creative thinking strategies in the standards based physics classroom. A particular focus was placed on every day or little "c", creativity, which can be taught in the high school classroom. The study utilized a multiple case study design, which allows for in-depth study in a variety of settings. Four participants from various high schools were identified utilizing administrator recommendations. Data were then collected via interviews, observations, and documents. The data were coded and analyzed for emerging themes. The themes were then merged to determine findings to the stated research questions. The research demonstrated the importance of modifying activities for student interest and understanding through effective use of scientific inquiry. The past experiences and professional development of the participants served as a vital piece to the development of their educational pedagogy especially concerning inquiry and questioning strategies. It was also established that an unstructured, positive classroom environment is a vital aspect of teaching while supporting creative thinking skills.

  7. Practice as Prize: Citizenship Education in two Primary Classrooms in Ireland

    Directory of Open Access Journals (Sweden)

    Fionnuala Waldron

    2014-02-01

    Full Text Available While citizenship education forms part of the formal curriculum at primary level in Ireland, its inclusion as a strand unit of Social, Personal and Health Education, rather than as a discrete subject, tends to make it less visible. In practice, citizenship education is strongly influenced by external agencies and non-governmental organisations (NGOs active in the field as the dominant producers of teaching resources and programmes in the area. In many cases, these programmes are award-driven, requiring schools to compete with others for recognition or to exemplify a particular standard of practice.  Using thick description (Geertz 1973 and teachers' narratives, this article presents two cases based on the practice of two experienced primary teachers who negotiate the complex space between professional practice and the particular agendas of external agencies and NGOs. Focusing on two exemplars of their teaching, the article locates their work within the broader context of citizenship education in Ireland, highlighting the extent to which the exemplars chosen typify or challenge existing practice. The article includes the outline plans used by the participating teachers and draws on an extended dialogue between the participants and the researchers in which issues relating to citizenship education, classroom and whole school practice and the broader educational context were discussed and probed.

  8. The Influence of Repeated Teaching and Reflection on Preservice Teachers' Views of Inquiry and Nature of Science

    Science.gov (United States)

    Lotter, Christine; Singer, Jonathan; Godley, Jenice

    2009-12-01

    This study describes the influence of a secondary science methods program on secondary science preservice teachers’ views and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom settings with middle and high school students. The nine secondary preservice teachers improved both their understanding and enactment of inquiry and nature of science throughout the program period. This study provides evidence of the importance of incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded through both methods instructor and cooperating teacher support and tied to analytic self-reflection.

  9. A Middle-School Classroom Inquiry: Estimating the Height of a Tree

    Science.gov (United States)

    Watson, Jane; Brown, Natalie; Wright, Suzie; Skalicky, Jane

    2011-01-01

    There is an old saying that "there is more than one way to skin a cat." Such is the case with finding the height of tall objects, a task that people have been approximating for centuries. Following an article in the "Australian Primary Mathematics Classroom" (APMC) with methods appropriate for primary students (Brown, Watson,…

  10. Immediate Dissemination of Student Discoveries to a Model Organism Database Enhances Classroom-Based Research Experiences

    Science.gov (United States)

    Wiley, Emily A.; Stover, Nicholas A.

    2014-01-01

    Use of inquiry-based research modules in the classroom has soared over recent years, largely in response to national calls for teaching that provides experience with scientific processes and methodologies. To increase the visibility of in-class studies among interested researchers and to strengthen their impact on student learning, we have…

  11. The Effects of Teacher and Teacher-librarian High-end Collaboration on Inquiry-based Project Reports and School Monthly Test Scores of Fifth-grade Students

    Directory of Open Access Journals (Sweden)

    Hai-Hon Chen

    2015-07-01

    Full Text Available The purpose of this study was twofold. The first purpose was to establish the high level collaboration of integrated instruction model between social studies teacher and teacher-librarian. The second purpose was to investigate the effects of high-end collaboration on the individual and groups’ inquiry-based project reports, as well as monthly test scores of fifth-grade students. A quasi-experimental method was adopted, two classes of elementary school fifth graders in Tainan Municipal city, Taiwan were used as samples. Students were randomly assigned to experimental conditions by class. Twenty eight students of the experimental group were taught by the collaboration of social studies teacher and teacher-librarian; while 27 students of the controlled group were taught separately by teacher in didactic teaching method. Inquiry-Based Project Record, Inquiry-Based Project Rubrics, and school monthly test scores were used as instruments for collecting data. A t-test and correlation were used to analyze the data. The results indicate that: (1 High-end collaboration model between social studies teacher and teacher-librarian was established and implemented well in the classroom. (2There was a significant difference between the experimental group and the controlled group in individual and groups’ inquiry-based project reports. Students that were taught by the collaborative teachers got both higher inquiry-based project reports’ scores than those that were taught separately by the teachers. Experimental group’s students got higher school monthly test scores than controlled groups. Suggestions for teachers’ high-end collaboration and future researcher are provided in this paper.

  12. Turkish Preservice Science Teachers' Socioscientific Issues-Based Teaching Practices in Middle School Science Classrooms

    Science.gov (United States)

    Genel, Abdulkadir; Topçu, Mustafa Sami

    2016-01-01

    Background: Despite a growing body of research and curriculum reforms including socioscientific issues (SSI) across the world, how preservice science teachers (PST) or in-service science teachers can teach SSI in science classrooms needs further inquiry. Purpose: The purpose of this study is to describe the abilities of PSTs to teach SSI in middle…

  13. 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

    sessions and more detailed feedback on individual reports of pre-service teachers. The majority of the pre-service teachers were able to design a lesson plan aimed at a certain inquiry level with integration of ICT, but just a few could implement it faithfully in the classroom. There was still a considerable difference between intended inquiry activities and actual realized inquiry which parallels results from the literature for experienced teachers. The participants had to struggle with science —ICT conceptual issues as well as getting their students to focus on inquiry and concept learning in the classroom. Each evaluation guided iteration of the course resulted in better learning outcomes. (∗) E-

  14. 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

    sessions and more detailed feedback on individual reports of pre-service teachers. The majority of the pre-service teachers were able to design a lesson plan aimed at a certain inquiry level with integration of ICT, but just a few could implement it faithfully in the classroom. There was still a considerable difference between intended inquiry activities and actual realized inquiry which parallels results from the literature for experienced teachers. The participants had to struggle with science --ICT conceptual issues as well as getting their students to focus on inquiry and concept learning in the classroom. Each evaluation guided iteration of the course resulted in better learning outcomes.

  15. 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.

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

    NARCIS (Netherlands)

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

    2012-01-01

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

  17. A Tale of Two Settings: The Lab and the Classroom

    Science.gov (United States)

    1991-08-08

    employed in this study were intensive and extensive classroom observation and repeated extended interviews with students and teachers. Classroom observers...instruction were observed during both years of the study, resulting in a very large data base gathered during almost 500 hours of classroom observation . With

  18. 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

  19. The influence of a Classroom Model of Scientific Scholarship on Four Girls' Trajectories of Identification with Science

    Science.gov (United States)

    Cook, Melissa Sunshine

    This study examines the teacher's role in shaping the identity construction resources available in a classroom and the ways in which individual students take up, modify, and appropriate those resources to construct themselves as scientists through interaction with their teacher and peers. Drawing on frameworks of identity construction and social positioning, I propose that the locally-negotiated classroom-level cultural model of what it means to be a "good" science student forms the arena in which students construct a sense of their own competence at, affiliation with, and interest in science. The setting for this study was a 6th grade science class at a progressive urban elementary school whose population roughly represents the ethnic and socioeconomic diversity of the state of California. The teacher was an experienced science and math teacher interested in social justice and inquiry teaching. Drawing from naturalistic observations, video and artifact analysis, survey data, and repeated interviews with students and the teacher, I demonstrated what it meant to be a "good" science student in this particular cultural community by analyzing what was required, reinforced, and rewarded in this classroom. Next, I traced the influence of this particular classroom's conception of what it meant to be good at science on the trajectories of identification with science of four 6th grade girls selected to represent a variety of stances towards science, levels of classroom participation, and personal backgrounds. Scientific scholarship in this class had two parts: values related to science as a discipline, and a more generic set of school-related values one might see in any classroom. Different meanings of and values for science were indexed in the everyday activities of the classroom: science as a language for describing the natural world, science as a set of rhetorical values, science as an adult social community, and science as a place for mess and explosions. Among school

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

    Science.gov (United States)

    Staver, John R.; Bay, Mary

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

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

    Science.gov (United States)

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

    2016-02-01

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

  2. Implementing and Assessing Inquiry-Based Learning through the CAREER Award

    Science.gov (United States)

    Brudzinski, M. R.

    2011-12-01

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

  3. Influence of subject matter discipline and science content knowledge on National Board Certified science teachers' conceptions, enactment, and goals for inquiry

    Science.gov (United States)

    Breslyn, Wayne Gene

    The present study investigated differences in the continuing development of National Board Certified Science Teachers' (NBCSTs) conceptions of inquiry across the disciplines of biology, chemistry, earth science, and physics. The central research question of the study was, "How does a NBCST's science discipline (biology, chemistry, earth science, or physics) influence their conceptions, enactment, and goals for inquiry-based teaching and learning?" A mixed methods approach was used that included an analysis of the National Board portfolio entry, Active Scientific Inquiry, for participants (n=48) achieving certification in the 2007 cohort. The portfolio entry provided detailed documentation of teachers' goals and enactment of an inquiry lesson taught in their classroom. Based on the results from portfolio analysis, participant interviews were conducted with science teachers (n=12) from the 2008 NBCST cohort who represented the science disciplines of biology, chemistry, earth science, and physics. The interviews provided a broader range of contexts to explore teachers' conceptions, enactment, and goals of inquiry. Other factors studied were disciplinary differences in NBCSTs' views of the nature of science, the relation between their science content knowledge and use of inquiry, and changes in their conceptions of inquiry as result of the NB certification process. Findings, based on a situated cognitive framework, suggested that differences exist between biology, chemistry, and earth science teachers' conceptions, enactment, and goals for inquiry. Further, individuals teaching in more than one discipline often held different conceptions of inquiry depending on the discipline in which they were teaching. Implications for the research community include being aware of disciplinary differences in studies on inquiry and exercising caution in generalizing findings across disciplines. In addition, teachers who teach in more than one discipline can highlight the contextual

  4. 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…

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

    Science.gov (United States)

    D'Angelo, Heather Hopkins

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

  6. 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.

