The Effect of Appreciative Inquiry on Student Engagement and Attendance in the Community College

ERIC Educational Resources Information Center

Robbins, Frances Virginia Turner

2012-01-01

This mixed-methods research study investigated the effects of Appreciative Inquiry on student-course engagement and attendance in core academic classes at a community college in central Mississippi. In an increasingly competitive global economy, most individuals need education or technical skills beyond high school to secure employment offering…

Implementation and Outcomes of Inquiry-Based Learning in Mathematics Content Courses for Pre-Service Teachers

ERIC Educational Resources Information Center

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

2016-01-01

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,…

Procrastination and Motivation of Undergraduates with Learning Disabilities: A Mixed-Methods Inquiry

ERIC Educational Resources Information Center

Klassen, Robert M.; Krawchuk, Lindsey L.; Lynch, Shane L.; Rajani, Sukaina

2008-01-01

The purpose of this mixed-methods article was to report two studies exploring the relationships between academic procrastination and motivation in 208 undergraduates with (n = 101) and without (n = 107) learning disabilities (LD). In Study 1, the results from self-report surveys found that individuals with LD reported significantly higher levels…

The Science ELF: Assessing the enquiry levels framework as a heuristic for professional development

NASA Astrophysics Data System (ADS)

Wheeler, Lindsay B.; Bell, Randy L.; Whitworth, Brooke A.; Maeng, Jennifer L.

2015-01-01

This study utilized an explanatory sequential mixed methods approach to explore randomly assigned treatment and control participants' frequency of inquiry instruction in secondary science classrooms. Eleven treatment participants received professional development (PD) that emphasized a structured approach to inquiry instruction, while 10 control participants received no PD. Two representative treatment participants were interviewed and observed to provide an in-depth understanding of inquiry instruction and factors affecting implementation. Paired t-tests were used to analyze quantitative data from observation forms, and a constant comparative approach was used to analyze qualitative data from surveys, interviews, purposeful observations and artifacts. Results indicated that treatment participants implemented inquiry significantly more frequently than control participants (p < .01). Two treatment participants' instruction revealed that both used a similar structure of inquiry but employed different types of interactions and emphasized different scientific practices. These differences may be explained by the participants' understandings of and beliefs about inquiry and structuring inquiry. The present study has the potential to inform how methods of structuring inquiry instruction and teaching scientific practices are addressed in teacher preparation.

Mixed Methods Research: The "Thing-ness" Problem.

PubMed

Hesse-Biber, Sharlene

2015-06-01

Contemporary mixed methods research (MMR) veers away from a "loosely bounded" to a "bounded" concept that has important negative implications for how qualitatively driven mixed methods approaches are positioned in the field of mixed methods and overall innovation in the praxis of MMR. I deploy the concept of reification defined as taking an object/abstraction and treating it as if it were real such that it takes on the quality of "thing-ness," having a concrete independent existence. I argue that the contemporary reification of mixed methods as a "thing" is fueled by three interrelated factors: (a) the growing formalization of mixed methods as design, (b) the unexamined belief in the "synergy" of mixed methods and, (c) the deployment of a "practical pragmatism" as the "philosophical partner" for mixed methods inquiry. © The Author(s) 2015.

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

ERIC Educational Resources Information Center

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

2016-01-01

Argumentation, and the production of scientific arguments are critical elements of inquiry that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. This case study employed a mixed methods research design to examine the development in 5th grade students' practices of oral…

Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Science

ERIC Educational Resources Information Center

Forbes, Cory T.

2013-01-01

In this nested mixed methods study I investigate factors influencing preservice elementary teachers' adaptation of science curriculum materials to better support students' engagement in science as inquiry. Analyses focus on two "reflective teaching assignments" completed by 46 preservice elementary teachers in an undergraduate elementary science…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

Ramnarain, Umesh

2016-01-01

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

The Effects of Web Conferencing on the Community of Inquiry in Online Classes

ERIC Educational Resources Information Center

Stover, Sheri; Miura, Yoko

2015-01-01

This mixed-methods research study compared the level of community of inquiry (CoI) in online graduate classes that use web conferencing (WC) compared to those that do not. This study also investigated students' perceptions of Teaching Presence (TP), Social Presence (SP), and Cognitive Presence (CP). The authors found that students had…

Mixed-Methods Design in Biology Education Research: Approach and Uses

PubMed Central

Warfa, Abdi-Rizak M.

2016-01-01

Educational research often requires mixing different research methodologies to strengthen findings, better contextualize or explain results, or minimize the weaknesses of a single method. This article provides practical guidelines on how to conduct such research in biology education, with a focus on mixed-methods research (MMR) that uses both quantitative and qualitative inquiries. Specifically, the paper provides an overview of mixed-methods design typologies most relevant in biology education research. It also discusses common methodological issues that may arise in mixed-methods studies and ways to address them. The paper concludes with recommendations on how to report and write about MMR. PMID:27856556

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

NASA Astrophysics Data System (ADS)

Broom, Frances A.

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

A Neighborhood Notion of Emergent Literacy: One Mixed Methods Inquiry to Inform Community Learning

ERIC Educational Resources Information Center

Hoffman, Emily Brown; Whittingham, Colleen E.

2017-01-01

Using a convergent parallel mixed methods design, this study considered the early literacy and language environments actualized by childcare providers and parents of young children (ages 3-5) living in one large urban community in the United States of America. Both childcare providers and parents responded to questionnaires and participated in…

A Mixed-Methods Inquiry into the Intimate Practices of Partnered Mature Students and Influences on Relationship, Sexual, and School Satisfaction

ERIC Educational Resources Information Center

van Rhijn, Tricia M.; Murray, Sarah H.; Mizzi, Robert C.

2015-01-01

Through the use of mixed qualitative and quantitative methods, the current study explored the impact of postsecondary study on the intimate relationships and school experiences of partnered mature students. Quantitative regression analyses indicated that parental status, family support, partner support, and sexual desire significantly predicted…

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

ERIC Educational Resources Information Center

Owen-Stone, Deborah S.

2012-01-01

The purpose of this concurrent mixed methods study was to examine the collaborative relationship between scientists and science teachers and to incorporate and advocate scientific literacy based on past and current educational theories such as inquiry based teaching. The scope of this study included archived student standardized test scores,…

Student Learning Outcomes and Pedagogy in Online and Face-to-Face College English Composition: A Mixed Methods Study

ERIC Educational Resources Information Center

Montagne, Lisa

2012-01-01

This mixed methods study combined quantitative statistics and qualitative inquiry to determine if any differences exist between how students in face-to-face and online college English composition courses performed on and demonstrated knowledge of the California state curriculum standards, and to explore the online learning environment in this…

The Influence Inquiry-Based Science Has on Elementary Teachers' Perception of Instruction and Self-Efficacy

ERIC Educational Resources Information Center

Lewis, Felecia J.

2017-01-01

The nature and purpose of this study was to examine the self-efficacy of teachers who use an inquiry-based science program to provide authentic experiences within the elementary school setting. It is essential to explore necessary improvements to bring about effective science education. Using a mixed methods study, the researcher conducted…

The Use of Science Inquiry and Its Effect on Critical Thinking Skills and Dispositions in Third Grade Students

ERIC Educational Resources Information Center

Burns, Eeva

2009-01-01

Many students reach the middle school level without appropriate critical thinking skills. This has important implications for educators and the future workforce. This mixed methods quasi-experimental design study investigated the use of a science inquiry kit and its effect on the critical thinking skills and dispositions of elementary students.…

Pre-Service and In-Service Secondary School Teachers' Knowledge about Attention-Deficit Hyperactivity Disorder (ADHD) and Attitudes toward Students with ADHD

ERIC Educational Resources Information Center

Liang, Limeng; Gao, Xuesong

2016-01-01

This article reports on a mixed-method inquiry into pre-service and in-service secondary school teachers' knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and attitudes toward students with this disorder in Hong Kong. The inquiry revealed no differences between pre-service and in-service secondary school teachers concerning their…

Examining the Sustainability of Teacher Learning Following a Year-Long Science Professional Development Programme for Inservice Primary School Teachers

ERIC Educational Resources Information Center

Drits-Esser, Dina; Gess-Newsome, Julie; Stark, Louisa A.

2017-01-01

This two-year, mixed-methods study explored teacher learning during a year-long professional development programme and during the year following the programme. The study examined patterns of change in primary school teachers' inquiry practices, inquiry beliefs and physical science content knowledge during both years as well as the effects of…

Unraveling the Motivational Effects and Challenges of Web-Based Collaborative Inquiry Learning across Different Groups of Learners

ERIC Educational Resources Information Center

Raes, Annelies; Schellens, Tammy

2015-01-01

This study deals with the implementation of a web-based collaborative inquiry (WISE) project in secondary science education and unravels the contribution and challenges of this learning approach to foster students' motivation to learn science, and its relation with student and class-level characteristics. An empirical mixed methods study in 13…

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

ERIC Educational Resources Information Center

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…

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

NASA Astrophysics Data System (ADS)

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 study findings revealed that the teachers' science instruction was teacher-directed while their conceptions of inquiry were student-directed. This study contributes to existing research on preservice teachers' learning about the continuum (Biggers & Forbes, 2012) and inservice teachers' ideas about the five features of inquiry (Biggers & Forbes, in press).

Acceptance of routine or case-based inquiry for intimate partner violence: a mixed method study

PubMed Central

2013-01-01

Background The prevalence and detrimental health effects of intimate partner violence have resulted in international discussions and recommendations that health care professionals should screen women for intimate partner violence during general and antenatal health care visits. Due to the lack of discussion on routine or case-based inquiry for intimate partner violence during antenatal care in Germany, this study seeks to explore its acceptability among pregnant German women. Methods A mixed methods approach was used, utilizing a self-administered survey on the acceptability of routine or case-based inquiry for intimate partner violence in a university hospital’s maternity ward in Munich and in-depth interviews with seven women who experienced violence during pregnancy. Results Of the 401 women who participated in the survey, 92 percent were in favor of routine or case-based inquiry for intimate partner violence during antenatal care. Acceptance of routine or case-based inquiry for intimate partner violence during antenatal care was significantly associated with women’s experiences of child sexual abuse, being young, less educated, single or divorced and smoking during pregnancy. Open-ended survey questions and in-depth interviews stressed adequate training for screening, sufficient time and provision of referral information as important conditions for routine or case-based inquiry for intimate partner violence. Conclusions Women in this study showed an overwhelming support for routine or case-based screening for intimate partner violence in antenatal care in Germany. Until adequate training is in place to allow providers to inquire for intimate partner violence in a professional manner, this study recommends that health care providers are made aware of the prevalence and health consequences of violence during pregnancy. PMID:23531127

Epistemic Beliefs of Middle and High School Students in a Problem-Based, Scientific Inquiry Unit: An Exploratory, Mixed Methods Study

ERIC Educational Resources Information Center

Gu, Jiangyue

2016-01-01

Epistemic beliefs are individuals' beliefs about the nature of knowledge, how knowledge is constructed, and how knowledge can be justified. This study employed a mixed-methods approach to examine: (a) middle and high school students' self-reported epistemic beliefs (quantitative) and epistemic beliefs revealed from practice (qualitative) during a…

Conditions That Facilitate Music Learning among Students with Special Needs: A Mixed-Methods Inquiry

ERIC Educational Resources Information Center

Gerrity, Kevin W.; Hourigan, Ryan M.; Horton, Patrick W.

2013-01-01

The purpose of this mixed-methods study was to identify and define the conditions that facilitate learning in music among students with special needs. Children with special needs met once a week for 10 consecutive weeks and received instruction in primarily music as well as the other arts. The children completed pre- and posttest evaluations that…

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

ERIC Educational Resources Information Center

Marulcu, Ismail

2010-01-01

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

The effects of guided inquiry instruction on student achievement in high school biology

NASA Astrophysics Data System (ADS)

Vass, Laszlo

The purpose of this quantitative, quasi-experimental study was to measure the effect of a student-centered instructional method called guided inquiry on the achievement of students in a unit of study in high school biology. The study used a non-random sample of 109 students, the control group of 55 students enrolled in high school one, received teacher centered instruction while the experimental group of 54 students enrolled at high school two received student-centered, guided inquiry instruction. The pretest-posttest design of the study analyzed scores using an independent t-test, a dependent t-test (p = <.001), an ANCOVA (p = .007), mixed method ANOVA (p = .024) and hierarchical linear regression (p = <.001). The experimental group that received guided inquiry instruction had statistically significantly higher achievement than the control group.

Inquiry practice and identity of beginning secondary science teachers in the online and offline learning community: A longitudinal mixed methods study

NASA Astrophysics Data System (ADS)

Bang, Eunjin

This two-year study explored changes in practices and the emerging identities of beginning secondary science teachers who participated in an online science specific mentoring program. Fourteen beginning secondary science teachers and six experienced secondary science teachers were selected for the study. As a mixed methods study, data were gathered quantitatively and qualitatively. A hierarchical linear modeling was used in order to depict the changes in inquiry-based science practices as a result of content-focused online mentoring program. Qualitative data were collected via monthly semi-structured interviews, pre, post, and follow-up yearly semi-structured interviews, and finally online written dialogues of beginning secondary science teachers and their e-mentors. A mixed method was used that utilized the results of quantitative data, Items for Inquiry-Based Practice (IBP) scores, helped for selecting cases for qualitative analysis. Results indicated that there were no significant differences in IBP scores among the fourteen beginning secondary science teachers; however, three groups were detected: increasing use, no change, and decreasing use in inquiry-based practices. Porsha, who made increasing use, showed four emerging identities throughout two years: watchful-imitator, seeker, collaborator, and junior-leader. Nora, who made no change, showed only two emerging identities: imitator and seeker. Netty, who made decreasing use, showed also two emerging identities: lonely-follower and feeder. Different identities detected in online dialogue, namely Porsha as a whistleblower, Nora as a watchful-imitator, and Netty as a watchful-feeder. The corresponding responses of three beginning secondary science teachers' e-mentors were defender, provider, listener, pusher and umpire. This study provides not only an in-depth picture of the contemporary science education community of practice but also suggest a roadmap to design an effective induction program.