  7. Myartspace: Design and Evaluation of Support for Learning with Multimedia Phones between Classrooms and Museums

    Science.gov (United States)

    Vavoula, Giasemi; Sharples, Mike; Rudman, Paul; Meek, Julia; Lonsdale, Peter

    2009-01-01

    This paper presents a description and evaluation of Myartspace, a service on mobile phones for inquiry-led learning that allows students to gather information during a school field trip which is automatically sent to a website where they can view, share and present it, back in the classroom or at home. The evaluation focused on three levels: a…

  8. "Real Teaching" in the Mathematics Classroom: A Comparison of the Instructional Practices of Elementary Teachers in Urban High-Poverty Schools

    Science.gov (United States)

    McKinney, Sueanne E.; Robinson, Jack; Berube, Clair T.

    2013-01-01

    The National Council of Teachers of Mathematics' "Principles and Standards for School Mathematics" outlines fundamental elements that are crucial for creating a problem-solving and inquiry-driven classroom learning environment that highlights conceptual understandings of mathematics ideas. Even though this document outlines…

  9. 32 CFR Appendix A of Part 216 - Military Recruiting Sample Letter of Inquiry

    Science.gov (United States)

    2010-07-01

    ... University, Anywhere, USA 12345-9876. Dear Dr. Doe: I understand that military recruiting personnel [have... University)] by a policy or practice of the school. Specifically, military recruiting personnel have reported... 32 National Defense 2 2010-07-01 2010-07-01 false Military Recruiting Sample Letter of Inquiry A...

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

    Science.gov (United States)

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

    2014-07-01

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

  11. 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

  12. Student use of Web 2.0 tools to support argumentation in a high school science classroom

    Science.gov (United States)

    Weible, Jennifer L.

    This ethnographic study is an investigation into how two classes of chemistry students (n=35) from a low-income high school with a one-to-one laptop initiative used Web 2.0 tools to support participation in the science practice of argumentation (i.e., sensemaking, articulating understandings, and persuading an audience) during a unit on alternative energy. The science curriculum utilized the Technology-Enhanced Inquiry Tools for Science Education as a pedagogical framework (Kim, Hannafin, & Bryan, 2007). Video recordings of the classroom work, small group discussions, and focus group interviews, documents, screen shots, wiki evidence, and student produced multi-media artifacts were the data analyzed for this study. Open and focused coding techniques, counts of social tags and wiki moves, and interpretive analyses were used to find patterns in the data. The study found that the tools of social bookmarking, wiki, and persuasive multimedia artifacts supported participation in argumentation. In addition, students utilized the affordances of the technologies in multiple ways to communicate, collaborate, manage the work of others, and efficiently complete their science project. This study also found that technologically enhanced science curriculum can bridge students' everyday and scientific understandings of making meaning, articulating understandings, and persuading others of their point of view. As a result, implications from this work include a set of design principles for science inquiry learning that utilize technology. This study suggests new consideration of analytical methodology that blends wiki data analytics and video data. It also suggests that utilizing technology as a bridging strategy serves two roles within classrooms: (a) deepening students' understanding of alternative energy science content and (b) supporting students as they learn to participate in the practices of argumentation.

  13. Illuminating learner realities: Perceptions, expectations, and experiences of gifted underachievers in a secondary school classroom

    Science.gov (United States)

    Schultz, Robert Arthur

    This study examined how classroom climate affected the performance of students identified as gifted and labeled as underachievers in a secondary science classroom. The goal was to develop an understanding about the complex needs of gifted underachieving students by accessing their "voices" as participants in the education process. Lack of emphasis in the literature regarding gifted underachiever performance and classroom climate provided a need to examine these interactions. However, it was the lack of the gifted underachievers' voices---those with the most at stake in the education process---in the research literature that necessitated examination of their classroom experiences. Case Study methodology guided the theoretical context of the work---informed by phenomenological inquiry to explore learner contextual meaning. Five tenth grade students (4 boys, 1 girl) ranging from 15--17 years of age participated in this qualitative research study. Four frames emerged from the data illuminating participant classroom realities. These were: (a) schools exist to conform students to the educational system; (b) connection to life beyond school is lacking; (c) curriculum needs to engage student interests; and, (d) mutual respect, effort and empathy---caring---on the part of teachers and students needs to occur in the classroom. Analyses led to both pedagogical and research implications. These included: Pedagogical (1) identifying and engaging student interests can enhance gifted underachiever classroom performance; (2) development of communication and negotiation skills are necessary for trust development; (3) students should be included in all phases of curriculum development. Research (1) research in gifted education needs to include student voice as an interpretive frame for understanding learning; (2) peer nomination may be a viable means of identifying gifted underachievers; (3) trust must be negotiated between all participants to develop lucid understanding of classroom

  14. 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

  15. Determination of validity and reliability of performance assessments tasks developed for selected topics in high school chemistry

    Science.gov (United States)

    Zichittella, Gail Eberhardt

    The primary purpose of this study was to validate performance assessments, which can be used as teaching and assessment instruments in high school science classrooms. This study evaluated the classroom usability of these performance instruments and establishes the interrater reliability of the scoring rubrics when used by classroom teachers. The assessment instruments were designed to represent two levels of scientific inquiry. The high level of inquiry tasks are relatively unstructured in terms of student directions; the low inquiry tasks provided more structure for the student. The tasks cover two content topics studied in chemistry (scientific observation and density). Students from a variety of Western New York school districts who were enrolled in chemistry classes and other science courses were involved in completion of the tasks at the two levels of inquiry. The chemistry students completed the NYS Regents Examination in Chemistry. Their classroom teachers were interviewed and completed a questionnaire to aid in the establishment their epistemological view on the inclusion of inquiry based learning in the science classroom. Data showed that the performance assessment tasks were reliable, valid and helpful for obtaining a more complete picture of the students' scientific understanding. The teacher participants reported no difficulty with the usability of the task in the high school chemistry setting. Collected data gave no evidence of gender bias with reference to the performance tasks or the NYS Regents Chemistry Examination. Additionally, it was shown that the instructors' classroom practices do have an effect upon the students' achievement on the performance tasks and the NYS Regents examination. Data also showed that achievement on the performance tasks was influenced by the number of years of science instruction students had received.

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

    Science.gov (United States)

    Jones, Kathleen M.

    Inquiry science, including a focus on evidence-based discourse, is essential to spark interest in science education in the early grades and maintain that interest throughout children's schooling. The researcher was interested in two broad areas: inquiry science in the elementary classroom and the need/desire for professional development opportunities for elementary teachers related to science education, and specifically professional development focused on inquiry science. A cross sectional survey design was prepared and distributed in May 2005 and usable responses were received from 228 elementary teachers from the south-central area of Pennsylvania which was a representative sample of socio-economical and geographical factors. Areas of particular interest in the results section include: (1) The use of Science Kits which is popular, but may not have the desired impact since they are "adjusted" by teachers often removing the opportunity for evidence-based discourse by the students. This may be partly based on the lack of time dedicated to science instruction and, secondly, the teachers' lack of comfort with the science topics. Another issue arising from science kits is the amount of preparation time required to utilize them. (2) Teachers demonstrated understanding of the high qualities of professional development but, when it came to science content professional development, they were more inclined to opt for short-term opportunities as opposed to long-term learning opportunities. Since elementary teachers are generalists and most schools are not focusing on science, the lack of attention to a subject where they are least comfortable is understandable, but disappointing. (3) There is a great need for more training in evidence--based discourse so teachers can implement this needed skill and increase students' understanding of science content so they are more able to compete in the international science and math measurements. (4) Professional development, especially

  17. Transdisciplinary Intervention by an Itinerant School Nurse in Two Rural Classrooms.

    Science.gov (United States)

    Stile, Stephen W.; Bentley, Nona

    1988-01-01

    Reports two transdisciplinary interventions conducted by an Itinerant school nurse. The case studies presented involve a Prader-Willi syndrome student enrolled in a class for the trainable mentally handicapped and a student enrolled in a regular fourth grade classroom but considered at risk for placement in a behavior disorders setting. (JHZ)

  18. Teachers, Classrooms, and the Effects of School Desegregation on Effort in School: A "Second Generation" Study.

    Science.gov (United States)

    Hawley, Willis D.

    The focus of this inquiry is on the commitment students have to academic achievement. The model on which this analysis is based assumes that student effort in school is the product of several factors relating to parental influences, classroom structure, teacher behavior and peer norms and characteristics. In assessing the possibility of a linkage…

  19. An Application of the Questionnaire on Teacher Interaction and College and University Classroom Environment Inventory in a Multicultural Tertiary Context

    Science.gov (United States)

    Coll, Richard K.; Taylor, Neil; Fisher, Darrell L.

    2002-02-01

    The research reported in this inquiry consisted of the application of two classroom learning environment questionnaires developed in a Western context to a culturally diverse context, namely, the Pacific Islands. The College and University Classroom Environment Inventory (CUCEI) and Questionnaire on Teacher Interaction (QTI) instruments were administered to intact classes of first- and second-year science students ( n= 257) at a regional university in the Pacific Islands, containing a total of 12 ethnicities. The data reveal that the QTI instrument holds good reliability for all scales, whereas the CUCEI holds reliability for only two scales. This may be due to the simple nature of the questions on the QTI whereas the questions on the CUCEI require more interpretation, the latter exacerbated by the fact that English is a second or third language for most participants. Surprisingly, there were few differences in perceptions of teacher student interaction based on ethnicity, but substantial differences based on gender. As reported in previous classroom environment research at the secondary school level, in this study, females perceived their environment more favourably than males. The data for the QTI reveal that the students perceive their classrooms to be highly teacher dominated, consistent with previous naturalistic studies of secondary schools and exploratory studies at the tertiary level in Fiji. Since almost all the graduates from this institution become science teachers, a cycle is completed.

  20. 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.

  1. The Diagrammatic Inquiry of Architectural Media

    Directory of Open Access Journals (Sweden)

    Peter Bertram

    2018-04-01

    Full Text Available According to the philosopher C.S. Peirce the diagram is a system of interrelated parts that operates in a manner similar to another system of interrelated parts. It is a mental map of relations. It drives an open-ended inquiry on a given problem. In architectural discourse a diagram is often defined as a particular form of drawing. It is a simplified image and/or it uses a notation system. In this context, the latter is termed a digital diagram. However, an architectural medium has material properties that influence both the making and the translation of the drawing. It is both a singular artefact and a set of instructions for actions undertaken in another space than that of the medium. This article introduces the notion of an immanent diagram to discuss how the composition of a drawing is distributed. The proposition is that the architectural diagrammatic inquiry operates in the struggle between digital and analogue diagrams. I develop the argument using a traditional architectural drawing as a starting point. In the last section, I discuss a contemporary computer based design practice in which drawings and prototype modelling constitute a heterogeneous technological environment.