Understanding the Experiences of Women, Graduate Student Stress, and Lack of Marital/Social Support: A Mixed Method Inquiry

ERIC Educational Resources Information Center

Williams-Tolliver, Sarah D.

2010-01-01

The purpose of this study was to explore how women attending graduate degree programs in public universities in Virginia were affected by such issues as stress and lack of marital/social support. Utilizing a mixed method approach for data collection, 23 participants completed demographic data, an essay response, and the PSS-10 Stress Scale; 8 were…

A Mixed Method Exploration of the Efficacy of the Teacher Evaluation System in Southwestern Pennsylvania

ERIC Educational Resources Information Center

Johns, Caroline

2017-01-01

This mixed method study was a practitioner inquiry into the teacher evaluation system that was enacted as a result of Pennsylvania House Bill 1901 (Act 82 of 2012). The study was an effort to gain an in-depth understanding of (a) factors that led to the passage of the Act 82 teacher evaluation policy, (b) what the policy was intended to do, and…

Critical Issues Facing America's Community Colleges: A Summary of the Community College Futures Assembly 2011 Mixed Methods/Appreciative Inquiry Research Project

ERIC Educational Resources Information Center

Basham, Matthew J.; Campbell, Dale F.; Mahmood, Hajara; Martin, Kenyatta

2012-01-01

For almost 20 years the Community College Futures Assembly (CCFA) has met annually in Orlando, Florida to serve as a showcase of best practices in community college administration and to serve as a think-tank for research and policy. Through the years the research methodology has evolved. The 2011 CCFA used a mixed-methods approach: qualitative…

Teaching for Conceptual Change in a Density Unit Taught to 7th Graders: Comparing Two Teaching Methodologies--Scientific Inquiry and a Traditional Approach

ERIC Educational Resources Information Center

Holveck, Susan E.

2012-01-01

This mixed methods study was designed to compare the effect of using an inquiry teaching methodology and a more traditional teaching methodology on the learning gains of students who were taught a five-week conceptual change unit on density. Seventh graders (N = 479) were assigned to five teachers who taught the same unit on density using either a…

Acceptance of routine or case-based inquiry for intimate partner violence: a mixed method study.

PubMed

Stöckl, Heidi; Hertlein, Linda; Himsl, Isabelle; Ditsch, Nina; Blume, Carolin; Hasbargen, Uwe; Friese, Klaus; Stöckl, Doris

2013-03-26

The prevalence and detrimental health effects of intimate partner violence have resulted in international discussions and recommendations that health care professionals should screen women for intimate partner violence during general and antenatal health care visits. Due to the lack of discussion on routine or case-based inquiry for intimate partner violence during antenatal care in Germany, this study seeks to explore its acceptability among pregnant German women. A mixed methods approach was used, utilizing a self-administered survey on the acceptability of routine or case-based inquiry for intimate partner violence in a university hospital's maternity ward in Munich and in-depth interviews with seven women who experienced violence during pregnancy. Of the 401 women who participated in the survey, 92 percent were in favor of routine or case-based inquiry for intimate partner violence during antenatal care. Acceptance of routine or case-based inquiry for intimate partner violence during antenatal care was significantly associated with women's experiences of child sexual abuse, being young, less educated, single or divorced and smoking during pregnancy. Open-ended survey questions and in-depth interviews stressed adequate training for screening, sufficient time and provision of referral information as important conditions for routine or case-based inquiry for intimate partner violence. Women in this study showed an overwhelming support for routine or case-based screening for intimate partner violence in antenatal care in Germany. Until adequate training is in place to allow providers to inquire for intimate partner violence in a professional manner, this study recommends that health care providers are made aware of the prevalence and health consequences of violence during pregnancy.

An investigation into the factors that motivate teachers to implement inquiry in the science classroom

NASA Astrophysics Data System (ADS)

Robbins, Beth Schieber

Inquiry-based science teaching is an inductive approach to science instruction that originated in constructivist learning theory and requires students to be active participants in their own learning process. In an inquiry-based classroom, students actively construct their knowledge of science through hands-on, engaged practices and inquiry-based approaches. Inquiry-based teaching stands in contrast to more traditional forms of teaching that see students as empty vessels to be filled by the teacher with rote facts. Despite calls from the NSF, the NRC, and the AAAS for more inquiry-based approaches to teaching science, research has shown that many teachers still do not use inquiry-based approaches. Teachers have cited difficulties including lack of time, high-stakes testing, a shortage of materials, problems with school-wide logistics, rigid science curricula, student passivity, and lack of prerequisite skills. The objective of this mixed-methods study was to examine to what extent specific, identifiable personality traits contribute to the likelihood that a teacher will use inquiry in the science classroom, and what factors figure predominantly as teachers' reasons for implementing inquiry. The findings of the study showed that the null hypotheses were not rejected. However, reduced conscientiousness and increased openness may be significant in indicating why teachers use inquiry-based teaching methods and avenues for further research. In addition, the qualitative results aligned with previous findings that showed that lack of resources (e.g., time and money) and peer support act as powerful barriers to implementing inquiry-based teaching. Inquiry teachers are flexible, come to teaching as a second or third career, and their classrooms can be characterized as chaotic, fun, and conducive to learning through engagement. The study suggests changes in practice among administrators and teachers. With adjustments in methods and survey instruments, additional research could provide valuable insights and further recommendations. Overall, this study has yielded information that may lead to changes in both practice and thinking related to inquiry-based teaching and learning.

Mixed Methods in Biomedical and Health Services Research

PubMed Central

Curry, Leslie A.; Krumholz, Harlan M.; O’Cathain, Alicia; Plano Clark, Vicki L.; Cherlin, Emily; Bradley, Elizabeth H.

2013-01-01

Mixed methods studies, in which qualitative and quantitative methods are combined in a single program of inquiry, can be valuable in biomedical and health services research, where the complementary strengths of each approach can yield greater insight into complex phenomena than either approach alone. Although interest in mixed methods is growing among science funders and investigators, written guidance on how to conduct and assess rigorous mixed methods studies is not readily accessible to the general readership of peer-reviewed biomedical and health services journals. Furthermore, existing guidelines for publishing mixed methods studies are not well known or applied by researchers and journal editors. Accordingly, this paper is intended to serve as a concise, practical resource for readers interested in core principles and practices of mixed methods research. We briefly describe mixed methods approaches and present illustrations from published biomedical and health services literature, including in cardiovascular care, summarize standards for the design and reporting of these studies, and highlight four central considerations for investigators interested in using these methods. PMID:23322807

Investigating the Influence of a Mixed Face-to-Face and Website Professional Development Course on the Inquiry-Based Conceptions of High School Science and Mathematics Teachers

ERIC Educational Resources Information Center

Tuan, Hsiao-Lin; Yu, Chung-Chieh; Chin, Chi-Chin

2017-01-01

The purposes of this study are to report the influences of a mixed delivery professional development [PD] course involving face-to-face classes and the mentoring assisted inquiry-based teaching [MAIT] website that addressed the conceptual change and self-efficacy of high school mathematics and science teachers' conceptions of inquiry-based…

Mixing Interviews and Rasch Modeling: Demonstrating a Procedure Used to Develop an Instrument That Measures Trust

ERIC Educational Resources Information Center

David, Shannon L.; Hitchcock, John H.; Ragan, Brian; Brooks, Gordon; Starkey, Chad

2018-01-01

Developing psychometrically sound instruments can be difficult, especially if little is known about the constructs of interest. When constructs of interest are unclear, a mixed methods approach can be useful. Qualitative inquiry can be used to explore a construct's meaning in a way that informs item writing and allows the strengths of one analysis…

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

NASA Astrophysics Data System (ADS)

Assiri, Yahya Ibrahim

This study investigated elementary science teachers' knowledge, beliefs, values, and concerns of teaching through inquiry. A mixed-methods research design was utilized to address the research questions. Since this study was designed as a mixed-methods research approach, the researcher gathered two type of data: quantitative and qualitative. The study was conducted in Mohayel School District, Saudi Arabia. The information was collected from 51 participants using a questionnaire with multiple choice questions; also, 11 participants were interviewed. After collecting the data, descriptive and comparative approaches were used. In addition, themes and codes were used to obtain the results. The results indicated that the mean of elementary science teachers' knowledge was 51.23%, which was less than 60% which was the acceptable score. Also, the qualitative results showed that science teachers had a limited background of teaching through inquiry. In addition, the elementary science teachers had a high level of belief to teach science through inquiry since the mean was 3.99 out of 5.00. These quantitative results were confirmed by the qualitative data. Moreover, the overall mean of elementary science teachers was 4.01, which indicated that they believed in the importance of teaching science through inquiry which was also confirmed by the responses of teachers in the interviews. Also, the findings indicated that elementary school science teachers had concerns about teaching science through inquiry since the overall mean was 3.53. In addition, the interviewees mentioned that they faced some obstacles when they teach by inquiry, such as time, resources, class size, and the teachers' background. Generally, the results did not show any significant differences among elementary science teachers' knowledge, beliefs, values, and concerns depending on gender, level of education, and teaching experience. However, the findings indicated there was one significant difference which was the level of teaching experience between groups: (6-10) years and (11-15) years, and (16- more) and (11-15) years. In addition, the implications and suggestions for future research were provided to enhance teaching science through inquiry.

Exploring the Impacts of Cognitive and Metacognitive Prompting on Students' Scientific Inquiry Practices Within an E-Learning Environment

NASA Astrophysics Data System (ADS)

Zhang, Wen-Xin; Hsu, Ying-Shao; Wang, Chia-Yu; Ho, Yu-Ting

2015-02-01

This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n = 26), which received an inquiry-based curriculum with a combination of cognitive and metacognitive prompts, was compared to the other class, the comparison group (n = 25), which received only cognitive prompts in the same curriculum. Data sources included a test of inquiry practices, a questionnaire of metacognition, and worksheets. The results showed that the mixed cognitive and metacognitive prompts had significant impacts on the students' inquiry practices, especially their planning and analyzing abilities. Furthermore, the mixed prompts appeared to have a differential effect on those students with lower level metacognition, who showed significant improvement in their inquiry abilities. A combination of cognitive and metacognitive prompts during an inquiry cycle was found to promote students' inquiry practices.

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

ERIC Educational Resources Information Center

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…

Exploring Korean Middle School Students' View about Scientific Inquiry

ERIC Educational Resources Information Center

Yang, Il-Ho; Park, Sang-Woo; Shin, Jung-Yun; Lim, Sung-Man

2017-01-01

The aim of this study is to examine Korean middle school students' view about scientific inquiry with the Views about Scientific Inquiry (VASI) questionnaire, an instrument that deals with eight aspects of scientific inquiry. 282 Korean middle school students participated in this study, and their responses were classified as informed, mixed, and…

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

NASA Astrophysics Data System (ADS)

Marulcu, Ismail; Barnett, Michael

2016-01-01

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

Administrator Observation and Feedback: Does It Lead toward Improvement in Inquiry-Oriented Math Instruction?

ERIC Educational Resources Information Center

Rigby, Jessica G.; Larbi-Cherif, Adrian; Rosenquist, Brooks A.; Sharpe, Charlotte J.; Cobb, Paul; Smith, Thomas

2017-01-01

Purpose: This study examines the content and efficacy of instructional leaders' expectations and feedback (press) in relation to the improvement of middle school mathematics teachers' instruction in the context of coherent systems of supports. Research Method/Approach: This mixed methods study is a part of a larger, 8-year longitudinal study in…

Mixed-Methods Design in Biology Education Research: Approach and Uses.

PubMed

Warfa, Abdi-Rizak M

Educational research often requires mixing different research methodologies to strengthen findings, better contextualize or explain results, or minimize the weaknesses of a single method. This article provides practical guidelines on how to conduct such research in biology education, with a focus on mixed-methods research (MMR) that uses both quantitative and qualitative inquiries. Specifically, the paper provides an overview of mixed-methods design typologies most relevant in biology education research. It also discusses common methodological issues that may arise in mixed-methods studies and ways to address them. The paper concludes with recommendations on how to report and write about MMR. © 2016 L. A.-R. M. Warfa. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

International Counseling Trainees' Experiences and Perceptions of Their Multicultural Counseling Training in the United States: A Mixed Method Inquiry

ERIC Educational Resources Information Center

Smith, Shannon D.; Ng, Kok-Mun

2009-01-01

This study examined international counseling students' (ICTs) experiences and perceptions of their multicultural counseling training (MCT) in the United States. The focus was on (a) relevance of the training, (b) effectiveness of the training methods, and (c) development of cross-cultural competence as trainees. Major findings indicated that ICTs…

Applying Program Theory-Driven Approach to Design and Evaluate a Teacher Professional Development Program

ERIC Educational Resources Information Center

Lin, Su-ching; Wu, Ming-sui

2016-01-01

This study was the first year of a two-year project which applied a program theory-driven approach to evaluating the impact of teachers' professional development interventions on students' learning by using a mix of methods, qualitative inquiry, and quasi-experimental design. The current study was to show the results of using the method of…

Community-based Inquiry Improves Critical Thinking in General Education Biology

PubMed Central

Faiola, Celia L.; Johnson, James E.; Kurtz, Martha J.