  2. Establishing the Unitary Classroom: Organizational Change and School Culture.

    Science.gov (United States)

    Eddy, Elizabeth M.; True, Joan H.

    1980-01-01

    This paper examines the organizational changes introduced in two elementary schools to create unitary (desegregated) classrooms. The different models adopted by the two schools--departmentalization and team teaching--are considered as expressions of their patterns of interaction, behavior, and values. (Part of a theme issue on educational…

  3. Para-petroleum industry: international context. Results of the 2002 inquiry carried out by GEP, CEP and M and IFP (part. 2)

    International Nuclear Information System (INIS)

    Bensaid, B.; Fraysse, S.; Saniere, A.

    2003-01-01

    This article is the 2. part of the presentation of the inquiry about the 2002 economic results of the world para-petroleum industry: 1 - exploration-production: investments, geophysical activity (number of seismic survey teams, geophysical services market), drilling activity, construction of offshore production facilities (platforms construction, production equipments engineering), regional analysis (North America, North Sea, Latin America, Africa, Commonwealth of Independent States, Middle-East, Asia-Pacific). 2 - Refining and petrochemistry: economic context, refining industry expenses, fusions and results of refining companies, world petrochemical expenses, fusion and results of petrochemical companies. (J.S.)

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

    Science.gov (United States)

    Marulcu, Ismail

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

  5. Snakes or Ladders? An Examination of the Experiences of Two Teacher Leaders Returning to Classroom Teaching

    Science.gov (United States)

    Munroe, Elizabeth

    2014-01-01

    Teachers who have held leadership roles at the school, district, or provincial level have the potential to contribute to student and school success when they return to classroom teaching. The contrasting experiences of two teacher leaders who returned voluntarily to classroom teaching are analyzed using Owens's (2004) social constructivist theory…

  6. Expedition Earth and Beyond: Engaging Classrooms in Student-Led Research Using NASA Data, Access to Scientists, and Integrated Educational Strategies

    Science.gov (United States)

    Graff, P. V.; Stefanov, W. L.; Willis, K. J.; Runco, S.; McCollum, T.; Baker, M.; Lindgren, C.; Mailhot, M.

    2011-01-01

    Classroom teachers are challenged with engaging and preparing today s students for the future. Activities are driven by state required skills, education standards, and high-stakes testing. Providing educators with standards-aligned, inquiry-based activities that will help them engage their students in student-led research in the classroom will help them teach required standards, essential skills, and help inspire their students to become motivated learners. The Astromaterials Research and Exploration Science (ARES) Education Program, classroom educators, and ARES scientists at the NASA Johnson Space Center created the Expedition Earth and Beyond education program to help teachers promote student-led research in their classrooms (grades 5-14) by using NASA data, providing access to scientists, and using integrated educational strategies.

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

    Science.gov (United States)

    Ellwood, Robin B.

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

  8. The Delaware Bay Estuary as a Classroom: A Research Experience for Future Elementary Grade-Level Teachers

    Science.gov (United States)

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

    2004-05-01

    With supplemental funding from the National Science Foundation (NSF), students from the University of Delaware's Science Semester course took part in a two-day research cruise in the Delaware Bay Estuary. The Science Semester, an NSF-funded project, is an integrated 15-credit sequence that encompasses the entire course work for the spring semester for approximately 60 sophomore-level elementary education majors. The semester includes the earth, life, and physical science content courses and the education science methods course integrated into one curriculum. In this curriculum, problem-based learning and other inquiry-based approaches are applied to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. The research cruise was conducted as part of one of the four major investigations during the course. The investigation focused on Delaware's state marine animal, Limulus polyphemus. It is one of the four remaining species of horseshoe crabs; the largest spawning population of Limulus is found in Delaware Bay. Within the problem- and inquiry-based learning approaches of the Science Semester course, the students became aware that very little data exists on the benthic habitat of Limulus polyphemus. In order to learn more about this habitat, a cohort of seven students from the course was recruited as part of the scientific party to take part in the research cruise to collect data on the floor of Delaware Bay. The data included: multibeam bathymetry/backscatter data, grab samples of bay bottom sediments, and CTD profiles. Prior to the cruise, all students in the course took part in laboratory exercises to learn about topographic maps and navigation charts using the Delaware Bay area as the region of study. While "at-sea", the cruise participants sent the ship's latitude and longitude positions as a function of time. The positions were used by the on-land students to

  9. Balancing Teacher and Student Roles in Elementary Classrooms: Preservice Elementary Teachers' Learning about the Inquiry Continuum

    Science.gov (United States)

    Biggers, Mandy; Forbes, Cory T.

    2012-01-01

    Using the National Research Council's inquiry continuum framework, we use a multiple-case study research design to investigate the teacher- and student-directedness of elementary preservice teachers' planned and enacted science lessons and their pedagogical reasoning about science instruction during a semester-long science methods course. Our…

  10. Understanding teacher identity from a symbolic interactionist perspective: two ethnographic narratives

    Directory of Open Access Journals (Sweden)

    Brigitte Smit

    2008-02-01

    Full Text Available In this ethnographic inquiry we portray two teacher narratives reflecting educational change in the context of two South African schools. The study was conducted as part of a larger inquiry into ten schools in urban South Africa.¹ A decade of democracy begs some attention to educational progress and reform, from the viewpoint of teachers and with the culture of their schools as the inquiry's landscape. We present two ethnographic narratives, crafted of a typical 'township/rural' school, and an established Afrikaans school, with two teachers as the main social actors. Data were sourced from passive observations, interviews, informal conversations, and journal data. These field texts were analysed for content and narrative using, as methodological frame, the 'Clandininian' "metaphorical three-dimensional inquiry space". Three data themes, teacher authority, commitment to the profession in terms of staying or leaving, and multitasking are theorised from a symbolic interactionist framework, using constructs such as situational, social and personal identity. The major finding of this inquiry speaks to the power of the working context, the educational landscape, which appears to be a much stronger force in the development of teacher identity than national educational policies.

  11. Examining student-generated questions in an elementary science classroom

    Science.gov (United States)

    Diaz, Juan Francisco, Jr.

    This study was conducted to better understand how teachers use an argument-based inquiry technique known as the Science Writing Heuristic (SWH) approach to address issues on teaching, learning, negotiation, argumentation, and elaboration in an elementary science classroom. Within the SWH framework, this study traced the progress of promoting argumentation and negotiation (which led to student-generated questions) during a discussion in an elementary science classroom. Speech patterns during various classroom scenarios were analyzed to understand how teacher--student interactions influence learning. This study uses a mixture of qualitative and quantitative methods. The qualitative aspect of the study is an analysis of teacher--student interactions in the classroom using video recordings. The quantitative aspect uses descriptive statistics, tables, and plots to analyze the data. The subjects in this study were fifth grade students and teachers from an elementary school in the Midwest, during the academic years 2007/2008 and 2008/2009. The three teachers selected for this study teach at the same Midwestern elementary school. These teachers were purposely selected because they were using the SWH approach during the two years of the study. The results of this study suggest that all three teachers moved from using teacher-generated questions to student-generated questions as they became more familiar with the SWH approach. In addition, all three promoted the use of the components of arguments in their dialogs and discussions and encouraged students to elaborate, challenge, and rebut each other's ideas in a non-threatening environment. This research suggests that even young students, when actively participating in class discussions, are capable of connecting their claims and evidence and generating questions of a higher-order cognitive level. These findings demand the implementation of more professional development programs and the improvement in teacher education to help

  12. 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…

  13. 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.

  14. The conduct of inquiry in international relations: The view from graduate school

    OpenAIRE

    Banks, David; O'Mahoney, Joseph

    2010-01-01

    Jackson’s book, The Conduct of Inquiry in International Relations, is most likely to be assigned or recommended in graduate classes addressing the philosophy of science, qualitative methodology, and research design. It might then be useful to ask two graduate students whether this is a good idea. How helpful is yet another book on the meta-theoretical status of International Relations? Our answer to this question has four parts. First, we ask whether and how Jackson’s ordering scheme clarifie...

  15. Encouraging Classroom Discussion

    Directory of Open Access Journals (Sweden)

    Robert Joseph McKee

    2014-10-01

    Full Text Available Classroom discussion has the potential to enhance the learning environment and encourages students to become active participants in the educational process. Student participation in classroom discussion has been shown to significantly improve the student learning experience. Research suggests that classroom discussion is an effective method for encouraging student classroom participation and for motivating student learning beyond the classroom. Participation in classroom discussion encourages students to become active collaborators in the learning process, while at the same time providing instructors with a practical method of assessing student learning. Classroom discussion is an effective tool for developing higher-level cognitive skills like critical thinking. Despite the potential discussion holds for student learning, many in academia lament the lack of participation in the classroom. The lack of student participation in classroom discussion is not a recent problem; it is one that has frustrated instructors for decades. Instructors report that some of the more current methods for encouraging classroom discussion can be exasperating and at times non-productive. This two-year study of 510 college and university students provides insight into the reasons why some students do not participate in classroom discussion. This study, which also elicited input from sixteen college and university professors and two high school teachers, offers some suggestions for creating and encouraging an environment conducive to student participation in the classroom.