2008-01-01

National stakeholders are becoming increasingly concerned about the inability of college graduates to think critically. Research shows that, while both faculty and students deem critical thinking essential, only a small fraction of graduates can demonstrate the thinking skills necessary for academic and professional success. Many faculty are considering nontraditional teaching methods that incorporate undergraduate research because they more closely align with the process of doing investigative science. This study compared a research-focused teaching method called community-based inquiry (CBI) with traditional lecture/laboratory in general education biology to discover which method would elicit greater gains in critical thinking. Results showed significant critical-thinking gains in the CBI group but decreases in a traditional group and a mixed CBI/traditional group. Prior critical-thinking skill, instructor, and ethnicity also significantly influenced critical-thinking gains, with nearly all ethnicities in the CBI group outperforming peers in both the mixed and traditional groups. Females, who showed decreased critical thinking in traditional courses relative to males, outperformed their male counterparts in CBI courses. Through the results of this study, it is hoped that faculty who value both research and critical thinking will consider using the CBI method. PMID:18765755

Supporting Young Children's Explanations through Inquiry Science in Preschool

ERIC Educational Resources Information Center

Peterson, Shira May; French, Lucia

2008-01-01

This study examines the ways in which preschool teachers support the development of children's explanatory language through science inquiry. Two classrooms in a preschool center using a science inquiry curriculum were videotaped during a 5-week unit on color mixing. Videotapes were analyzed for how teachers facilitated children's explanatory…

Efficient Use of Clickers: A Mixed-Method Inquiry with University Teachers

ERIC Educational Resources Information Center

Cheung, George; Wan, Kelvin; Chan, Kevin

2018-01-01

With the advancement of information technology and policies encouraging interactivities in teaching and learning, the use of students' response system (SRS), commonly known as clickers, has experienced substantial growth in recent years. The reported effectiveness of SRS has varied. Based on the framework of technological-pedagogical-content…

Factors Contributing to Teacher Retention in Georgia

ERIC Educational Resources Information Center

Locklear, Tina M.

2010-01-01

The purpose of this mixed method, survey-based inquiry was to determine how Georgia public high school faculty members perceive various pressures and experiences associated with a career in education. These perceptions were then analyzed as possible indicators of teacher attrition in order to improve retention rates. The independent demographic…

An Inquiry into Workplace Incivility: Perceptions of Working Graduate Students

ERIC Educational Resources Information Center

Greene, Ashley E.

2012-01-01

The purpose of this sequential mixed methods study was to examine and determine the level of incivility in the workplace as a growing problem from the perceptional views of graduate students enrolled in accelerated degree programs for graduate studies in Business Administration, Criminal Justice Administration, Gerontology, Health Management, and…

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

NASA Astrophysics Data System (ADS)

Lewis, Felecia J.

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

Is verbatim transcription of interview data always necessary?

PubMed

Halcomb, Elizabeth J; Davidson, Patricia M

2006-02-01

Verbatim transcription of interview data has become a common data management strategy in nursing research and is widely considered to be integral to the analysis and interpretation of verbal data. As the benefits of verbal data are becoming more widely embraced in health care research, interviews are being increasingly used to collect information for a wide range of purposes. In addition to purely qualitative investigations, there has been a significant increase in the conduct of mixed-method inquiries. This article examines the issues surrounding the conduct of interviews in mixed-method research, with particular emphasis on the transcription and data analysis phases of data management. It also debates on the necessity to transcribe all audiorecorded interview data verbatim, particularly in relation to mixed-method investigations. Finally, it provides an alternative method to verbatim transcription of managing audiorecorded interview data.

Student cognition and motivation during the Classroom BirdWatch citizen science project

NASA Astrophysics Data System (ADS)

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.

Comparative Effectiveness of Context-Based and Traditional Approaches in Teaching Genetics: Student Views and Achievement

ERIC Educational Resources Information Center

Kazeni, Monde; Onwu, Gilbert

2013-01-01

The study aimed to determine the comparative effectiveness of context-based and traditional teaching approaches in enhancing student achievement in genetics, problem-solving, science inquiry and decision-making skills, and attitude towards the study of life sciences. A mixed method but essentially quantitative research approach involving a…

Use of Appreciative Inquiry to Explore the Experiences of Faculty Advisors

ERIC Educational Resources Information Center

Myers, Valerie Ann-Marie

2013-01-01

Academic advising significantly impacts student achievement, persistence, and retention, yet it continues to be an area of weakness for many institutions. The purpose of this sequential mixed-methods case study was to explore the experiences of faculty advisors to identify strengths and weaknesses in their knowledge and skills. Appreciative…

Twilight of the Slogans: A Heuristic Investigation of Linguistic Memes Using Mixed Methods

ERIC Educational Resources Information Center

Duffy, Curt Paul

2013-01-01

Slogans, or linguistic memes, are short, memorable phrases that are present in commercial, political, and everyday discourse. Slogans propagate similarly to other memes, or cultural units, through an evolutionary mechanism first proposed by Dawkins (1976). Heuristic inquiry, as presented by Moustakas (1990), provided a template from which to…

An Inquiry into the Development of Future Speech-Language Pathologists: A Mixed Methods Study

ERIC Educational Resources Information Center

Plotts, Kimberly P.

2017-01-01

Upon graduating college, many students seek employment within the degree area in which they obtained. Employers are seeking skills in individuals that encompass interpersonal, technical, analytical, personal, and professional abilities. As with many careers, the allied health field requires content specific knowledge and specialized skills, which…

The Use of a Computer Simulation to Promote Conceptual Change: A Quasi-Experimental Study

ERIC Educational Resources Information Center

Trundle, Kathy Cabe; Bell, Randy L.

2010-01-01

This mixed-methods investigation compared the effectiveness of three instructional approaches in achieving desired conceptual change among early childhood preservice teachers (n = 157). Each of the three treatments employed inquiry-based instruction on moon phases using data collected from: (1) the planetarium software program, Starry Night[TM],…

Where Are All the Males?: A Mixed Methods Inquiry into Male Study Abroad Participation

ERIC Educational Resources Information Center

Lucas, James M.

2009-01-01

Study abroad represents a powerful tool for internationalizing students' higher education experience; however, current participation numbers indicate that male students go on study abroad programs at half the rate of female students. This rate reflects broader engagement trends for male college students, who have fallen behind female participation…

Situating Teachers' Developmental Engineering Experiences in an Inquiry-Based, Laboratory Learning Environment

ERIC Educational Resources Information Center

Hardré, Patricia L.; Ling, Chen; Shehab, Randa L.; Nanny, Mark A.; Nollert, Matthias U.; Refai, Hazem; Ramseyer, Christopher; Herron, Jason; Wollega, Ebisa D.; Huang, Su-Min

2017-01-01

Many secondary math and science teachers don't understand the nature and application of engineering adequately to transfer that understanding to their students. Research is needed that investigates and illuminates the process and characteristics of development that addresses this gap. This mixed-method study examines the developmental experiences…

A Methodological Self-Study of Quantitizing: Negotiating Meaning and Revealing Multiplicity

ERIC Educational Resources Information Center

Seltzer-Kelly, Deborah; Westwood, Sean J.; Pena-Guzman, David M.

2012-01-01

This inquiry developed during the process of "quantitizing" qualitative data the authors had gathered for a mixed methods curriculum efficacy study. Rather than providing the intended rigor to their data coding process, their use of an intercoder reliability metric prompted their investigation of the multiplicity and messiness that, as they…

Integrating Wikis as Educational Tools for the Development of a Community of Inquiry

ERIC Educational Resources Information Center

Eteokleous, Nikleia; Ktoridou, Despo; Orphanou, Maria

2014-01-01

This article describes a study that attempted to evaluate the integration of wikis as an educational tool in successfully achieving the learning objectives of a fifth-grade linguistics and literature course. A mixed-method approach was employed--data were collected via questionnaires, reflective journals, observations, and interviews. The results…

The Emphasis of Inquiry Instructional Strategies: Impact on Preservice Teachers' Mathematics Efficacy

ERIC Educational Resources Information Center

Althauser, Krista L.

2018-01-01

Using a Mixed Methods approach, this study investigated changes in levels of self-efficacy among elementary preservice teachers following a semester course on teaching elementary students' mathematics. Participants in this study included 347 preservice elementary teachers at a mid-size regional university who had just completed an elementary…

Receipt of an Individual Family Service Plan after Reported Childhood Maltreatment: A Mixed-Methods Inquiry

ERIC Educational Resources Information Center

Beno, Carolynne

2017-01-01

Despite the clearly established, elevated need for early intervention services among Child Protective Services (CPS)-involved infants and toddlers, extant research consistently demonstrates a gap between CPS-involved infants' and toddlers' apparent developmental need for early intervention services and their receipt of an Individual Family Service…

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

NASA Astrophysics Data System (ADS)

Sibbernsen, Kendra J.

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

The Effects of an Interdisciplinary Undergraduate Human Biology Program on Socioscientific Reasoning, Content Learning, and Understanding of Inquiry

ERIC Educational Resources Information Center

Eastwood, Jennifer L.

2010-01-01

Preparing students to take informed positions on complex problems through critical evaluation is a primary goal of university education. Socioscientific issues (SSI) have been established as effective contexts for students to develop this competency, as well as reasoning skills and content knowledge. This mixed-methods study investigates the…

Writing-to-Learn Strategies in Secondary School Cell Biology: A Mixed Method Study

ERIC Educational Resources Information Center

Hohenshell, Liesl M.; Hand, Brian

2006-01-01

Writing-to-learn techniques can enhance learning, yet a need remains for more empirical research on the quality of learning that results from engaging in particular writing tasks with description of the instructional support for writing situated in context. This report builds on past research linking inquiry, social negotiation, and writing…

Making the Connection: Parent and Community Involvement and the California Urban Superintendent

ERIC Educational Resources Information Center

Nguyen-Hernandez, Amy

2010-01-01

The purpose of this study was to redress the paucity of research regarding superintendents and their role in implementing parent and community involvement policies. Another aim was to examine which types of parent and community involvement practices, if any, may be related to student achievement. A mixed methods inquiry was applied. The Measure…

Learning Disability Liaison Nursing Services in South-East Scotland: A Mixed-Methods Impact and Outcome Study

ERIC Educational Resources Information Center

Brown, M.; MacArthur, J.; McKechanie, A.; Mack, S.; Hayes, M.; Fletcher, J.

2012-01-01

Background: There have been significant concerns about the care and treatment of people with intellectual disabilities (ID) when attending general hospitals, which have led to inquiries that highlight service and systems failures. One response has been the development of Learning Disability Liaison Nursing (LDLN) Services across the UK that aim to…

Aligning Teaching to Learning: A 3-Year Study Examining the Embedding of Language and Argumentation into Elementary Science Classrooms

ERIC Educational Resources Information Center

Hand, Brian; Norton-Meier, Lori A.; Gunel, Murat; Akkus, Recai

2016-01-01

How can classrooms become communities of inquiry that connect intellectually challenging science content with language-based activities (opportunities to talk, listen, read, and write) especially in settings with diverse populations? This question guided a 3-year mixed-methods research study using the Science Writing Heuristic (SWH) approach in…

Student Opinions and Preferences Regarding Personal Response Systems in the Graduate Physical Therapy Classroom: A Mixed-Methods Inquiry

ERIC Educational Resources Information Center

Mincer, Andi Beth; Thompson, Anne W.

2012-01-01

Little investigation has been conducted on the use of Personal Response Systems (PRS) in either graduatelevel courses or health professions education. Through anonymous participation in focus groups, graduate physical therapy students described specific aspects of PRS that they felt facilitated their learning, as well as aspects that hindered…

A Mixed Methods Approach to Investigating Cognitive Load and Cognitive Presence in an Online and Face-to-Face College Algebra Course

ERIC Educational Resources Information Center

Mills, Jodi Jean

2016-01-01

Most research on Cognitive Load Theory (Sweller, 1988) has uncovered many instructional design considerations for learning complex tasks. Additionally, the Community of Inquiry (Garrison, Anderson, & Archer, 2000) framework describes many of the learning experiences in online education. A gap existed in the literature for investigating…

Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

NASA Astrophysics Data System (ADS)

Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant

2016-11-01

This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers' science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers' science content knowledge. Analysis of teachers' lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers' pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery.

Under one big sky: Elementary pre-service teachers use inquiry to learn about the moon, construct knowledge, and teach elementary students around the world via the Internet

NASA Astrophysics Data System (ADS)

Lee, Luann Christensen

This study examined the content knowledge and pedagogical content knowledge (PCK) constructed by a group of 24 pre-service elementary teacher participants as they learned about the moon's phases, inquiry learning, and use of the Internet message boards as a teaching tool as a part of their science teaching methods course. The MOON Project (More Observations On Nature), an exploration of inquiry teaching via e-learning, matched the pre-service elementary teacher participants with schoolchildren in grades 4-8 around the world. Upon completion of a 4-week moon observation phase, the participants led the schoolchildren in a discussion of their observations via Blackboard(TM). This mixed methods study followed a quasi-experimental non-equivalent control group design. The participants' content knowledge, pedagogical content knowledge and perceptions about their knowledge were documented using questionnaires, essays, and tests as they entered this experience and again as they exited. Qualitative and quantitative methods and analysis established that the increase in pre-service teachers' content and pedagogical content knowledge (PCK) as well as their perceptions of the knowledge gained was statistically significant at the conclusion of the project. However, they took away understandings of why the moon changes shape that were basic at best and fraught with a statistically significant increase in misconceptions. None of the instruments supported the pre-service teachers' perceptions of increased PCK. The pre-service teachers had mixed perceptions about teaching over the Internet, mostly due to the degree to which their elementary student groups responded with focus to questions and discussions or, in some cases, participated at all. The findings and recommendations speak to teacher educators about the methodology used in teacher education programs.