  16. 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

  17. 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

  18. Flexible Grouping as a Means for Classroom Management in a Heterogeneous Classroom

    Science.gov (United States)

    Rytivaara, Anna

    2011-01-01

    This article concerns issues of classroom management in heterogeneous classrooms. Although research in the field of learning styles has yielded mixed results, there is a call for information about how they could be used to individualize instruction, especially in primary schools. This article is part of an ethnographic study aiming to examine…

  19. Trusted and doubted: Discourses of parenting training in two Swedish official inquiries, 1947 and 2008.

    Science.gov (United States)

    Rooth, Hetty; Forinder, Ulla; Söderbäck, Maja; Viitasara, Eija; Piuva, Katarina

    2018-02-01

    The aim of this study was to analyse discourses of parenting training in official inquires in Sweden that explicitly deal with the bringing up of children and parental education and how the representations of the problems and their solutions affect parental subject positions in the early welfare state and at the onset of the 21st century. We carried out a discourse analysis of two public inquiries of 1947 and 2008, drawing on theories about governmentality and power regimes. Tools from political discourse analysis were used to investigate the objectives of political discourse practices. Both inquiries referred to a context of change and new life demands as a problem. Concerning suggestions for solutions, there were discrepancies in parents' estimated need of expert knowledge and in descriptions of parental capacity. In a discourse of trust and doubt, the parents in 1947 were positioned as trusted welfare partners and secure raisers of future generations, and in 2008, as doubted adults, feared to be faltering in their child-rearing tasks. The analysis revealed how governmental problem descriptions, reasoning about causes and suggestions of solutions influenced parents' subject positions in a discourse of trust and doubt, and made way for governmental interventions with universal parenting training in the 21st century.

  20. There Is Still Nothing Better than Quality Play Experiences for Young Children's Learning and Development: Building the Foundation for Inquiry in Our Educational Practices

    Science.gov (United States)

    Pistorova, Stacey; Slutsky, Ruslan

    2018-01-01

    Teachers face a growing call for implementing inquiry-based teaching and learning in a current pedagogical environment that contradicts this through educational practices that silo content, disseminate knowledge, and produce classrooms of passive learners. We address a hot topic in the United States on how a push for more "academics" is…

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

    Science.gov (United States)

    Martin, Jennifer L.

    2014-01-01

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

  2. 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...

  3. Classroom Management: What Does Research Tell Us?

    Science.gov (United States)

    Postholm, May Britt

    2013-01-01

    The article reviews studies that focus on classroom management. The aim of classroom management is twofold. The first is to establish a quiet and calm environment in the classroom so that the pupils can take part in meaningful learning in a subject. The second aim is that classroom management contributes to the pupils' social and moral…

  4. Using biological control research in the classroom to promote scientific inquiry and literacy

    Science.gov (United States)

    Many scientists who research biological control also teach at universities or more informally through cooperative outreach. The purpose of this paper is to review biological control activities for the classroom in four refereed journals, The American Biology Teacher, Journal of Biological Education...

  5. 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…

  6. Modeling Choices in Nuclear Warfighting: Two Classroom Simulations on Escalation and Retaliation

    Science.gov (United States)

    Schofield, Julian

    2013-01-01

    Two classroom simulations--"Superpower Confrontation" and "Multipolar Asian Simulation"--are used to teach and test various aspects of the Borden versus Brodie debate on the Schelling versus Lanchester approach to nuclear conflict modeling and resolution. The author applies a Schelling test to segregate high from low empathic…

  7. 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....

  8. 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…

  9. Beyond the didactic classroom: educational models to encourage active student involvement in learning.

    Science.gov (United States)

    Shreeve, Michael W

    2008-01-01

    In a chiropractic college that utilizes a hybrid curriculum model composed of adult-based learning strategies along with traditional lecture-based course delivery, a literature search for educational delivery methods that would integrate the affective domain and the cognitive domain of learning provided some insights into the use of problem-based learning (PBL), experiential learning theory (ELT), and the emerging use of appreciative inquiry (AI) to enhance the learning experience. The purpose of this literature review is to provide a brief overview of key components of PBL, ELT, and AI in educational methodology and to discuss how these might be used within the chiropractic curriculum to supplement traditional didactic lecture courses. A growing body of literature describes the use of PBL and ELT in educational settings across many disciplines, both at the undergraduate and graduate levels. The use of appreciative inquiry as an instructional methodology presents a new area for exploration and study in the academic environment. Educational research in the chiropractic classroom incorporating ELT and appreciative inquiry might provide some valuable insights for future curriculum development.

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

    Science.gov (United States)

    Dimichino, Daniela C.

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

  11. 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)

  12. Exploring How Korean Teacher's Attitudes and Self-Efficacy for Using Inquiry and Language Based Teaching Practices Impacts Learning for Culturally and Linguistically Diverse Students: Implications for Science Teacher Education

    Science.gov (United States)

    Park, Jennifer; Chu, Hye-Eun; Martin, Sonya N.

    2016-01-01

    Demographic trends in Korea indicate that the student population is becoming more diverse with regards to culture, ethnicity and language. These changes have implications for science classrooms where inquiry-based, student-centered activities require culturally and linguistically diverse (CLD) students to connect with their peers and successfully…

  13. Teacher Inquiry into Student Learning: The TISL Heart Model and Method for use in Teachers’ Professional Development

    OpenAIRE

    Hansen, Cecilie; Wasson, Barbara

    2016-01-01

    Researchers have recently been calling for new models of teacher education and professional development for the 21st century. Teacher inquiry, where the teacher’s own practice is under investigation, can be seen both as a way to improve day-to-day teaching in the classroom and as professional development for teachers. As such, it should also have a role in teacher education. In this article, we present the iterative development of the TISL Heart, a theory-practice model and method of teacher ...

  14. Project Citizen: Promoting Action-Oriented Citizen Science in the Classroom

    Science.gov (United States)

    Green, Carie; Medina-Jerez, William

    2012-01-01

    In recent years, citizen science projects have emerged as a means to involve students in scientific inquiry, particularly in the fields of ecology and environmental science. A citizen scientist is "a volunteer who collects and/or processes data as part of a scientific inquiry" (Silverton 2009, p. 467). Participation in citizen science…

  15. The Interactional Architecture of the Language Classroom

    Directory of Open Access Journals (Sweden)

    Paul Seedhouse

    2009-11-01

    Full Text Available This article provides a summary of some of the key ideas of Seedhouse (2004. The study applies Conversation Analysis (CA methodology to an extensive and varied database of language lessons from around the world and attempts to answer the question ‘How is L2 classroom interaction organised?’ The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom. This means that there is a two-way, mutually dependent relationship. Furthermore, this relationship is the foundation of the organisation of interaction in L2 classrooms. The omnipresent and unique feature of the L2 classroom is this reflexive relationship between pedagogy and interaction. So whoever is taking part in L2 classroom interaction and whatever the particular activity during which the interactants are speaking the L2, they are always displaying to one another their analyses of the current state of the evolving relationship between pedagogy and interaction and acting on the basis of these analyses. So interaction in the L2 classroom is based on the relationship between pedagogy and interaction. Interactants are constantly analysing this relationship and displaying their analyses in their talk. An example of data analysis is provided, including discussion of socially distributed cognition and learning.

  16. The creation of a pedagogy of promise: Examples of educational excellence in high-stakes science classrooms

    Science.gov (United States)

    McCollough, Cherie A.

    The current reform movement in education has two forces that appear contradictory in nature. The first is an emphasis on rigor and accountability that is assessed through high-stakes testing. The second is the recommendation to have student centered approaches to teaching and learning, especially those that emphasize inquiry methodology and constructivist pedagogy. Literature reports that current reform efforts involving accountability through high-stakes tests are detrimental to student learning and are contradictory to student-centered teaching approaches. However, by focusing attention on those teachers who "teach against the grain" and raise the achievement levels of students from diverse backgrounds, instructional strategies and personal characteristics of exemplary teachers can be identified. This mixed-methods research study investigated four exemplary urban high school science teachers in high-stakes (TAKS) tested science classrooms. Classroom observations, teacher and student interviews, pre-/postcontent tests and the Constructivist Learning Environment Survey (CLES) (Johnson & McClure, 2004) provided the main data sources. The How People Learn (National Research Council, 2000) theoretical framework provided evidence of elements of inquiry-based, student-centered teaching. Descriptive case analysis (Yin, 1994) and quantitative analysis of pre/post tests and the CLES revealed the following results. First, all participating teachers included elements of learner-centeredness, knowledge-centeredness, assessment-centeredness and community-centeredness in their teaching as recommended by the National Research Council, (2000), thus creating student-centered classroom environments. Second, by establishing a climate of caring where students felt supported and motivated to learn, teachers managed tensions resulting from the incorporation of student-centered elements and the accountability-based instructional mandates outlined by their school district and state

  17. 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.

  18. 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...

  19. The Pedagogical Orientations of South African Physical Sciences Teachers Towards Inquiry or Direct Instructional Approaches

    Science.gov (United States)

    Ramnarain, Umesh; Schuster, David

    2014-08-01

    In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school demographic situations, which can also affect teaching practices. This study investigated the pedagogical orientations of in-service physical sciences teachers at a diversity of schools in South Africa. Assessment items in a Pedagogy of Science Teaching Test (POSTT) were used to identify teachers' science teaching orientations, and reasons for pedagogical choices were probed in interviews. The findings reveal remarkable differences between the orientations of teachers at disadvantaged township schools and teachers at more privileged suburban schools. We found that teachers at township schools have a strong `active direct' teaching orientation overall, involving direct exposition of the science followed by confirmatory practical work, while teachers at suburban schools exhibit a guided inquiry orientation, with concepts being developed via a guided exploration phase. The study identified contextual factors such as class size, availability of resources, teacher competence and confidence, time constraints, student ability, school culture and parents' expectations as influencing the methods adopted by teachers. In view of the recent imperative for inquiry-based learning in the new South African curriculum, this study affirms the context specificity of curriculum implementation (Bybee 1993) and suggests situational factors beyond the curriculum mandate that need to be addressed to achieve successful inquiry-based classroom instruction in science.

  20. Scholar Dollars: Their Use in Classroom Management.

    Science.gov (United States)

    Deery, Ruth

    Suggestions and background information to help teachers use classroom currency to influence students' behavior and academic efforts are provided. There are five parts to the publication. Part 1 discusses the many uses of classroom currency in teaching economics content, for motivation, and in discipline. For example, if teachers find that…

  1. 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…

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

    Science.gov (United States)

    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…

  3. 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.

  4. "All White Americans in the County" and Other Loaded Subjects: Race, Community, and Morality in a Second Grade Classroom

    Science.gov (United States)

    Schaenen, Inda L.

    2010-01-01

    This teacher research inquiry is a critical discourse analysis of second grade classroom talk about racial identity and dialect difference within the theoretical framework of moral philosophy. Participants in the study, which took place in an urban public district in a Midwestern United States city, included ten African American students and a…

  5. 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

  6. Gondwana Tales: an inquiry approach to plate tectonics

    Science.gov (United States)

    Domènech Casal, Jordi

    2014-05-01

    Plate tectonics and its effects on the constitution of seas and continents are key models in science education. Fossil evidences are usually taught in demostrative key when Wegener's discoverings about Pangea are introduced. In order to introduce inquiry-based science education (IBSE) approaches to this topic, we propose "Gondwana Tales", an activity where students are asked to use fossil data to reconstruct the geologic history of an imaginary planet. Grouped in independent teams, each team is furnished with stratigraphic columns from several sites containing faunistic successions of real organisms existing in the past in Earth. Students are told to reconstruct a model of the evolution of the continents, by making calculations of relative ages of the fossils, and relating each fossil to a geologic era. The different teams have incomplete and complementary information. After a first step where they have to propose a partial model based on incomplete data, each team receives a "visitor scientist" from another team, this implying an informal scientific communication event. This process is performed several times, engaging a discussion in each team and getting a final consensus model created by the whole class. Correct answer is not given to the students, even at the end of the activity, to keep the activity under the parameters of real scientific experience, where there is not a "correct answer" to compare. Instead of this, and following the IBSE standards, a reflection on the process is proposed to students. The lack of complete information and the need to collaborate are part of classroom dynamics focused to the understanding of the process of creation of the scientific knowledge. This activity is part of the C3 Project on Creation of Scientific Knowledge that is being applied in the school.

  7. The effect of peer tutoring about performance of students with disabilities in inclusive classroom

    Directory of Open Access Journals (Sweden)

    Tatiani dos Santos

    2008-12-01

    Full Text Available This study aimed at to investigate of the procedure of peer tutoring on the academic performance of pupils with intellectual disability in common classrooms of Early Education schools. Participate on the study two children with intellectual disability and twelve typical developmental as tutorial. The taught task was the recognition and the nomination of vowels of the alphabet, through playful activities, being that in the condition without peer tutoring the task was individualized and in the tutoring condition, the task was made in pairs. The results even so point that the peer tutoring can be effective in the improvement of the academic performance, although that is not applied for all of the children and the subject deserve more inquiry.

  8. Flipped Classroom : A Literature Review on the Benefits and Drawbacks of theReversed Classroom

    OpenAIRE

    Kostaras, Vasiliki

    2017-01-01

    Technology has become an integral part in the realm of education. The flipped classroom is a recent teaching method where students can watch instructional online videos outside the classroom that actively engage them in their learning process. Although this trend has gained momentum in many disciples and there are many studies available, research behind language acquisition through the flipped classroom model is limited. Still it is implemented by many teachers in the upper secondary school i...

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

    Science.gov (United States)

    Martin, Lynn A.

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

  10. Scientists in the making: An ethnographic investigation of scientific processes as literate practice in an elementary classroom

    Science.gov (United States)

    Crawford, Teresa Jo

    This study explored the issue of literacy in science by examining how the social and academic literate practices in an elementary classroom formed the basis for learning across the curriculum, with a specific focus on the disciplinary field of science. Through the study of classroom interaction, issues related to student knowledge and ability were addressed as they pertain to scientific literacy in the context of science education reform. The theoretical framework guiding this study was drawn from sociocultural studies of scientific communities and interactional ethnography in education. To investigate the literate practices of science in a school setting, data were collected over a two-year period with the same teacher in her third grade and then her fourth/fifth grade classroom. Data were collected through participant observation in the form of fieldnotes, video data, interviews, and various artifacts (e.g., writings, drawings, teaching protocols). Using ethnographic and sociolinguistic methods of analysis this work examined classroom members' discursive practices to illustrate the role that discourse plays in creating opportunities for engagement in, and access to, scientific knowledge. These analyses revealed that the discursive actions and practices among members of this classroom shaped a particular type of learning environment that was process-oriented and inquiry based. It was shown that this learning environment afforded opportunities for students to engage in the processes of science outside the official, planned curriculum, often leading to whole class scientific investigations and discussions. Additionally, within this classroom community students were able to draw on multiple discourses to display their knowledge of scientific concepts and practices. Overall, this study found that the literate practices of this classroom community, as they were socially constructed among members, contributed to opportunities for students to practice science and

  11. Secondary science teachers' view toward and classroom translation of sustained professional development

    Science.gov (United States)

    Lewis, Elizabeth Blake

    This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the science teachers were previous participants in the professional development, and acted as mentor teachers. The research design employed an integrated conceptual framework of situated learning theory with an analytical lens of teachers' professional, institutional and affinity, identities. A multi-method approach was used to generate data. Throughout the 2007-2008 academic year, the teachers' fidelity to the professional development model was measured using a classroom observation instrument aligned with the professional development model. From these observation data a longitudinal model, using hierarchical linear modeling, was constructed. In addition, surveys and interview data were used to construct both whole group and case studies of two high school science teachers who taught biology at the same school. The results indicated that there was a significant difference between previous and new participants; specifically, the longer teachers had participated in the professional development, and adopted a mentorship role, the greater their fidelity of classroom instruction to the CISIP model. Additionally, the case study teacher who developed a CISIP model-aligned affinity identity implemented more of the instructional strategies than the teacher who maintained his school-based institutional identity.

  12. Improving Inquiry Teaching through Reflection on Practice

    Science.gov (United States)

    Lotter, Christine R.; Miller, Cory

    2017-08-01

    In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned science content and inquiry pedagogy. The program included a 2-week summer institute in which teachers participated in science content sessions, practice teaching to middle level students, and small group-facilitated reflection sessions on their teaching. For this study, data collection focused on teachers' recorded dialogue during the facilitator - run reflection sessions, the teachers' daily written reflections, a final written reflection, and a written reflection on a videotaped teaching session. We investigated the teachers' reflection levels and the themes teachers focused on during their reflection sessions. Teachers were found to reflect at various reflection levels, from simple description to a more sophisticated focus on how to improve student learning. Recurrent themes point to the importance of providing situated learning environments, such as the practice teaching with immediate reflection for teachers to have time to practice new instructional strategies and gain insight from peers and science educators on how to handle student learning issues.

  13. 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

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

    Science.gov (United States)

    Chen, Chun-Ting; She, Hsiao-Ching

    2015-01-01

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

  15. Investigating the shifts in Thai teachers' views of learning and pedagogical practices while adopting an argument-based inquiry approach

    Science.gov (United States)

    Promyod, Nattida

    The purpose of this study was to investigate the shift of Thai teachers' views of learning and their pedagogical practices from the traditional approach to be more centered on an argument-based inquiry approach (ABI) in Thai classrooms, where teachers and learners have long been familiar with the lecture-based tradition. Other than examining the changes, the study further explored the relationship throughout the ABI implementation phase with a specific focus on driving questions, problem solving and reasoning, and establishing a supportive learning environment. The study was conducted in Thailand with five physics teachers. Data collection involved classroom observations and teacher interviews. The constant comparative method was employed throughout the data analysis process. The research questions that guided this study were: (1) What changes occurred in teachers' pedagogical practices and views of learning throughout the implementation phase of the argument-based inquiry approach? (2) If change did occur, what was the relationship of the change among the observed criteria (questioning, problem solving, and the establishing of a supportive learning environment)? The results revealed that after fourteen weeks, the three teachers who expressed a positive attitude toward the ABI approach and expressed their willingness to practice started to shift their practices and views of learning toward a student-centered model. Although each teacher exhibited a different starting point within the three observed criteria, they all began to shift their practices first, before reflecting on their beliefs. In contrast to these teachers, the other two teachers were impeded by several barriers and therefore failed to implement the approach. These positive attitude, willingness, and shift of practice appear to be connected and necessary for change. The study highlights that in order to support the implementation of the ABI approach, especially in a large class size cultural setting

  16. 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.

  17. 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...

  18. Interchangeable Positions in Interaction Sequences in Science Classrooms

    Directory of Open Access Journals (Sweden)

    Carol Rees

    2017-03-01

    Full Text Available Triadic dialogue, the Initiation, Response, Evaluation sequence typical of teacher /student interactions in classrooms, has long been identified as a barrier to students’ access to learning, including science learning. A large body of research on the subject has over the years led to projects and policies aimed at increasing opportunities for students to learn through interactive dialogue in classrooms. However, the triadic dialogue pattern continues to dominate, even when teachers intend changing this. Prior quantitative research on the subject has focused on identifying independent variables such as style of teacher questioning that have an impact, while qualitative researchers have worked to interpret the use of dialogue within the whole context of work in the classroom. A recent paper offers an alternative way to view the triadic dialogue pattern and its origin; the triadic dialogue pattern is an irreducible social phenomenon that arises in a particular situation regardless of the identity of the players who inhabit the roles in the turn-taking sequence (Roth & Gardner, 2012. According to this perspective, alternative patterns of dialogue would exist which are alternative irreducible social phenomena that arise in association with different situations. The aim of this paper is to examine as precisely as possible, the characteristics of dialogue patterns in a seventh-eighth grade classroom during science inquiry, and the precise situations from which these dialogue patterns emerge, regardless of the staffing (teacher or students in the turn-taking sequence. Three different patterns were identified each predominating in a particular situation. This fine-grained analysis could offer valuable insights into ways to support teachers working to alter the kinds of dialogue patterns that arise in their classrooms.

  19. The inquiry into electricity supply in New South Wales

    Energy Technology Data Exchange (ETDEWEB)

    Owen, Anthony D. [School of Economics and Finance, Curtin Business School, Curtin University of Technology, Perth, WA 6845 (Australia)

    2009-02-15

    In May 2007, the Premier of New South Wales (NSW) announced the establishment of an Inquiry into Electricity Supply in that State to be undertaken by the author of this paper. Fundamental to the Inquiry was the perceived need for additional baseload generating capacity, the identification of the available technologies, carbon constraints and the policy options that would encourage the private sector to undertake the required investments. Although NSW is part of the competitive National Electricity Market, State-owned generators dominate baseload supply. In addition, the State operates three electricity retailing businesses, has a monopoly on transmission and distribution, and provides price stability for NSW residential consumers through the Electricity Tariff Equalisation Fund. Overall, therefore, the State dominates the industry and, not surprisingly, potential private investors are sceptical that its market roles may be based upon criteria other than the purely commercial. The Inquiry's report, which was publicly released in September 2007, recommended sale of all State assets in both electricity generation and retail. This paper provides a rationale for that recommendation. (author)

  20. The inquiry into electricity supply in New South Wales

    International Nuclear Information System (INIS)

    Owen, Anthony D.