Lack of Impact of Direct-to-Consumer Advertising on the Physician-Patient Encounter in Primary Care: A SNOCAP Report

PubMed Central

Parnes, Bennett; Smith, Peter C.; Gilroy, Christine; Quintela, Javan; Emsermann, Caroline B.; Dickinson, L. Miriam; Westfall, John M.

2009-01-01

PURPOSE Direct-to-consumer advertising (DTCA) has increased tremendously during the past decade. Recent changes in the DTCA environment may have affected its impact on clinical encounters. Our objective was to determine the rate of patient medication inquiries and their influence on clinical encounters in primary care. METHODS Our methods consisted of a cross-sectional survey in the State Networks of Colorado Ambulatory Practices and Partners, a collaboration of 3 practice-based research networks. Clinicians completed a short patient encounter form after consecutive patient encounter for one-half or 1 full day. The main outcomes were the rate of inquiries, independent predictors of inquiries, and overall impact on clinical encounters. RESULTS One hundred sixty-eight clinicians in 22 practices completed forms after 1,647 patient encounters. In 58 encounters (3.5%), the patient inquired about a specific new prescription medication. Community health center patients made fewer inquiries than private practice patients (1.7% vs 7.2%, P<.001). Predictors of inquiries included taking 3 or more chronic medications and the clinician being female. Most clinicians reported the requested medication was not their first choice for treatment (62%), but it was prescribed in 53% of the cases. Physicians interpreted the overall impact on the visit as positive in 24% of visits, neutral in 66%, and negative in 10%. CONCLUSIONS Patient requests for prescription medication were uncommon overall, and even more so among patients in lower income groups. These requests were rarely perceived by clinicians as having a negative impact on the encounter. Future mixed methods studies should explore specific socioeconomic groups and reasons for clinicians’ willingness to prescribe these medications. PMID:19139448

"Clickers" and Metacognition: A Quasi-Experimental Comparative Study about Metacognitive Self-Regulation and Use of Electronic Feedback Devices

ERIC Educational Resources Information Center

Brady, Melanie; Seli, Helena; Rosenthal, Jane

2013-01-01

The purpose of this study was to establish whether electronic response systems (clickers) influence student metacognition in large lecture settings more than low-technology polling devices. In this first part of a two part mixed methods study inquiry was made into whether student metacognition was influenced and how metacognition was influenced.…

Linking Resource Allocation to Student Achievement: A Study of Title 1 and Title 1 Stimulus Utilization

ERIC Educational Resources Information Center

Krumpe, Kati P.

2012-01-01

With the emphasis on high standards and fiscal accountability, there is a heightened need to inform the research linking student achievement to the allocation of resources. This mixed methods inquiry sought to study how schools utilized Title 1 and Title 1 stimulus funding from 2009-2011 to determine if correlations existed between areas of…

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

NASA Astrophysics Data System (ADS)

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 subjects tended to associate inquiry learning exclusively in terms of exploring before lecture, getting a single correct answer. Additionally, various subjects at multiple levels, described inquiry in terms of the 5E Model of Instruction, which is emphasized in the Arkansas UTeach lesson design. Implications of these findings and suggestions for program improvement at the course levels are suggested.

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

NASA Astrophysics Data System (ADS)

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 and culturally based nature of teachers' conceptions of inquiry. For the education community, disciplinary differences should be considered in the development of curriculum and professional development. An understanding of disciplinary trends can allow for more targeted and relevant representations of inquiry.

Exploring prospective secondary science teachers' understandings of scientific inquiry and Mendelian genetics concepts using computer simulation

NASA Astrophysics Data System (ADS)

Cakir, Mustafa

The primary objective of this case study was to examine prospective secondary science teachers' developing understanding of scientific inquiry and Mendelian genetics. A computer simulation of basic Mendelian inheritance processes (Catlab) was used in combination with small-group discussions and other instructional scaffolds to enhance prospective science teachers' understandings. The theoretical background for this research is derived from a social constructivist perspective. Structuring scientific inquiry as investigation to develop explanations presents meaningful context for the enhancement of inquiry abilities and understanding of the science content. The context of the study was a teaching and learning course focused on inquiry and technology. Twelve prospective science teachers participated in this study. Multiple data sources included pre- and post-module questionnaires of participants' view of scientific inquiry, pre-posttests of understandings of Mendelian concepts, inquiry project reports, class presentations, process videotapes of participants interacting with the simulation, and semi-structured interviews. Seven selected prospective science teachers participated in in-depth interviews. Findings suggest that while studying important concepts in science, carefully designed inquiry experiences can help prospective science teachers to develop an understanding about the types of questions scientists in that field ask, the methodological and epistemological issues that constrain their pursuit of answers to those questions, and the ways in which they construct and share their explanations. Key findings included prospective teachers' initial limited abilities to create evidence-based arguments, their hesitancy to include inquiry in their future teaching, and the impact of collaboration on thinking. Prior to this experience the prospective teachers held uninformed views of scientific inquiry. After the module, participants demonstrated extended expertise in their understandings of following aspects of scientific inquiry: (a) the iterative nature of scientific inquiry; (b) the tentativeness of specific knowledge claims; (c) the degree to which scientists rely on empirical data, as well as broader conceptual and metaphysical commitments, to assess models and to direct future inquiries; (d) the need for conceptual consistency; (e) multiple methods of investigations and multiple interpretations of data; and (f) social and cultural aspects of scientific inquiry. This research provided evidence that hypothesis testing can support the integrated acquisition of conceptual and procedural knowledge in science. Participants' conceptual elaborations of Mendelian inheritance were enhanced. There were qualitative changes in the nature of the participants' explanations. Moreover, the average percentage of correct responses improved from 39% on the pretest to 67% on the posttest. Findings also suggest those prospective science teachers' experiences as learners of science in their methods course served as a powerful tool for thinking about the role of inquiry in teaching and learning science. They had mixed views about enacting inquiry in their teaching in the future. All of them stated some kind of general willingness to do so; yet, they also mentioned some reservations and practical considerations about inquiry-based teaching.

Effects of Online Instructional Conversation on English as a Foreign Language Learners' WebQuest Writing Performance: A Mixed Methods Study

ERIC Educational Resources Information Center

Lee, Haesong

2013-01-01

WebQuests, or inquiry-oriented activities in which learners interact with Web-based information (Dodge, 1995, 1996, 2007), have recently been gaining popularity in education in general and in language education in particular. While it has the advantage of fostering higher-level thinking through authentic assignments, a WebQuest can be challenging…

A Two-Dimensional Model of Teacher Retention and Mobility: Classroom Teachers and Their University Partners Take a Closer Look at a Vexing Problem

ERIC Educational Resources Information Center

Swars, Susan L.; Meyers, Barbara; Mays, Lydia C.; Lack, Brian

2009-01-01

This mixed-methods study is a teacher-initiated, collaborative inquiry involving a professional development school (PDS) and a university. The investigation focused on teachers' perceptions of teacher retention and mobility at their PDS. Participants were 134 teachers at a high-needs elementary school with data sources including surveys,…

What Difference Does Curricular Integration Make? An Inquiry of Fifth Graders' Learning of History through the Use of Literacy and Visual Arts Skills

ERIC Educational Resources Information Center

Brugar, Kristy A.

2012-01-01

This is a quasi-experimental mixed methods study of a curriculum intervention focused on the interdisciplinary teaching of history, literacy, and the visual arts. In this study I address three questions: (1) How does students' learning in history change following their participation in an interdisciplinary history-literacy-visual arts…

After the Two-Year Commitment: A Quantitative and Qualitative Inquiry of Teach For America Teacher Retention and Attrition

ERIC Educational Resources Information Center

Heineke, Amy J.; Mazza, Bonnie Streff; Tichnor-Wagner, Ariel

2014-01-01

Teach For America (TFA), an organization that places college graduates as teachers in low-income areas for 2 years, contributes to teacher attrition. With this mixed methods study in one urban region, we investigated teachers' professional decisions at the end of 2 years. Respondents fell into categories in relation to the organization's 2-year…

The Departmental Script as an Ongoing Conversation into the Phronesis of Teaching Science as Inquiry

NASA Astrophysics Data System (ADS)

Melville, Wayne; Campbell, Todd; Fazio, Xavier; Bartley, Anthony

2012-12-01

This article investigates the extent to which a science department script supports the teaching and learning of science as inquiry and how this script is translated into individual teachers' classrooms. This study was completed at one school in Canada which, since 2000, has developed a departmental script supportive of teaching and learning of science as inquiry. Through a mixed-method strategy, multiple data sources were drawn together to inform a cohesive narrative about scripts, science departments, and individual classrooms. Results of the study reveal three important findings: (1) the departmental script is not an artefact, but instead is an ongoing conversation into the episteme, techne and phronesis of science teaching; (2) the consistently reformed teaching practices that were observed lead us to believe that a departmental script has the capacity to enhance the teaching of science as inquiry; and, (3) the existence of a departmental script does not mean that teaching will be `standardized' in the bureaucratic sense of the word. Our findings indicate that a departmental script can be considered to concurrently operate as an epistemic script that is translated consistently across the classes, and a social script that was more open to interpretation within individual teachers' classrooms.

Student leadership in small group science inquiry

NASA Astrophysics Data System (ADS)

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

2014-09-01

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

Uncovering Adolescent Choral Singers' Philosophical Beliefs about Music-Making: A Qualitative Inquiry

ERIC Educational Resources Information Center

Parker, Elizabeth Cassidy

2011-01-01

The purpose of this qualitative inquiry was to investigate adolescent choral singers' philosophical beliefs regarding music-making within three different, mid-sized, Midwestern mixed choirs in the United States. Eighteen participants were interviewed for approximately 40 minutes each. Audio files were transcribed and coded with four themes…

Raising Teachers' Voices: An In-Depth Qualitative Inquiry into Teachers' Working Conditions and Professional Development Needs in Khyber Pakhtunkhwa, a Province of Pakistan

ERIC Educational Resources Information Center

Ali, Takbir

2018-01-01

This study documented in detail teachers' voices about their working conditions, professional development needs and opportunities to cater to these needs. The study reported in this paper was conducted as part of a large-scale study that used mixed methods to assess teachers' professional development needs. The qualitative data reported in this…

Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self-Efficacy for Science and Science Teaching

ERIC Educational Resources Information Center

Avery, Leanne M.; Meyer, Daniel Z.

2012-01-01

Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed-methods study, we report the impacts of an inquiry-based science course on preservice elementary teachers' self-efficacy…

A Simple Inquiry-Based Lab for Teaching Osmosis

ERIC Educational Resources Information Center

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…

Epistemic beliefs of middle and high school students in a problem-based, scientific inquiry unit: An exploratory, mixed methods study

NASA Astrophysics Data System (ADS)

Gu, Jiangyue

Epistemic beliefs are individuals' beliefs about the nature of knowledge, how knowledge is constructed, and how knowledge can be justified. This study employed a mixed-methods approach to examine: (a) middle and high school students' self-reported epistemic beliefs (quantitative) and epistemic beliefs revealed from practice (qualitative) during a problem-based, scientific inquiry unit, (b) How do middle and high school students' epistemic beliefs contribute to the construction of students' problem solving processes, and (c) how and why do students' epistemic beliefs change by engaging in PBL. Twenty-one middle and high school students participated in a summer science class to investigate local water quality in a 2-week long problem-based learning (PBL) unit. The students worked in small groups to conduct water quality tests at in their local watershed and visited several stakeholders for their investigation. Pretest and posttest versions of the Epistemological Beliefs Questionnaire were conducted to assess students' self-reported epistemic beliefs before and after the unit. I videotaped and interviewed three groups of students during the unit and conducted discourse analysis to examine their epistemic beliefs revealed from scientific inquiry activities and triangulate with their self-reported data. There are three main findings from this study. First, students in this study self-reported relatively sophisticated epistemic beliefs on the pretest. However, the comparison between their self-reported beliefs and beliefs revealed from practice indicated that some students were able to apply sophisticated beliefs during the unit while others failed to do so. The inconsistency between these two types of epistemic beliefs may due to students' inadequate cognitive ability, low validity of self-report measure, and the influence of contextual factors. Second, qualitative analysis indicated that students' epistemic beliefs of the nature of knowing influenced their problem solving processes and construction of arguments during their inquiry activities. Students with more sophisticated epistemic beliefs acquired knowledge, presented solid evidence, and used it to support their claims more effectively than their peers. Third, students' self-reported epistemic beliefs became significantly more sophisticated by engaging in PBL. Findings from this study can potentially help researchers to better understand the relation between students' epistemic beliefs and their scientific inquiry practice,

Lack of impact of direct-to-consumer advertising on the physician-patient encounter in primary care: a SNOCAP report.