    2009-01-01

    In May 2007, the Premier of New South Wales (NSW) announced the establishment of an Inquiry into Electricity Supply in that State to be undertaken by the author of this paper. Fundamental to the Inquiry was the perceived need for additional baseload generating capacity, the identification of the available technologies, carbon constraints and the policy options that would encourage the private sector to undertake the required investments. Although NSW is part of the competitive National Electricity Market, State-owned generators dominate baseload supply. In addition, the State operates three electricity retailing businesses, has a monopoly on transmission and distribution, and provides price stability for NSW residential consumers through the Electricity Tariff Equalisation Fund. Overall, therefore, the State dominates the industry and, not surprisingly, potential private investors are sceptical that its market roles may be based upon criteria other than the purely commercial. The Inquiry's report, which was publicly released in September 2007, recommended sale of all State assets in both electricity generation and retail. This paper provides a rationale for that recommendation

  1. The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

    Science.gov (United States)

    Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

    2013-01-01

    In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews,…

  2. 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. ...

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

    Science.gov (United States)

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

    2010-01-01

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

  4. Inquiry in early years science teaching and learning: Curriculum design and the scientific story

    Science.gov (United States)

    McMillan, Barbara Alexander

    2001-07-01

    Inquiry in school science, as conceived by the authors of the Common Framework of Science Learning Outcomes K--12, is dependent upon four areas of skills. These are the skills of initiating and planning, performing and recording, analysing and interpreting, and communication and teamwork that map onto what Hodson calls the five phases of scientific inquiry in school science: initiation, design and planning, performance, interpretation, and reporting and communicating. This study looked at initiation in a multiage (Grades 1--3) classroom, and the curriculum, design tools, and inquiry acts believed to be necessary precursors of design and planning phases whether the inquiry in which young children engage is archival or laboratory investigation. The curriculum was designed to build upon children's everyday biological knowledge and through a series of carefully organized lessons to help them to begin to build scientifically valid conceptual models in the area of animal life cycles. The lessons began with what is called benchmark-invention after the historical work of Robert Karplus and the contemporary work of Earl Hunt and Jim Minstrell. The introduction of a biological concept was followed by a series of exploration activities in which children were encouraged to apply the concept invented in the benchmark lesson. Enlargement followed. This was the instructional phase in which children were helped to establish scientifically valid relationships between the invented concept and other biological concepts. The pre-instruction and post-instruction interview data suggest that the enacted curriculum and sequence in which the biological knowledge was presented helped the nineteen children in the study to recognize the connections and regularities within the life cycles of the major groupings of animals, and to begin to build scientific biological conceptual models. It is, however, argued that everyday biology, in the form of the person analogy, acts as an obstacle to

  5. The Power of Balance: Transforming Self, Society, and Scientific Inquiry

    Directory of Open Access Journals (Sweden)

    William R. Torbert

    2010-03-01

    Full Text Available The “power of balance” as conceived by Torbert represents an integral paradigm of principles, theory, and praxis. Deployed, the paradigm is one that can indeed inform and shape the development of self, society, and scientific inquiry. To explicate that fulsome vision, the book’s fifteen chapters develop the themes of three sections: Theory and Strategy, Heart and Practice, and Vision and Method. Here, we have excerpted from several chapters in Theory and Strategy, and from one chapter in Vision and Method. This means, of course, that we present but a small fraction of this integral classic, leaving out all of the rich, in-depth illustrations, including the author’s learning practice as he first attempted to enact the principles. Yet, we hope even this abbreviated form of The Power of Balance supports at least two goals: to offer deployable insights and practices for developing politics and the political; and to take root as part of a foundational canon for integral political thought, research, and praxis. How we readers deploy these principles in our own actions will determine the degree to which self, society, and scientific inquiry transform.

  6. Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module.

    Science.gov (United States)

    Pierce, Richard; Fox, Jeremy

    2012-12-12

    To implement a "flipped classroom" model for a renal pharmacotherapy topic module and assess the impact on pharmacy students' performance and attitudes. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Students' performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students' opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students' improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities.

  7. Classroom Furniture: The Mod Squad

    Science.gov (United States)

    Raths, David

    2012-01-01

    This is the first article in a six-part series on the elements of a collaborative classroom: furniture, social media, video/web conferencing tools, collaborative software, interactive devices, and mobile devices. With most universities facing tight budgets, convincing administrators to invest in expensive new classrooms is a challenge. Many higher…

  8. The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

    Science.gov (United States)

    Katz, Phyllis; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

    2013-12-01

    In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning-qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.

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

    Science.gov (United States)

    Dorfman, Bat-Shahar; Issachar, Hagit; Zion, Michal

    2017-12-01

    Educational policy bodies worldwide have argued that practicing inquiry as a part of the K-12 curriculum would help prepare students for their lives as adults in today's world. This study investigated adults who graduated high school 9 years earlier with a major in biology, to determine how they perceive the inquiry project they experienced and its contribution to their lives. We characterized dynamic inquiry performances and the retrospective perceptions of the inquiry project. Data was collected by interviews with 17 individuals—nine who engaged in open inquiry and eight who engaged in guided inquiry in high school. Both groups shared similar expressions of the affective point of view and procedural understanding criteria of dynamic inquiry, but the groups differed in the expression of the criteria changes occurring during inquiry and learning as a process. Participants from both groups described the contribution of the projects to their lives as adults, developing skills and positive attitudes towards science and remembering the content knowledge and activities in which they were involved. They also described the support they received from their teachers. Results of this study imply that inquiry, and particularly open inquiry, helps develop valuable skills and personal attributes, which may help the students in their lives as future adults. This retrospective point of view may contribute to a deeper understanding of the long-term influences of inquiry-based learning on students.

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

    Science.gov (United States)

    Harris, Michael W.

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

  11. Student's Need Analysis for the Development of Chemistry Modules Based Guided Inquiry to Improve Science Process Skill

    Directory of Open Access Journals (Sweden)

    Jane Arantika

    2018-04-01

    Full Text Available Science process skills (SPS are an important aspect of learning science. SPS help students to develop creativity in learning. Process skills such as observing, formulating questions, interpreting, experimenting, hypothesizing, applying concepts, and communicating. This study aims to analyze the need for development resources needs of science filled with science process skills. Requirement analysis of the development of teaching materials with the skill of the process of science needs to be done because the textbook is the reference a teacher in the class. The subjects matter of chemistry the study was three senior high schools in Sambas, West Borneo. Needs analysis conducted using a qualitative approach, in terms of needs in classroom learning and content of process skills on teaching materials. Data were collected by interviews and questionnaires were analyzed descriptively. The results showed that as many as 27 percents of students perceive the book used in learning has not yet trained the science process skills. As many as 73 percents of students perceive that they need instructional materials in the form of inquiry-based chemistry modules to improve science process skills. Modules are developed based guided inquiry for having guided inquiry learning stages that can practice students' science process skills.

  12. 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

  13. Routines, roles, and responsibilities for aligning scientific and classroom practices

    Science.gov (United States)

    Ford, Michael J.; Wargo, Brian M.

    2007-01-01

    Reform efforts in science education have focused on engaging students in authentic scientific practices. For these efforts to succeed, detailed articulations of scientific practice need to be linked to understandings of classroom practice. Here we characterize engagement in practice generally in terms of 3Rs: routines, roles, and responsibilities. We argue that there is a misalignment between the 3Rs of scientific practice and the practices common in classrooms, and that this misalignment poses a considerable obstacle for beginning teachers who attempt to implement reform pedagogy. As part of a secondary methods course, 16 preservice teachers (PSTs) participated in two exemplar activities designed to engage them in scientific practices. The PST performances suggest that at least initially, they did not consider authentic scientific practices appropriate for classroom activities, implying a pedagogical repertoire dominated by the 3Rs of traditional classrooms. PST performances, however, evidenced a shift in the 3Rs from those common in classrooms to those required by these activities, suggesting that their visions for classrooms are malleable and underlining the importance of aligning the 3Rs of scientific and classroom practices during teacher preparation.

  14. A Quantitative Reasoning Approach to Algebra Using Inquiry-Based Learning

    Directory of Open Access Journals (Sweden)

    Victor I. Piercey

    2017-07-01

    Full Text Available In this paper, I share a hybrid quantitative reasoning/algebra two-course sequence that challenges the common assumption that quantitative literacy and reasoning are less rigorous mathematics alternatives to algebra and illustrates that a quantitative reasoning framework can be used to teach traditional algebra. The presentation is made in two parts. In the first part, which is somewhat philosophical and theoretical, I explain my personal perspective of what I mean by “algebra” and “doing algebra.” I contend that algebra is a form of communication whose value is precision, which allows us to perform algebraic manipulations in the form of simplification and solving moves. A quantitative reasoning approach to traditional algebraic manipulations rests on intentional and purposeful use of simplification and solving moves within contextual situations. In part 2, I describe a 6-week instructional module intended for undergraduate business students that was delivered to students who had placed into beginning algebra. The perspective described in part 1 heavily informed the design of this module. The course materials, which involve the use of Excel in multiple authentic contexts, are built around the use of inquiry-based learning. Upon completion of this module, the percentage of students who successfully complete model problems in an assessment is in the same range as surveyed students in precalculus and calculus, approximately two “grade levels” ahead of their placement.

  15. Assertive classroom management strategies and students’ performance: The case of EFL classroom

    Directory of Open Access Journals (Sweden)

    Mohammad Aliakbari

    2015-12-01

    Full Text Available Ample research findings support the effective role that classroom management strategies play in enhancing students’ learning. Drawing upon Iranian high school teachers’ classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies affect students’ performance. Conducting a survey including 123 female students, it was found out that Iranian teachers apply classroom management strategies of organization, teaching management, teacher–student relationship, and teacher punishment–rewards (consequences with varying degrees. In the results section, Pearson correlation is applied between students’ achievement and each part of teacher management strategies. Finally, a positive relationship between teachers’ assertiveness and students’ performance was approved. The findings led to implications for in-service training programs for EFL teachers.

  16. “There should be a room for self-initiated activity” A narrative inquiry on my teaching practices

    Directory of Open Access Journals (Sweden)

    Hanung Triyoko

    2016-07-01

    Full Text Available This paper is my endeavour to shorten the gap between the realities in my own teaching practices and those practices presented in books and research reports as effective English teaching. In this paper, through narrative inquiry method of writing, I will refer to my experiences to show my way of knowing as well as my way of writing the specific contexts of my teaching of English. Here and then, I may show my subjectivity upon certain issues in the English teaching-learning process but I do this to enable myself go deeper to my personal values. Nonetheless, for the betterment of my classroom practices specifically and the teaching of English for Islamic studies in Indonesia, in general, my inquiry on my own professional practices and the insights on how I should see and make some changes in my teaching as specified by the AAA perspective discussed in details will become a very good start.