PubMed

Parnes, Bennett; Smith, Peter C; Gilroy, Christine; Quintela, Javan; Emsermann, Caroline B; Dickinson, L Miriam; Westfall, John M

2009-01-01

Direct-to-consumer advertising (DTCA) has increased tremendously during the past decade. Recent changes in the DTCA environment may have affected its impact on clinical encounters. Our objective was to determine the rate of patient medication inquiries and their influence on clinical encounters in primary care. Our methods consisted of a cross-sectional survey in the State Networks of Colorado Ambulatory Practices and Partners, a collaboration of 3 practice-based research networks. Clinicians completed a short patient encounter form after consecutive patient encounter for one-half or 1 full day. The main outcomes were the rate of inquiries, independent predictors of inquiries, and overall impact on clinical encounters. One hundred sixty-eight clinicians in 22 practices completed forms after 1,647 patient encounters. In 58 encounters (3.5%), the patient inquired about a specific new prescription medication. Community health center patients made fewer inquiries than private practice patients (1.7% vs 7.2%, P<.001). Predictors of inquiries included taking 3 or more chronic medications and the clinician being female. Most clinicians reported the requested medication was not their first choice for treatment (62%), but it was prescribed in 53% of the cases. Physicians interpreted the overall impact on the visit as positive in 24% of visits, neutral in 66%, and negative in 10%. Patient requests for prescription medication were uncommon overall, and even more so among patients in lower income groups. These requests were rarely perceived by clinicians as having a negative impact on the encounter. Future mixed methods studies should explore specific socioeconomic groups and reasons for clinicians' willingness to prescribe these medications.

The acquisition of inquiry skills and computer skills by 8th grade urban middle school students in a technology-supported environment

NASA Astrophysics Data System (ADS)

Ruffin, Monya Aisha

The evolution of increased global accessibility and dependency on computer technologies has revolutionized most aspects of everyday life, including a rapid transformation of 21st century schools. Current changes in education reflect the need for the integration of effective computer technologies in school curricula. The principal objective of this investigation was to examine the acquisition of computer skills and inquiry skills by urban eighth grade students in a technology-supported environment. The study specifically focused on students' ability to identify, understand, and work through the process of scientific inquiry, while also developing computer technology tool skills. The unique component of the study was its contextualization within a local historically significant setting---an African-American cemetery. Approximately seventy students, in a local middle school, participated in the five-week treatment. Students conducted research investigations on site and over the Internet, worked in collaborative groups, utilized technology labs, and received inquiry and computer technology instruction. A mixed method design employing quantitative and qualitative methods was used. Two pilot studies conducted in an after-school science club format helped sharpen the research question, data collection methods, and survey used in the school-based study. Complete sets of data from pre and post surveys and journals were collected from sixty students. Six students were randomly selected to participate in in-depth focus group interviews. Researcher observations and inferences were also included in the analysis. The research findings showed that, after the treatment, students: (a) acquired more inquiry skills and computer skills, (b) broadened their basic conceptual understanding and perspective about science, (c) engaged actively in a relevant learning process, (d) created tangible evidence of their inquiry skills and computer skills, and (e) recalled and retained more details about the inquiry process and the computer technology tools (when they attended at least 80% of the treatment sessions). The findings indicated that project-based, technology-supported experiences allowed students to learn content in an interdisciplinary way (building on culturally relevant local histories) and provided enjoyable learning opportunities for students and teachers. Participation in the treatment encouraged students to think beyond the technical aspects of technology and relate its relevancy and usefulness to solving scientific queries.

Understanding Cognitive Presence in an Online and Blended Community of Inquiry: Assessing Outcomes and Processes for Deep Approaches to Learning

ERIC Educational Resources Information Center

Akyol, Zehra; Garrison, D. Randy

2011-01-01

This paper focuses on deep and meaningful learning approaches and outcomes associated with online and blended communities of inquiry. Applying mixed methodology for the research design, the study used transcript analysis, learning outcomes, perceived learning, satisfaction, and interviews to assess learning processes and outcomes. The findings for…

An early start to STEM education among year 1 primary students through project-based inquiry learning in the context of a magnet

NASA Astrophysics Data System (ADS)

Safiee, N.; Jusoh, Z. M.; Noor, A. M. H. M.; Tek, O. E.; Salleh, S. M.

2018-01-01

For the needs of the 21st century, the Government of Malaysia has conceptualized the Malaysia Education Blueprint 2013-2025 which embodies 11 strategic and operational shifts. In Shift 1, it is emphasized that the quality of Science, Technology, Engineering, and Mathematics (STEM) Education will be enhanced. This study employed the mixed-method approach using the “one-group pre-test and post-test design”. Accordingly, this paper describes the pedagogical practice of Project-based Inquiry Learning (PIL) which promotes STEM Education among Year 1 students in the move to progress in tandem with Shift 1. Specifically, using the context of a magnet which has been stipulated in the Primary School Standard Curriculum, Year 1 students experienced the STEM Education through the STEM Pedagogy in which they raised questions upon the presentation of a relevant stimulus (Inquiry Phase), explored the ways in which a train carriage or coach could be assembled by means of recycled materials and magnets (Exploration Phase), designed a train carriage (Design Phase), and ultimately reflected on their inventions (Reflection Phase). The cognitive and affective impacts through the use of this Project-based Inquiry Learning are presented. Implications for the teaching and learning of science are discussed within the context of STEM Education.

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

NASA Astrophysics Data System (ADS)

Hobson, Sally Merryman

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

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

NASA Astrophysics Data System (ADS)

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.

Coping and Its Relation to Retention among Male Minority Nursing Students in an Associate Degree Nursing Program in a South Texas Community College: An Explanatory Sequential Mixed Methods Inquiry

ERIC Educational Resources Information Center

Diggs, Gwendolyn Smith

2013-01-01

In Texas, there is an increase in the enrollment of men of various ethnicities in nursing schools, especially Associate Degree Nursing (ADN) programs. As these men strive to complete the nursing education, they face many concerns that center on barriers that are encountered in what is still a predominately Caucasian and female environment. In…

A Narrative Inquiry into Foreign Teachers' Perplexes in Mixed-Cultural Classes

ERIC Educational Resources Information Center

Zhao, Yuqin

2016-01-01

Mixed-cultural classes, a foreign teacher teaching Chinese students, are common now in China. These mixed-cultural classes provide an educational context where there are chances of direct intercultural contact and deeper understandings of the cultural other, and also misunderstandings and even conflicts between teachers and students from different…

Process-Oriented Guided Inquiry Learning (POGIL) as a Culturally Relevant Pedagogy (CRP) in Qatar: a Perspective from Grade 10 Chemistry Classes

NASA Astrophysics Data System (ADS)

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

2018-04-01

Educational reforms in Qatar have seen the implementation of inquiry-based learning and other student-centred pedagogies. However, there have been few efforts to investigate how these adopted western pedagogies are aligned with the high context culture of Qatar. The study presented in this article highlights the implementation of a student-centred intervention called Process-Oriented Guided Inquiry Learning (POGIL) in selected independent Arabic government schools in Qatar. The study followed a theoretical framework composed of culturally relevant pedagogical practice and social constructivism in teaching and learning. A mixed method research design involving experimental and comparison groups was utilised. Carefully structured learning materials when implemented systematically in a POGIL intervention helped Grade 10 science students improve their perceptions of chemistry learning measured from pre- and post-tests as measured by the What Is Happening In this Class (WIHIC) questionnaire and school-administered achievement test. The study further provided school-based mentoring and professional development opportunities for teachers in the region. Significantly, POGIL was found to be adaptable in the Arabic context.

In the Struggle for New Meanings in the Education of African American and Other Students of Color

ERIC Educational Resources Information Center

Ford, Arlene Jennifer

2012-01-01

This study used the mixed qualitative methodologies of ethnography and a participatory action research inspired inquiry to challenge deficit meanings and assumptions through increasing learning. During the inquiry, a group of teachers and administrators at each of two school sites engaged in a process of learning about systemic inequality and its…

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

NASA Astrophysics Data System (ADS)

Bolden, Marsha Gail

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

A program evaluation of Protovation Camp at an elementary school in North Carolina

NASA Astrophysics Data System (ADS)

Cavoly, Denise Y.

The purpose of this program evaluation was to investigate the impact over time teachers' self-efficacies and the outcome expectancies of those who participated in an inquiry-based, hands-on, constructivist professional development program to learn science content. The hope was that after active participation in this inquiry-based professional development program that provides science inquiry experiences, the teachers, graduate students and elementary students would gain content knowledge, increase self-efficacies, and provide the outcome expectancies of the learning development program that provides science inquiry experiences. The mixed-methods approach used quantitative and qualitative data for campers, which consisted of pre-test and post-test scores on the Test of Science-Related Attitudes (TOSRA), the Draw-A-Scientist Test, Science Process Skills Inventory (SPSI) and content tests based on the camp activities. Additionally, TOSRA scores, Teacher Sense of Efficacy Scale (TSES), and Thinking about Science Survey (TSSI) results for the graduate students and elementary teachers were used along with qualitative data collected from plusdelta charts and interviews to determine the impact of participation in Protovation Camp on teachers and students. Results of the program evaluation indicated that when students were taught inquiry-based lessons that ignite wonder, both their attitudes toward science and their knowledge about science improved. An implication for teacher preparation programs was that practicing inquiry-based lessons on actual elementary students was an important component for teachers and graduate students as they prepare to positively impact student learning in their own classrooms. The findings of this study suggest that it is not just the length of the professional development program that is crucial, but the need for an implementation period while teachers work to transfer the learning to the classroom to their own students is critical to the success of process.

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

NASA Astrophysics Data System (ADS)

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

2011-03-01

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

Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

NASA Astrophysics Data System (ADS)

Annetta, Leonard A.; Frazier, Wendy M.; Folta, Elizabeth; Holmes, Shawn; Lamb, Richard; Cheng, Meng-Tzu

2013-02-01

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher's attitudes and efficacy where impacted while designing science-based video games. The study's mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.

Critical thinking instruction and technology enhanced learning from the student perspective: A mixed methods research study.

PubMed

Swart, Ruth

2017-03-01

Critical thinking is acclaimed as a valuable asset for graduates from higher education programs. Technology has advanced in quantity and quality; recognized as a requirement of 21st century learners. A mixed methods research study was undertaken, examining undergraduate nursing student engagement with critical thinking instruction, platformed on two technology-enhanced learning environments: a classroom response system face-to-face in-class and an online discussion forum out-of-class. The Community of Inquiry framed the study capturing constructivist collaborative inquiry to support learning, and facilitate critical thinking capability. Inclusion of quantitative and qualitative data sources aimed to gather a comprehensive understanding of students' development of critical thinking and engagement with technology-enhanced learning. The findings from the students' perspectives were positive toward the inclusion of technology-enhanced learning, and use in supporting their development of critical thinking. Students considered the use of two forms of technology beneficial in meeting different needs and preferences, offering varied means to actively participate in learning. They valued critical thinking instruction being intentionally aligned with subject-specific content facilitating understanding, application, and relevance of course material. While the findings are limited to student participants, the instructional strategies and technology-enhanced learning identified as beneficial can inform course design for the development of critical thinking. Copyright © 2017 Elsevier Ltd. All rights reserved.

A demonstration of mixed-methods research in the health sciences.

PubMed

Katz, Janet; Vandermause, Roxanne; McPherson, Sterling; Barbosa-Leiker, Celestina

2016-11-18

Background The growth of patient, community and population-centred nursing research is a rationale for the use of research methods that can examine complex healthcare issues, not only from a biophysical perspective, but also from cultural, psychosocial and political viewpoints. This need for multiple perspectives requires mixed-methods research. Philosophy and practicality are needed to plan, conduct, and make mixed-methods research more broadly accessible to the health sciences research community. The traditions and dichotomy between qualitative and quantitative research makes the application of mixed methods a challenge. Aim To propose an integrated model for a research project containing steps from start to finish, and to use the unique strengths brought by each approach to meet the health needs of patients and communities. Discussion Mixed-methods research is a practical approach to inquiry, that focuses on asking questions and how best to answer them to improve the health of individuals, communities and populations. An integrated model of research begins with the research question(s) and moves in a continuum. The lines dividing methods do not dissolve, but become permeable boundaries where two or more methods can be used to answer research questions more completely. Rigorous and expert methodologists work together to solve common problems. Conclusion Mixed-methods research enables discussion among researchers from varied traditions. There is a plethora of methodological approaches available. Combining expertise by communicating across disciplines and professions is one way to tackle large and complex healthcare issues. Implications for practice The model presented in this paper exemplifies the integration of multiple approaches in a unified focus on identified phenomena. The dynamic nature of the model signals a need to be open to the data generated and the methodological directions implied by findings.

QC/QA differences between hot mix asphalt (HMA) and warm mix asphalt (WMA).

DOT National Transportation Integrated Search

2013-01-01

WMA represents a group of technologies which allow a reduction in temperatures at which asphalt mixtures are produced and placed on the road. ODOT Materials Division has conducted preliminary inquiries into QC/QA testing for WMA. Some respondents ind...

Approaching Etuaptmumk--introducing a consensus-based mixed method for health services research.

PubMed

Chatwood, Susan; Paulette, Francois; Baker, Ross; Eriksen, Astrid; Hansen, Ketil Lenert; Eriksen, Heidi; Hiratsuka, Vanessa; Lavoie, Josée; Lou, Wendy; Mauro, Ian; Orbinski, James; Pabrum, Nathalie; Retallack, Hanna; Brown, Adalsteinn

2015-01-01

With the recognized need for health systems' improvements in the circumpolar and indigenous context, there has been a call to expand the research agenda across all sectors influencing wellness and to recognize academic and indigenous knowledge through the research process. Despite being recognized as a distinct body of knowledge in international forums and across indigenous groups, examples of methods and theories based on indigenous knowledge are not well documented in academic texts or peer-reviewed literature on health systems. This paper describes the use of a consensus-based, mixed method with indigenous knowledge by an experienced group of researchers and indigenous knowledge holders who collaborated on a study that explored indigenous values underlying health systems stewardship. The method is built on the principles of Etuaptmumk or two-eyed seeing, which aim to respond to and resolve the inherent conflicts between indigenous ways of knowing and the scientific inquiry that informs the evidence base in health care. Mixed methods' frameworks appear to provide a framing suitable for research questions that require data from indigenous knowledge sources and western knowledge. The nominal consensus method, as a western paradigm, was found to be responsive to embedding of indigenous knowledge and allowed space to express multiple perspectives and reach consensus on the question at hand. Further utilization and critical evaluation of this mixed methodology with indigenous knowledge are required.

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

ERIC Educational Resources Information Center

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…

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

NASA Astrophysics Data System (ADS)

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.

Does Film Affect Learning Engagement?: Historical Inquiry and the Document-Based Question in a Middle School Social Studies Classroom

ERIC Educational Resources Information Center

Paska, Lawrence M.

2010-01-01

This quasi-experimental study uses mixed methodologies to examine learning engagement on a social studies unit test based on primary and secondary sources (a "document-based question", or DBQ), to determine whether the use of film in a DBQ changes the nature of historical inquiry. The study was conducted in two Grade 7 classes taught by the same…

Approaching Etuaptmumk – introducing a consensus-based mixed method for health services research

PubMed Central

Chatwood, Susan; Paulette, Francois; Baker, Ross; Eriksen, Astrid; Hansen, Ketil Lenert; Eriksen, Heidi; Hiratsuka, Vanessa; Lavoie, Josée; Lou, Wendy; Mauro, Ian; Orbinski, James; Pabrum, Nathalie; Retallack, Hanna; Brown, Adalsteinn

2015-01-01

With the recognized need for health systems’ improvements in the circumpolar and indigenous context, there has been a call to expand the research agenda across all sectors influencing wellness and to recognize academic and indigenous knowledge through the research process. Despite being recognized as a distinct body of knowledge in international forums and across indigenous groups, examples of methods and theories based on indigenous knowledge are not well documented in academic texts or peer-reviewed literature on health systems. This paper describes the use of a consensus-based, mixed method with indigenous knowledge by an experienced group of researchers and indigenous knowledge holders who collaborated on a study that explored indigenous values underlying health systems stewardship. The method is built on the principles of Etuaptmumk or two-eyed seeing, which aim to respond to and resolve the inherent conflicts between indigenous ways of knowing and the scientific inquiry that informs the evidence base in health care. Mixed methods’ frameworks appear to provide a framing suitable for research questions that require data from indigenous knowledge sources and western knowledge. The nominal consensus method, as a western paradigm, was found to be responsive to embedding of indigenous knowledge and allowed space to express multiple perspectives and reach consensus on the question at hand. Further utilization and critical evaluation of this mixed methodology with indigenous knowledge are required. PMID:26004427

An Inquiry into Differences in Patient Outcomes by Observing Dietitian and Nurse Practitioner Management of Hyperlipidemia

DTIC Science & Technology

1987-07-01

excluded fats Breads and Cereals: Breads Commercial biscuits, muffins, #-Whole wheat cornbread, cakes, cake mixes, -Rye cookies , fried pies, cupcakes...Oatmeal *Chips -Pumpernickle Egg Bread -French rolls Cheese Bread #-English muffins (whole wheat) Commercial mixes containing -Sour dough bread dried

The effects of a technology-enhanced inquiry instructional model on students' understanding of science in Thailand

NASA Astrophysics Data System (ADS)

Lertwanasiriwan, Chaiwuti

The study examined the effects of a technology-enhanced inquiry instructional model on students' understanding of science in Thailand. A mixed quantitative research design was selected for the research design. A pretest-posttest control-group design was implemented for the experimental research. A causal-comparative design using questionnaire and classroom observation was employed for the non-experimental research. Two sixth-grade classrooms at a medium-sized public school in Bangkok, Thailand were randomly selected for the study - one as the control group and the other as the experimental group. The 34 students in the control group only received the inquiry instructional model, while the 35 students in the experimental group received the technology-enhanced inquiry instructional model. Both groups of students had been taught by the same science teacher for 15 weeks (three periods per week). The results and findings from the study seemed to indicate that both the technology-enhanced inquiry instructional model and the inquiry instructional model significantly improve students' understanding of science. However, it might be claimed that students receiving the technology-enhanced inquiry instructional model gain more than students only receiving the inquiry instructional model. In addition, the technology-enhanced inquiry instructional model seemed to support the assessment during the 5E Model's evaluation stage. Most students appeared to have very good attitudes toward using it in the science classroom suggesting that the technology-enhanced inquiry instructional model motivates students to learn science.

Reinstating the 'Queen': understanding philosophical inquiry in nursing.

PubMed

Pesut, Barbara; Johnson, Joy

2008-01-01

This paper is an introduction to the characteristics of philosophical inquiry. Despite over a century of philosophical thinking in nursing, philosophical inquiry has yet to be positioned as contributing substantially to the field of nursing's inquiry. There is a need to articulate the nature and characteristics of philosophical inquiry for researchers new to this perspective. We begin by addressing a common question that surfaces when one begins a work that is philosophical in nature, how does one differentiate between nursing philosophy and nursing theory? We then address the nature and characteristics of philosophical inquiry. We conclude by considering the question of whether philosophical inquiry might be considered a form of qualitative inquiry. Unlike science, which relies upon investigative methods, philosophical inquiry relies upon the capacities to think and reason. Problems characteristic of philosophical inquiry include conceptual clarification, analysis of arguments and problems related to the ontology, epistemology and ethics of nursing. Although methodological approaches to philosophical inquiry are diverse, common tools include assumptions and the intellectual processes of conceptualizing, judging and reasoning within a context of wonder. Some have argued that to neglect philosophy in nursing is to place the discipline at risk. However, there is little guidance available to researchers new to this method of inquiry. By providing a beginning roadmap, our hope is that philosophical inquiry will take its place alongside scientific methods of inquiry with the goal of constructing robust knowledge for the discipline of nursing.

Connecting Inquiry and the Nature of Science

ERIC Educational Resources Information Center

Peters, Erin

2006-01-01

Inquiry has been one of the most prominent reforms in science education. One of the goals of teaching through inquiry methods is to enable students to have experiences that are authentic to scientists' experiences. Too often, inquiry science is taught as either the "scientific method" or as "hands-on," disconnected activities…

Argument Based Science Inquiry (ABSI) Learning Model in Voltaic Cell Concept

NASA Astrophysics Data System (ADS)

Subarkah, C. Z.; Fadilah, A.; Aisyah, R.

2017-09-01

Voltaic Cell is a sub-concept of electrochemistry that is considered difficult to be comprehended by learners Voltaic Cell is a sub concept of electrochemistry that is considered difficult to be understood by learners so that impacts on student activity in learning process. Therefore the learning model Argument Based Science Inquiry (ABSI) will be applied to the concept of Voltaic cell. This research aims to describe students’ activities during learning process using ABSI model and to analyze students’ competency to solve ABSI-based worksheets (LK) of Voltaic Cell concept. The method used in this research was the “mix-method-quantitative-embedded” method with subjects of the study: 39 second-semester students of Chemistry Education study program. The student activity is quite good during ABSI learning. The students’ ability to complete worksheet (LK) for every average phase is good. In the phase of exploration of post instruction understanding, it is categorized very good, and in the phase of negotiation shape III: comparing science ideas to textbooks or other printed resources merely reach enough category. Thus, the ABSI learning has improved the student levels of activity and students’ competency to solve the ABSI-based worksheet (LK).

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

NASA Astrophysics Data System (ADS)

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.

Dilemmas of Teaching Inquiry in Elementary Science Methods

ERIC Educational Resources Information Center

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…

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

NASA Astrophysics Data System (ADS)

Tash, Gina G.

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

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

NASA Astrophysics Data System (ADS)

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: sophisticated beliefs group students focused on their insecurity of not knowing how to complete the activities correctly, and naive beliefs group students focused on the amount of work and how long it took them to complete it. The description of the improvement in learning was at a basic level for the naive beliefs group and at a more complex level for the sophisticated beliefs group. Implications for researchers and educators are discussed.

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

NASA Astrophysics Data System (ADS)

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.

History Teachers' Knowledge of Inquiry Methods: An Analysis of Cognitive Processes Used During a Historical Inquiry

ERIC Educational Resources Information Center

Voet, Michiel; De Wever, Bram

2017-01-01

The present study explores secondary school history teachers' knowledge of inquiry methods. To do so, a process model, outlining five core cognitive processes of inquiry in the history classroom, was developed based on a review of the literature. This process model was then used to analyze think-aloud protocols of 20 teachers' reasoning during an…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

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

NASA Astrophysics Data System (ADS)

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.

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

NASA Astrophysics Data System (ADS)

Zainfeld, S.

2017-12-01

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

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

ERIC Educational Resources Information Center

Magee, Paula A.; Flessner, Ryan

2012-01-01

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

Meta-Analysis of Inquiry-Based Instruction Research

NASA Astrophysics Data System (ADS)

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.

A comparison of bilingual education and generalist teachers' approaches to scientific biliteracy

NASA Astrophysics Data System (ADS)

Garza, Esther

The purpose of this study was to determine if educators were capitalizing on bilingual learners' use of their biliterate abilities to acquire scientific meaning and discourse that would formulate a scientific biliterate identity. Mixed methods were used to explore teachers' use of biliteracy and Funds of Knowledge (Moll, L., Amanti, C., Neff, D., & Gonzalez, N., 1992; Gonzales, Moll, & Amanti, 2005) from the students' Latino heritage while conducting science inquiry. The research study explored four constructs that conceptualized scientific biliteracy. The four constructs include science literacy, science biliteracy, reading comprehension strategies and students' cultural backgrounds. There were 156 4th-5th grade bilingual and general education teachers in South Texas that were surveyed using the Teacher Scientific Biliteracy Inventory (TSBI) and five teachers' science lessons were observed. Qualitative findings revealed that a variety of scientific biliteracy instructional strategies were frequently used in both bilingual and general education classrooms. The language used to deliver this instruction varied. A General Linear Model revealed that classroom assignment, bilingual or general education, had a significant effect on a teacher's instructional approach to employ scientific biliteracy. A simple linear regression found that the TSBI accounted for 17% of the variance on 4th grade reading benchmarks. Mixed methods results indicated that teachers were utilizing scientific biliteracy strategies in English, Spanish and/or both languages. Household items and science experimentation at home were encouraged by teachers to incorporate the students' cultural backgrounds. Finally, science inquiry was conducted through a universal approach to science learning versus a multicultural approach to science learning.

"We Are Eggrolls and Hotdogs": Mixed Race Asians at the University of Pennsylvania

ERIC Educational Resources Information Center

Miller, Amy L.

2016-01-01

The purpose of this dissertation is to explore the identity development of mixed race Asian students, also known as Hapas, and the influence of college environments of their perceptions of self. More specifically, this study will use Narrative Inquiry to gain insight into the lives and experiences of 20 Hapa students at the University of…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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,…

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

ERIC Educational Resources Information Center

Nuangchalerm, Prasart

2014-01-01

Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation,…

The inquiry continuum: Science teaching practices and student performance on standardized tests

NASA Astrophysics Data System (ADS)

Jernnigan, Laura Jane

Few research studies have been conducted related to inquiry-based scientific teaching methodologies and NCLB-required state testing. The purpose of this study was to examine the relationship between the strategies used by seventh-grade science teachers in Illinois and student scores on the Illinois Standards Achievement Test (ISAT) to aid in determining best practices/strategies for teaching middle school science. The literature review defines scientific inquiry by placing teaching strategies on a continuum of scientific inquiry methodologies from No Inquiry (Direct Instruction) through Authentic Inquiry. Five major divisions of scientific inquiry: structured inquiry, guided inquiry, learning cycle inquiry, open inquiry, and authentic inquiry, have been identified and described. These five divisions contain eight sub-categories: demonstrations; simple or hands-on activities; discovery learning; variations of learning cycles; problem-based, event-based, and project-based; and student inquiry, science partnerships, and Schwab's enquiry. Quantitative data were collected from pre- and posttests and surveys given to the participants: five seventh grade science teachers in four Academic Excellence Award and Spotlight Award schools and their 531 students. Findings revealed that teachers reported higher inquiry scores for themselves than for their students; the two greatest reported factors limiting teachers' use of inquiry were not enough time and concern about discipline and large class size. Although the correlation between total inquiry and mean difference of pre- and posttest scores was not statistically significant, the survey instrument indicated how often teachers used inquiry in their classes, not the type of inquiry used. Implications arose from the findings that increase the methodology debate between direction instruction and inquiry-based teaching strategies; teachers are very knowledgeable about the Illinois state standards, and various inquiry-based methods need to be stressed in undergraduate methods classes. While this study focused on the various types of scientific inquiry by creating a continuum of scientific inquiry methodologies, research using the continuum needs to be conducted to determine the various teaching styles of successful teachers.