  17. Opening inquiry mathematics to parents: Can they be engaged as teachers’ partners in mathematical work?

    Directory of Open Access Journals (Sweden)

    Ioannis Papadopoulos

    2017-12-01

    Full Text Available This paper presents a two-stage project designed to develop the partnership between teacher and parents. The project began with a workshop constructed to motivate parents to be interested in doing mathematics in a way that is different from the one they experienced as students and, as a result, to be eager to become involved in the co-production of didactic materials for classroom use. Parents were engaged in real, collaborative, high-level mathematical work as a first step in engaging them as partners in mathematical work with their children.  During this first stage, parents were familiarized with inquiry mathematics tasks to provide them with the foundation necessary to become partners and co-producers during the second. The findings give evidence that the learning of reform math tasks and their co-creation supported teacher and parents’ partnership and that parents were moved mathematically and personally by the experience.

  18. 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

  19. Elevers refleksjoner over naturvitenskapens egenart

    Directory of Open Access Journals (Sweden)

    Anne Bergliot Øyehaug

    2014-05-01

    Full Text Available This paper reports from a study where a teacher and researchers collaborated on designing science teaching promoting scientific inquiry for a group of students (age 11 – 13. Guided by the Norwegian science curriculum, students were during a two year intervention period regularly engaged in inquiry-based science learning. The students formed and tested hypotheses, were to various degrees engaged in developing research design and took extensively part in evaluation of evidence. In connection with each inquiry task, students were encouraged to express their ideas about professional or formal science emphasized in the Norwegian science curriculum (Why do scientists form and test hypothesis? What characterize scientific inquiry? Why do scientists compare results?. Data (video recordings of classroom instructions and interviews in addition to written tests from four students were collected during a two year period. Results indicate that the students’ epistemological beliefs remained fairly naïve through the intervention period, in spite of intensive participation in inquiry learning. The students’ lack of epistemological development may be understood in terms of the instructional emphasis on formal epistemology, in favor of practical epistemology.

  20. Commentary on two classroom observation systems: moving toward a shared understanding of effective teaching.

    Science.gov (United States)

    Connor, Carol McDonald

    2013-12-01

    In this commentary, I make five points: that designing observation systems that actually predict students' outcomes is challenging; second that systems that capture the complex and dynamic nature of the classroom learning environment are more likely to be able to meet this challenge; three, that observation tools are most useful when developed to serve a particular purpose and are put to that purpose; four that technology can help; and five, there are policy implications for valid and reliable classroom observation tools. The two observation systems presented in this special issue represent an important step forward and a move toward policy that promises to make a true difference in what is defined as high quality and effective teaching, what it looks like in the classroom, and how these practices can be more widely disseminated so that all children, including those attending under-resourced schools, can experience effective instruction, academic success and the lifelong accomplishment that follows. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  1. Achievement goals in the classroom and their possible influence on motivational patterns for chemistry learning in two Brazilian high schools

    Directory of Open Access Journals (Sweden)

    Denilson Mendes de Oliveira

    2017-07-01

    Full Text Available Classroom structures constitute motivational aspects to learn, which can be easily manipulated by teachers during mediation of scientific knowledge to ensure students’ engagement. Organization of learning activities, evaluation and autonomy are some examples of such structures. Two types of goals may be developed in classrooms due to different instructional strategies: performance goals and mastery goals. This work’s objectives were to compare instructional strategies of two high school chemistry teachers (Teacher A and Teacher B from two public schools located in Viçosa (Brazil and infer possible motivational patterns found among students. The comparison was based on the achievement goal theory and organized within the three classroom structures. Data were gathered through field notes from participant observation in two Chemistry classes and semi-structured interviews with both of the teachers. It was verified that Teacher A utilized strategies aligned with mastery goals, while Teacher B utilized instructional strategies that were consistent with the two types of goals. It is concluded that this can influence student engagement during Chemistry classes, considering that teachers have an important role in the orchestration of classroom structures, articulating instructional strategies that favor learning and mediation of the scientific knowledge.

  2. Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

    Science.gov (United States)

    Nowicki, Barbara L.; Sullivan-Watts, Barbara; Shim, Minsuk K.; Young, Betty; Pockalny, Robert

    2013-06-01

    Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students.

  3. 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…

  4. 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…

  5. The Viability of Portraiture for Science Education Research: Learning from Portraits of Two Science Classrooms

    Science.gov (United States)

    Quigley, Cassie; Trauth-Nare, Amy; Beeman-Cadwallader, Nicole

    2015-01-01

    The purpose of this paper is to describe the relevance of a qualitative methodology called portraiture for science education. Portraiture is a method of inquiry that blends art and science by combining the empirical aspects of inquiry with beauty and aesthetic properties. This method encompasses all aspects of a research study, including protocol,…

  6. Questioning Behavior of Students in the Inquiry Chemistry Laboratory: Differences between Sectors and Genders in the Israeli Context

    Science.gov (United States)

    Blonder, Ron; Rap, Shelley; Mamlok-Naaman, Rachel; Hofstein, Avi

    2015-01-01

    The present research is part of a longitude research study regarding the questioning behavior of students in the inquiry chemistry laboratory in Israel. We found that students who were involved in learning chemistry by the inquiry method ask more and higher-level questions. However, throughout the years, we have observed that differences between…

  7. Contextual inquiry for medical device design

    CERN Document Server

    Privitera, Mary Beth

    2015-01-01

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

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

    Science.gov (United States)

    Dixon, Kathleen A

    2013-08-01

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

  9. Multilevel Effects of Student and Classroom Factors on Elementary Science Achievement in Five Countries

    Science.gov (United States)

    Kaya, Sibel; Rice, Diana C.

    2010-07-01

    This study examined the effects of individual student factors and classroom factors on elementary science achievement within and across five countries. The student-level factors included gender, self-confidence in science and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the USA and four other countries, Singapore, Japan, Australia and Scotland, were reported. Multilevel effects were examined through Hierarchical Linear Modelling, using the Trends in International Mathematics and Science Study 2003 fourth grade dataset. Overall, the results showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student level, higher levels of home resources and self-confidence and at the classroom level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the USA and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the USA and Australia. Recommendations for practice and policy were discussed.

  10. Envisioning the Classroom as a Social Movement Organization

    Science.gov (United States)

    VanWynsberghe, Rob; Moore, Janet

    2008-01-01

    This article describes the impact of an innovative higher education initiative called the Learning City Classroom, a project based on the presupposition that the classroom can raise awareness, foster solidarity and construct a collective identity consistent with being part of the sustainability movement. The Learning City Classroom is portrayed as…

  11. Supporting students' knowledge integration with technology-enhanced inquiry curricula

    Science.gov (United States)

    Chiu, Jennifer Lopseen

    Dynamic visualizations of scientific phenomena have the potential to transform how students learn and understand science. Dynamic visualizations enable interaction and experimentation with unobservable atomic-level phenomena. A series of studies clarify the conditions under which embedding dynamic visualizations in technology-enhanced inquiry instruction can help students develop robust and durable chemistry knowledge. Using the knowledge integration perspective, I designed Chemical Reactions, a technology-enhanced curriculum unit, with a partnership of teachers, educational researchers, and chemists. This unit guides students in an exploration of how energy and chemical reactions relate to climate change. It uses powerful dynamic visualizations to connect atomic level interactions to the accumulation of greenhouse gases. The series of studies were conducted in typical classrooms in eleven high schools across the country. This dissertation describes four studies that contribute to understanding of how visualizations can be used to transform chemistry learning. The efficacy study investigated the impact of the Chemical Reactions unit compared to traditional instruction using pre-, post- and delayed posttest assessments. The self-monitoring study used self-ratings in combination with embedded assessments to explore how explanation prompts help students learn from dynamic visualizations. The self-regulation study used log files of students' interactions with the learning environment to investigate how external feedback and explanation prompts influence students' exploration of dynamic visualizations. The explanation study compared specific and general explanation prompts to explore the processes by which explanations benefit learning with dynamic visualizations. These studies delineate the conditions under which dynamic visualizations embedded in inquiry instruction can enhance student outcomes. The studies reveal that visualizations can be deceptively clear

  12. "This Is a Tool for You to Use": Expansive Framing and Adaptive Transfer in Two PBL Science Classrooms

    Science.gov (United States)

    Becherer, Kendall

    This dissertation is a qualitative, comparative case study investigating productive disciplinary engagement, framing for transfer, and tool use in two high school science classrooms. My goal was to investigate the implementation of material resources that were developed to support students' engagement, driven by my primary research question: How does the implementation of material tools as a learning resource support or impede students' productive disciplinary engagement in a project-based learning setting? Using a grounded theory approach, I analyzed video transcriptions and interviews of two teachers and their students at the same school as they enacted a coordinated project-based, advanced placement curriculum as part of a design-based implementation research project. Findings suggest that intentional framing and use of tools may help teachers support students in making connections across multiple parts of a project in ways that facilitate productive engagement in the discipline of science as well as students building on and adapting their knowledge over time. Keywords: Project-based learning, advanced placement, environmental science, scientific practices, dialogic discourse, grammar of schooling, situative theory, student engagement, productive disciplinary engagement, material resources, student authorship, framing for transfer, expansive framing, near transfer, adaptive transfer.

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

    Science.gov (United States)

    Brunton, Warwick

    2005-10-10

    This paper discusses the role of public inquiries as an instrument of public policy-making in New Zealand, using mental health as a case study. The main part of the paper analyses the processes and outcomes of five general inquiries into the state of New Zealand's mental health services that were held between 1858 and 1996. The membership, form, style and processes used by public inquiries have all changed over time in line with constitutional and social trends. So has the extent of public participation. The records of five inquiries provide periodic snapshots of a system bedevilled by long-standing problems such as unacceptable standards, under-resourcing, and poor co-ordination. Demands for an investigation no less than the reports and recommendations of public inquiries have been the catalyst of some important policy changes, if not immediately, then by creating a climate of opinion that supported later change. Inquiries played a significant role in establishing lunatic asylums, in shaping the structure of mental health legislation, establishing and maintaining a national mental health bureaucracy within the machinery of government, and in paving the way for deinstitutionalisation. Ministers and their departmental advisers have mediated this contribution. Public inquiries have helped shape New Zealand's mental health policy, both directly and indirectly, at different stages of evolution. In both its advisory and investigative forms, the public inquiry remains an important tool of public administration. The inquiry/cause and policy/effect relationship is not necessarily immediate but may facilitate changes in public opinion with corresponding policy outcomes long after any direct causal link could be determined. When considered from that long-term perspective, the five inquiries can be linked to several significant and long-term contributions to mental health policy in New Zealand.