Using Science Inquiry Methods to Promote Self-Determination and Problem-Solving Skills for Students with Moderate Intellectual Disability

ERIC Educational Resources Information Center

Miller, Bridget T.

2013-01-01

The purpose of this study was to investigate the use of guided science inquiry methods with self-monitoring checklists to support problem-solving for students with moderate cognitive disabilities in both science and functional daily activities. The present study contributes to the literature examining guided inquiry methods as a means for student…

Development of Participant-Informed Text Messages to Promote Physical Activity Among African American Women Attending College: A Qualitative Mixed-Methods Inquiry.

PubMed

Reese, Jasmine M; Joseph, Rodney P; Cherrington, Andrea; Allison, Jeroan; Kim, Young-Il; Spear, Bonnie; Childs, Gwendolyn; Simpson, Tina; Durant, Nefertiti H

2017-05-01

The purpose of this study was to develop a participant-informed technology-based physical activity (PA) promotion tool for young overweight and obese African American (AA) women. A mixed-method 3-phase study protocol design was used to develop text messages to promote PA in AA women attending the University of Alabama at Birmingham during the Spring of 2013. Nominal focus groups and a 2-week pilot were used to generate and test participant-developed messages. Participants ( n = 14) had a mean age of 19.79 years ( SD = 1.4) and mean body mass index of 35.9 ( SD = 5.926). Focus group data identified key themes associated with the use of text messages to promote PA including message frequency, length, tone, and time of day. Participants preferred text messages that were brief, specific, and time sensitive. Results showed that text messaging was a feasible and acceptable strategy to promote PA in overweight and obese AA women in a university setting.

Ethno-Experiments: Creating Robust Inquiry and Futures

ERIC Educational Resources Information Center

Ramsey, Caroline

2007-01-01

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

Psychometric Properties of the Scientific Inquiry Scale

ERIC Educational Resources Information Center

Ossa-Cornejo, Carlos; Díaz-Mujica, Alejandro; Aedo-Saravia, Jaime; Merino-Escobar, Jose M.; Bustos-Navarrete, Claudio

2017-01-01

Introduction: There are a few methods to study inquiry's abilities in Chile, despite its importance in science education. This study analyzes the psychometric properties of a Scientific Inquiry Scale in pedagogy students of two Chilean universities. Method: The study uses an instrumental design with 325 students from 3 pedagogy majors. As a…

Place-Based Investigations and Authentic Inquiry

ERIC Educational Resources Information Center

Sarkar, Somnath; Frazier, Richard

2008-01-01

Although many science students perform hands-on activities as inquiry exercises, such activities sometimes remain disconnected in the student's mind and fail to nurture a deeper understanding of methods of science and the role these methods play in scientific inquiry. Students may be able to reiterate the steps of the standard "scientific…

A multi-level systems perspective for the science of team science.

PubMed

Börner, Katy; Contractor, Noshir; Falk-Krzesinski, Holly J; Fiore, Stephen M; Hall, Kara L; Keyton, Joann; Spring, Bonnie; Stokols, Daniel; Trochim, William; Uzzi, Brian

2010-09-15

This Commentary describes recent research progress and professional developments in the study of scientific teamwork, an area of inquiry termed the "science of team science" (SciTS, pronounced "sahyts"). It proposes a systems perspective that incorporates a mixed-methods approach to SciTS that is commensurate with the conceptual, methodological, and translational complexities addressed within the SciTS field. The theoretically grounded and practically useful framework is intended to integrate existing and future lines of SciTS research to facilitate the field's evolution as it addresses key challenges spanning macro, meso, and micro levels of analysis.

The effect of concept mapping on preservice elementary teachers' knowledge of science inquiry teaching

NASA Astrophysics Data System (ADS)

Jackson, Diann Carol

This study examined the effect of concept mapping as a method of stimulating reflection on preservice elementary teachers' knowledge of science inquiry instruction methods. Three intact classes of science education preservice teachers participated in a non-randomized comparison group with a pretest and posttest design to measure the influence of mapping on participants' knowledge of inquiry science instruction. All groups followed the same course syllabus, in class activities, readings, assignments and assessment tasks. The manner in which they presented their ideas about inquiry science teaching varied. Groups constructed pre-lesson, post-lesson, and homework lists or maps across three inquiry based instruction modules (ecosystems, food chains, and electricity). Equivalent forms of the Teaching Science Inventory (TSI) were used to investigate changes in preservice teachers' propositional knowledge about how to teach using inquiry science instruction methods. Equivalent forms of the Science Lesson Planning (SLP) test were used to investigate changes in preservice teachers' application knowledge about how to teach using inquiry science instruction methods. Data analysis included intrarater reliability, ANOVAs, ANCOVAs, and correlations between lists and maps and examination responses. SLP and TSI scores improved from the pretest to the posttest in each of the three study groups. The results indicate that, in general, there were basically no relationships between the treatment and outcome measures. In addition, there were no significant differences between the three groups in their knowledge about how to teach science. Conclusions drawn from this study include, first, the learners did learn how to teach science using inquiry. Second, in this study there is little evidence to support that concept mapping was more successful than the listing strategy in improving preservice elementary teachers' knowledge of teaching science using inquiry science instruction methods.

A narrative inquiry into teaching physics as inquiry: An examination of in-service exemplars

NASA Astrophysics Data System (ADS)

Evans, Paige K.

Studies show that teachers who have experienced inquiry are more likely to practice the inquiry method in their own classrooms (McDermott, 2007; Olson, 1995; Pereira, 2005; Windschitl, 2002). This study explores changes in science teachers' personal practical knowledge (Clandinin, 1986) after participating in a graduate level physics inquiry course and subsequent professional development throughout the school year. In addition, teacher participants were studied to determine the roadblocks they encountered when altering curriculum mandates in ways that would enable them to work with the inquiry method. The results of this course and subsequent professional development sessions were analyzed for the benefits of using the inquiry method to teacher learning and to ascertain whether the teacher participants would be more apt to employ the inquiry method in their own classrooms. Moreover, the results of this study were analyzed to inform my personal practice as a leader preparing undergraduate science teachers in the teachHOUSTON program as well as in my continuing work with in-service teachers. An inquiry course may be added to the teachHOUSTON course sequence, based on the discoveries unearthed by this thesis study. This research study is conducted as a narrative inquiry (Clandinin & Connelly, 1992, 2000; Craig, 2011; Polkinghorne, 1995) where story works as both a research method and a form of representation (Connelly & Clandinin, 1990). Narrative inquiry is strongly influenced by John Dewey (1938) who believed that one must rely on past experiences and knowledge to solve current and future problems and that life experience is in fact education. This study inquires into the narratives of two teachers who are teaching secondary science in public schools. These stories illuminate the teachers' lived experiences as they co-constructed curriculum with their students. The images of teacher as a curriculum maker vs. teacher as a curriculum implementer (Craig & Ross, 2008; Craig, 2010) demonstrate what needs to be taken into account when teachers live physics curriculum alongside their students in physics classroom settings. The exemplars featured in this thesis illuminate teachers' developing knowledge as they expand their understandings of inquiry in a physics inquiry course undertaken for professional development purposes and their subsequent enactment of science curriculum in their own classrooms with their students as they, too, inquire into physics.

Narrative Inquiry: Theory and Practice

ERIC Educational Resources Information Center

Savin-Baden, Maggi; Van Niekerk, Lana

2007-01-01

This article offers an overview of the method of narrative inquiry and explores competing trends in the use of the approach. It not only examines the theories relating to the method but also offers practical guidance on using narrative inquiry, including an exploration of what might count as a narrative and ways of analysing narrative data. The…

Strategies of Qualitative Inquiry. Third Edition

ERIC Educational Resources Information Center

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…

Applying heuristic inquiry to nurse migration from the UK to Australia.

PubMed

Vafeas, Caroline; Hendricks, Joyce

2017-01-23

Background Heuristic inquiry is a research approach that improves understanding of the essence of an experience. This qualitative method relies on researchers' ability to discover and interpret their own experience while exploring those of others. Aim To present a discussion of heuristic inquiry's methodology and its application to the experience of nurse migration. Discussion The researcher's commitment to the research is central to heuristic inquiry. It is immersive, reflective, reiterative and a personally-affecting method of gathering knowledge. Researchers are acknowledged as the only people who can validate the findings of the research by exploring their own experiences while also examining those of others with the same experiences to truly understand the phenomena being researched. This paper presents the ways in which the heuristic process guides this discovery in relation to traditional research steps. Conclusion Heuristic inquiry is an appropriate method for exploring nurses' experiences of migration because nurse researchers can tell their own stories and it brings understanding of themselves and the phenomenon as experienced by others. Implications for practice Although not a popular method in nursing research, heuristic inquiry offers a depth of exploration and understanding that may not be revealed by other methods.

A Recipe for Inquiry.

ERIC Educational Resources Information Center

Bernstein, Jesse

2003-01-01

Explains the difference between traditional and inquiry-based chemistry experiments. Modifies a traditional cookbook laboratory for determining molar volume of gas to include inquiry. Also discusses methods for assessment. (Author/NB)

Professional development that works: Impacting elementary science teachers' learning and practice during the implementation of an inquiry-oriented science curriculum

NASA Astrophysics Data System (ADS)

Schlang, Jodi A.

One of the most important factors for developing science literacy for all students is teacher knowledge of science content and pedagogy. This study was designed to evaluate the impact of professional development on teacher learning, changes in teacher behavior, and student learning. The goal was to develop a deeper understanding of how the Elementary Science Teaching and Learning (ESTL) program affected teacher learning and changed teacher behavior in the classroom. This study also provided insight into the effect of the ESTL program on student learning during the first year of the professional development. This mixed method case study was used to examine the link between participation in the ESTL program, teacher learning, changes in teacher classroom behavior, and student learning. Qualitative observations and videotaped sessions provided rich description of the professional development and implementation of inquiry-oriented strategies in participant's classrooms. Artifacts and interviews provided evidence of teacher learning and changes in teacher behaviors. Quantitative data included self-report survey data examining changes in teacher behavior and the measurement of student learning used both science district assessment scores and CSAP writing scores. Key findings include: (1) teacher learning was reported in the areas of questioning and scope and sequence of the curriculum occurred; (2) statistically significant changes teacher behavior were reported and were noted in teacher interviews; (3) participation in the ESTL program did not positively impact student learning; (4) unanticipated findings include the role of camaraderie in professional development and the role of additional training in teacher's confidence in both their own teaching and in helping others; and, (5) teacher's perceptions identified the role of inquiry-based science curriculum as providing the rich experiences necessary for improved student writing. Overall participation in the ESTL program increased the implementation of inquiry-oriented strategies and it strengthened teacher inquiry-based science teaching in the classroom even though no increases were found in student test scores.

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

NASA Astrophysics Data System (ADS)

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 analyzing the findings of this study, it became evident that kindergarten teachers could benefit from scaffolded, ongoing professional development focusing on the components of inquiry and how to implement inquiry in their science instruction.

Approaches to Inquiry Teaching: Elementary teacher's perspectives

NASA Astrophysics Data System (ADS)

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'.

A Decade of Inquiry: Tempest in a Teacup?

ERIC Educational Resources Information Center

Merwin, William

This review covers research literature concerning the inquiry method reported by "Social Education" from 1960 to 1968. Studies were selected which dealt with either the learning outcomes or adaptability aspects of inquiry. It is cautiously concluded that under certain conditions inquiry is at least as effective as more traditional…

An Inquiry-Based Approach to Teaching Research Methods in Information Studies

ERIC Educational Resources Information Center

Albright, Kendra; Petrulis, Robert; Vasconcelos, Ana; Wood, Jamie

2012-01-01

This paper presents the results of a project that aimed at restructuring the delivery of research methods training at the Information School at the University of Sheffield, UK, based on an Inquiry-Based Learning (IBL) approach. The purpose of this research was to implement inquiry-based learning that would allow customization of research methods…

Program evaluation of Protovation Camp

NASA Astrophysics Data System (ADS)

Healy, Laurel Lynell Martin

The purpose of this program evaluation was to determine the extent to which Protovation Camp utilized the combined resources of multiple institutions to impact student learning in science, technology, engineering, and math. The partnership consisted of multiple institutions: the university, providing graduate students to facilitate inquiry-based lessons; the science center, allowing the use of their facilities and resources; and the elementary school, contributing rising third through fifth grade campers. All of these components were examined. The mixed-methods approach used post hoc quantitative data for campers, which consisted of pre-test and post-test scores on the Test of Science-Related Attitudes (TOSRA), the Draw-A-Scientist Test, and content tests based on the camp activities. Additionally, TOSRA scores and current survey results for the graduate students were used along with qualitative data collected from plusdelta charts to determine the impact of participation in Protovation Camp on teachers and students. Results of the program evaluation indicated that when students were taught inquiry-based lessons that ignite wonder, both their attitudes toward science and their knowledge about science improved. An implication for teacher preparation programs was that practicing inquiry-based lessons on actual students (campers) was an important component for teachers (graduate students) as they prepare to positively impact student learning in their own classrooms. Immediate feedback from the campers in the form of pre-test and post-test scores and from peers on plusdelta charts allowed the graduate students the opportunity to make needed adjustments to improve effectiveness before using the lesson with a new set of campers or later in their own classrooms. Keywords. Teacher preparation, Inquiry-based instruction, STEM instructions, University and museum partnerships

Understanding paradigms used for nursing research.