  14. Translanguaging and Positioning in Two-Way Dual Language Classrooms: A Case for Criticality

    Science.gov (United States)

    Hamman, Laura

    2018-01-01

    This article examines the role of translanguaging practices and pedagogies in two-way dual language classrooms. Much of the recent expansion of dual language programs across the US has occurred in mid-sized cities and rural communities where English monolingualism is the norm; however, the extant literature on flexible language practices in…

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

    Science.gov (United States)

    Narayan, Ratna; Lamp, David

    2010-01-01

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

  16. 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

  17. Why Don’t They Participate? A Self-Study of Chinese Graduate Students’ Classroom:Involvement in North America

    Directory of Open Access Journals (Sweden)

    Chunlei Lu

    2010-07-01

    Full Text Available China is now the world’s largest source of international students. In terms of learning performance, Chinese graduate students studying in North America exhibit distinct differences from students who are born and raised in North America. Conflicting cultural values compel Chinese students to reconcile East-West cultures, and put an onus on North American instructors to implement culturally-sensitive pedagogy. Employing the theoretic framework of yin-yang theory, this paper examines Chinese graduate students’ classroom performance against the backdrop of East-West cultural negotiation, and specifically seeks to identify which factors inhibit Chinese graduate students’ participation in North American classrooms. Drawing from their own living experiences, the authors employ self-study in the methodological form of narrative inquiry – in conjunction with references from existing literature – to investigate Chinese graduates’ classroom challenges. Results reveal six factors impacting students’ classroom performance: language; knowledge of the education system; knowledge of the social system; personality; influence of traditional culture; and social/economic/political changes. Future research directions are also suggested.Key words: Chinese graduates, East-West, cross-culture, North America, classroom involvement, self-study 

  18. Teacher classroom practices and Mathematics performance in ...

    African Journals Online (AJOL)

    The Mathematics teacher questionnaire, administered as part of the Trends in International Mathematics and Science Study (TIMSS) 2011, comprised questions pertaining to the classroom practices of Teacher Clarity, Classroom Discussion, Feedback, Formative Assessment, Problem Solving and Metacognitive Strategies, ...

  19. 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.

  20. 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.

  1. Inquiry-based Laboratory Activities on Drugs Analysis for High School Chemistry Learning

    Science.gov (United States)

    Rahmawati, I.; Sholichin, H.; Arifin, M.

    2017-09-01

    Laboratory activity is an important part of chemistry learning, but cookbook instructions is still commonly used. However, the activity with that way do not improve students thinking skill, especially students creativity. This study aims to improve high school students creativity through inquiry-based laboratory on drugs analysis activity. Acid-base titration is used to be method for drugs analysis involving a color changing indicator. The following tools were used to assess the activity achievement: creative thinking test on acid base titration, creative attitude and action observation sheets, questionnaire of inquiry-based lab activities, and interviews. The results showed that the inquiry-based laboratory activity improving students creative thinking, creative attitude and creative action. The students reacted positively to this teaching strategy as demonstrated by results from questionnaire responses and interviews. This result is expected to help teachers to overcome the shortcomings in other laboratory learning.

  2. 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...

  3. Evaluation of the flipped classroom approach in a veterinary professional skills course.

    Science.gov (United States)

    Moffett, Jenny; Mill, Aileen C

    2014-01-01

    The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick's effectiveness of training framework. This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach's alpha, Kruskal-Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. A total of 133 IVM students and 64 VPF I students (n=197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; Pflipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of

  4. Mendel in the Modern Classroom

    Science.gov (United States)

    Smith, Mike U.; Gericke, Niklas M.

    2015-01-01

    Mendel is an icon in the history of genetics and part of our common culture and modern biology instruction. The aim of this paper is to summarize the place of Mendel in the modern biology classroom. In the present article we will identify key issues that make Mendel relevant in the classroom today. First, we recount some of the historical…

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

    Science.gov (United States)

    Wright, Katie

    2017-12-01

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

  6. 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…

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

    Directory of Open Access Journals (Sweden)

    Zrinka Ristić Dedić

    2014-04-01

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

  8. Healthcare students' experiences when integrating e-learning and flipped classroom instructional approaches.

    Science.gov (United States)

    Telford, Mark; Senior, Emma

    2017-06-08

    This article describes the experiences of undergraduate healthcare students taking a module adopting a 'flipped classroom' approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach.

  9. Managing Your Classroom for Success

    Science.gov (United States)

    Wong, Harry; Wong, Rosemary; Rogers, Karen; Brooks, Amanda

    2012-01-01

    Effective teachers view classroom management as a process of organizing and structuring classroom events for student learning. Creating a well-managed classroom with established procedures is the priority of a teacher the first two weeks of school. In an elementary classroom where each day may have a different array of subjects and at different…

  10. A Multi-Faceted Approach to Inquiry-Based Learning

    Science.gov (United States)

    Brudzinski, M. R.; Sikorski, J.

    2009-12-01

    In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make several adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome. A stepwise approach to this transformation is likely to be more manageable for individual faculty or departments. In this session, we will describe several features that we are implementing in our introductory geology course with the ultimate goal of converting to an entirely inquiry-based approach. Our project is part of the Miami University initiative in the top 25 enrolled courses to move towards the “student as scholar” model for engaged learning. Some of the features we developed for our course include: student learning outcomes, student development outcomes, out-of-class content quizzes, in-class conceptests, pre-/post-course assessment, reflective knowledge surveys, and daily group activities.

  11. The effects of online science instruction using geographic information systems to foster inquiry learning of teachers and middle school science students

    Science.gov (United States)

    Hagevik, Rita Anne

    This study investigated the effects of using Geographic Information Systems (GIS) to improve middle school students' and their teachers' understanding of environmental content and GIS. Constructivism provided the theoretical framework with Bonnstetter's inquiry evolution and Swartz's problem solving as the conceptual framework for designing these GIS units and interpreting the results. Teachers from nine schools in five counties attended a one-week workshop and follow-up session, where they learned how to teach the online Mapping Our School Site (www.ncsu.edu/scilink/studysite) and CITYgreen GIS inquiry-based problem-solving units. Two years after the workshop, two teachers from the workshop taught the six week Mapping Our School Site (MOSS) unit in the fall and one teacher from a different school taught the MOSS unit in the fall and the CITYgreen GIS unit in the spring. The students in the MOSS experimental group (n = 131) and the CITYgreen GIS comparison group (n = 33) were compared for differences in understanding of environmental content. Other factors were investigated such as students' spatial abilities, experiences, and learning preferences. Teachers and students completed the online Learning Styles Inventory (LSI), Spatial Experience Survey (SES), and the Purdue Spatial Visualization Test: Rotations (PSVT:R). Using qualitative and quantitative analyses, results indicated that the CITYgreen GIS group learned the environmental content better than the MOSS group. The MOSS group better understood how to design experiments and to use GIS to analyze problem questions. Both groups improved in problem identification and problem solving, data accuracy, and hypothesis testing. The spatial reasoning score was compared to learning style as reported on the LSI, and other spatial experiences as reported on the SES. Males scored higher than females on the spatial reasoning test, the more computer games played the higher the score, and the fewer shop classes taken the

  12. Teachers' Inclusive Strategies to Accommodate 5th Grade Pupils' Crossing of Cultural Borders in Two Greek Multicultural Science Classrooms

    Science.gov (United States)

    Piliouras, Panagiotis; Evangelou, Odysseas

    2012-04-01

    The demographic changes in Greek schools underline the need for reconsidering the way in which migrant pupils move from their everyday culture into the culture of school science (a process known as "cultural border crossing"). Migrant pupils might face difficulties when they attempt to transcend cultural borders and this may influence their progress in science as well as the construction of suitable academic identities as a means of promoting scientific literacy. In the research we present in this paper, adopting the socioculturally driven thesis that learning can be viewed and studied as a meaning-making, collaborative inquiry process, we implemented an action research program (school year 2008-2009) in cooperation with two teachers, in a primary school of Athens with 85% migrant pupils. We examined whether the two teachers, who became gradually acquainted with cross-cultural pedagogy during the project, act towards accommodating the crossing of cultural borders by implementing a variety of inclusive strategies in science teaching. Our findings reveal that both teachers utilized suitable cross-border strategies (strategies concerning the establishment of a collaborative inquiry learning environment, and strategies that were in accordance with a cross-border pedagogy) to help students cross smoothly from their "world" to the "world of science". A crucial key to the teachers' expertise was their previous participation in collaborative action research (school years 2004-2006), in which they analyzed their own discourse practices during science lessons in order to establish more collaborative inquiry environments.

  13. The Impact of a Professional Development Model on Middle School Science Teachers' Efficacy and Implementation of Inquiry

    Science.gov (United States)

    Lotter, Christine; Smiley, Whitney; Thompson, Stephen; Dickenson, Tammiee

    2016-01-01

    This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and…

  14. 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.

  15. 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...

  16. A Safe Place to Stay Sharp: Action Learning Meets Cooperative Inquiry in the Service of NHS OD Capacity Building

    Science.gov (United States)

    Traeger, James; Norgate, Carolyn

    2015-01-01

    This is an account of practice. It explores the meeting point between action learning and action research, as a way of doing capacity building in organisational development (OD) in the NHS in the UK. The authors were part of a short cooperative inquiry (Heron, J. 1996. "Co-operative Inquiry: Research into the Human Condition." London:…

  17. Becoming a Teacher Educator: A Self-Study of the Use of Inquiry in a Mathematics Methods Course

    Science.gov (United States)

    Marin, Katherine Ariemma

    2014-01-01

    This article details the self-study of a beginning teacher educator in her first experience in teaching a mathematics methods course. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as…

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

    Science.gov (United States)

    Broom, Frances A.

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

  19. 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...

  20. 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…