PubMed

Weaver, Kathryn; Olson, Joanne K

2006-02-01

The aims of this paper are to add clarity to the discussion about paradigms for nursing research and to consider integrative strategies for the development of nursing knowledge. Paradigms are sets of beliefs and practices, shared by communities of researchers, which regulate inquiry within disciplines. The various paradigms are characterized by ontological, epistemological and methodological differences in their approaches to conceptualizing and conducting research, and in their contribution towards disciplinary knowledge construction. Researchers may consider these differences so vast that one paradigm is incommensurable with another. Alternatively, researchers may ignore these differences and either unknowingly combine paradigms inappropriately or neglect to conduct needed research. To accomplish the task of developing nursing knowledge for use in practice, there is a need for a critical, integrated understanding of the paradigms used for nursing inquiry. We describe the evolution and influence of positivist, postpositivist, interpretive and critical theory research paradigms. Using integrative review, we compare and contrast the paradigms in terms of their philosophical underpinnings and scientific contribution. A pragmatic approach to theory development through synthesis of cumulative knowledge relevant to nursing practice is suggested. This requires that inquiry start with assessment of existing knowledge from disparate studies to identify key substantive content and gaps. Knowledge development in under-researched areas could be accomplished through integrative strategies that preserve theoretical integrity and strengthen research approaches associated with various philosophical perspectives. These strategies may include parallel studies within the same substantive domain using different paradigms; theoretical triangulation to combine findings from paradigmatically diverse studies; integrative reviews; and mixed method studies. Nurse scholars are urged to consider the benefits and limitations of inquiry within each paradigm, and the theoretical needs of the discipline.

Networking for Leadership, Inquiry, and Systemic Thinking: A New Approach to Inquiry-Based Learning.

ERIC Educational Resources Information Center

Byers, Al; Fitzgerald, Mary Ann

2002-01-01

Points out difficulties with a change from traditional teaching methods to a more inquiry-centered approach. Presents theoretical and empirical foundations for the Networking for Leadership, Inquiry, and Systemic Thinking (NLIST) initiative sponsored by the Council of State Science Supervisors (CSSS) and NASA, describes its progress, and outlines…

"Whose Inquiry Is This Anyway?" Money, Power, Reports, and Collaborative Inquiry

ERIC Educational Resources Information Center

Kasl, Elizabeth; Yorks, Lyle

2010-01-01

Collaborative/cooperative inquiry (CI) is both a method for engaging in new paradigm human inquiry and a strategy for facilitating adult learning. Adult educators who use CI in institutional settings must be aware of potential corrupting influences. The authors alert educators to three factors interjected by institutional affiliation that…

Using Brief Teacher Interviews to Assess the Extent of Inquiry in Classrooms

ERIC Educational Resources Information Center

Oppong-Nuako, Juliet; Shore, Bruce M.; Saunders-Stewart, Katie S.; Gyles, Petra D. T.

2015-01-01

Inquiry-based instruction is common to nearly every model of gifted education. Six teachers of 14 secondary classes were briefly interviewed about their teaching and learning methods, use of inquiry-based strategies, classroom descriptions, a typical day, student expectations, and inquiry-instruction outcomes. A criterion-referenced checklist of…

Integrating Primary Sources, Artifacts, and Museum Visits into the Primary Years Program Inquiry Curriculum in an International Baccalaureate Elementary Setting

ERIC Educational Resources Information Center

Coppersmith, Sarah A.; Song, Kim H.

2017-01-01

Questions remain about inquiry instruction, while research confirms that using primary sources can aid students' inquiry learning processes. This study questioned: "How do second-grade teachers at an International Baccalaureate Organization/IBO language immersion setting incorporate inquiry methods in instructional practices?"; "How…

"Almost Everything We Do Includes Inquiry": Fostering Inquiry-Based Teaching and Learning with Preschool Teachers

ERIC Educational Resources Information Center

Hollingsworth, Heidi L.; Vandermaas-Peeler, Maureen

2017-01-01

Given the increased emphasis on science in early learning standards, two studies were conducted to investigate preschool teachers' efficacy for teaching science and their inquiry-based teaching practices. Fifty-one teachers completed a survey of their efficacy for teaching science and understanding of inquiry methods. Teachers reported moderate…

The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom

NASA Astrophysics Data System (ADS)

Williams-Rossi, Dara

Despite the positive outcomes for inquiry-based science education and recommendations from national and state standards, many teachers continue to rely upon more traditional methods of instruction This causal-comparative study was designed to determine the effects of the Inquiry Institute, a professional development program that is intended to strengthen science teachers' pedagogical knowledge and provide practice with inquiry methods based from a constructivist approach. This study will provide a understanding of a cause and effect relationship within three levels of the independent variable---length of participation in the Inquiry Institute (zero, three, or six days)---to determine whether or not the three groups differ on the dependent variables---beliefs, implementation, and barriers. Quantitative data were collected with the Science Inquiry Survey, a researcher-developed instrument designed to also ascertain qualitative information with the use of open-ended survey items. One-way ANOVAs were applied to the data to test for a significant difference in the means of the three groups. The findings of this study indicate that lengthier professional development in the Inquiry Institute holds the most benefits for the participants.

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

NASA Astrophysics Data System (ADS)

Eliot, Michael H.

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

Minimizing student’s faults in determining the design of experiment through inquiry-based learning

NASA Astrophysics Data System (ADS)

Nilakusmawati, D. P. E.; Susilawati, M.

2017-10-01

The purpose of this study were to describe the used of inquiry method in an effort to minimize student’s fault in designing an experiment and to determine the effectiveness of the implementation of the inquiry method in minimizing student’s faults in designing experiments on subjects experimental design. This type of research is action research participants, with a model of action research design. The data source were students of the fifth semester who took a subject of experimental design at Mathematics Department, Faculty of Mathematics and Natural Sciences, Udayana University. Data was collected through tests, interviews, and observations. The hypothesis was tested by t-test. The result showed that the implementation of inquiry methods to minimize of students fault in designing experiments, analyzing experimental data, and interpret them in cycle 1 students can reduce fault by an average of 10.5%. While implementation in Cycle 2, students managed to reduce fault by an average of 8.78%. Based on t-test results can be concluded that the inquiry method effectively used to minimize of student’s fault in designing experiments, analyzing experimental data, and interpreting them. The nature of the teaching materials on subject of Experimental Design that demand the ability of students to think in a systematic, logical, and critical in analyzing the data and interpret the test cases makes the implementation of this inquiry become the proper method. In addition, utilization learning tool, in this case the teaching materials and the students worksheet is one of the factors that makes this inquiry method effectively minimizes of student’s fault when designing experiments.

Unspoken phenomena: using the photovoice method to enrich phenomenological inquiry.

PubMed

Plunkett, Robyn; Leipert, Beverly D; Ray, Susan L

2013-06-01

Photovoice is a powerful method that is gaining momentum in nursing research. As a relatively new method in nursing science, the situatedness of photovoice within or alongside various research methodologies in a single study remains in a stage of early development. The purpose of this paper is to discuss the photovoice method as a means to elicit phenomenological data when researching the lived experience. While the foundational bases of phenomenology and photovoice differ substantially, the argument presented in this paper suggests that the photovoice method can be successfully used in phenomenological inquiry provided that significant rigour checks are pursued. This includes reflecting upon the origins and understandings of both methodology and method to promote methodological congruency. Data collection and analysis approaches that contribute to phenomenological inquiry using the photovoice method in addition to rigour and ethical considerations are discussed. The use of data generated from photovoice in phenomenological inquiry may fill a void of understanding furnished by limitations of traditional phenomenological inquiry and of spoken language and can enhance understanding of the lived experience, which may not always be best understood by words alone. © 2012 John Wiley & Sons Ltd.

Reporting inquiry in simulation.

PubMed

Kardong-Edgren, Suzie; Gaba, David; Dieckmann, Peter; Cook, David A

2011-08-01

The term "inquiry" covers the large spectrum of what people are currently doing in the nascent field of simulation. This monograph proposes appropriate means of dissemination for the many different levels of inquiry that may arise from the Summit or other sources of inspiration. We discuss various methods of inquiry and where they might fit in the hierarchy of reporting and dissemination. We provide guidance for deciding whether an inquiry has reached the level of development required for publication in a peer-reviewed journal and conclude with a discussion of what most journals view as inquiry acceptable for publication.

Exploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry students

NASA Astrophysics Data System (ADS)

Seda Cetin, Pinar; Eymur, Guluzar; Southerland, Sherry A.; Walker, Joi; Whittington, Kirby

2018-03-01

This study examines the influence of laboratory instruction that engages students in a wide range of the practices of science on Turkish high-school students' chemistry learning. In this mixed methods study, student learning in two different laboratory settings was compared, one that featured an instruction that engaged students in a wide range of disciplinary practices (through Argument-driven Inquiry - ADI) and similar laboratories in which a more traditional Structured Inquiry (SI) approach was employed. The data sources included a Chemistry Concept test, an Argumentative Writing Assessment, and Semi-structured interviews. After seven weeks of chemistry instruction, students experiencing ADI instruction scored higher on the Chemistry Concept test and the Argumentative Writing Assessment than students experiencing SI instruction. Furthermore, girls who experienced ADI instruction scored higher on the assessments than their majority peers in the same class. The results suggest that Turkish students can substantially improve their chemistry proficiency if they have an opportunity to engage in instruction featuring a broad array of the practices of science.

Artful Biology Projects

ERIC Educational Resources Information Center

Hall, Megan

2005-01-01

While teaching science in an alternative arts high school, the author continuously addresses the challenge of welcoming creative, right-brained students into the world of systematic inquiry. Busily mixing paint colors, choreographing futuristic dances, performing comedic theater, and practicing the banjo, the students rarely initiate authentic…

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

NASA Astrophysics Data System (ADS)

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 task did not tend to use the sentence stems. An analysis of word counts that compared the number of words used in the Framing section to the number of words used in the Analysis section indicated that students may have been using insufficient writing strategies. This study concludes with implications for classroom practice and recommendations for future research around student writing in the science classroom.

Influence of an extensive inquiry-based field experience on pre-service elementary student teachers' science teaching beliefs

NASA Astrophysics Data System (ADS)

Bhattacharyya, Sumita

This study examined the effects of an extensive inquiry-based field experience on pre-service elementary teachers' personal agency beliefs (PAB) about teaching science and their ability to effectively implement science instruction. The research combined quantitative and qualitative approaches within an ethnographic research tradition. A comparison was made between the pre and posttest scores for two groups. The experimental group utilized the inquiry method; the control group did not. The experimental group had the stronger PAB pattern. The field experience caused no significant differences to the context beliefs of either groups, but did to the capability beliefs. The number of college science courses taken by pre-service elementary teachers' was positively related to their post capability belief (p = .0209). Qualitative information was collected through case studies which included observation of classrooms, assessment of lesson plans and open-ended, extended interviews of the participants about their beliefs in their teaching abilities (efficacy beliefs), and in teaching environments (context beliefs). The interview data were analyzed by the analytic induction method to look for themes. The emerging themes were then grouped under several attributes. Following a review of the attributes a number of hypotheses were formulated. Each hypothesis was then tested across all the cases by the constant comparative method. The pattern of relationship that emerged from the hypotheses testing clearly suggests a new hypothesis that there is a spiral relationship among the ability to establish communicative relationship with students, desire for personal growth and improvement, and greater content knowledge. The study concluded that inquiry based student teaching should be encouraged to train school science teachers. But the meaning and the practice of the inquiry method should be clearly delineated to ensure its correct implementation in the classroom. A survey should be undertaken to ascertain the extent to which what is currently being practiced, as the inquiry method is indeed the inquiry method. Practicing the inquiry method is greatly more demanding than traditional methods of teacher training. A widespread adoption of the method will require considerable changes in these factors.

Designing for Learner Engagement in Middle School Science: Technology, Inquiry, and the Hierarchies of Engagement

ERIC Educational Resources Information Center

Harmer, Andrea J.; Cates, Ward Mitchell

2007-01-01

Engaging middle-school students in scientific inquiry is typically recognized as important, but difficult. Designed to foster learner engagement, this method used an online, problem-based, science inquiry that investigated the West Nile virus during four weeks of collaborative classroom sessions. The inquiry prototype was authored in WISE, the…

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

ERIC Educational Resources Information Center

Hermann, Ronald S.; Miranda, Rommel J.

2010-01-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

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

ERIC Educational Resources Information Center

Lee, Carole K.; Shea, Marilyn

2016-01-01

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

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

NASA Astrophysics Data System (ADS)

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 in inquiry investigations, the relationship of scientific inquiry to the nature of science, whether the process of scientific inquiry follows the traditional scientific method, and the similarities and differences in conceptualizations of scientific inquiry across science disciplines. These findings represent a private side of science, which can be useful in characterizing key features of scientific inquiry to be incorporated into K--16 teaching practices.

What matters? Assessing and developing inquiry and multivariable reasoning skills in high school chemistry

NASA Astrophysics Data System (ADS)

Daftedar Abdelhadi, Raghda Mohamed

Although the Next Generation Science Standards (NGSS) present a detailed set of Science and Engineering Practices, a finer grained representation of the underlying skills is lacking in the standards document. Therefore, it has been reported that teachers are facing challenges deciphering and effectively implementing the standards, especially with regards to the Practices. This analytical study assessed the development of high school chemistry students' (N = 41) inquiry, multivariable causal reasoning skills, and metacognition as a mediator for their development. Inquiry tasks based on concepts of element properties of the periodic table as well as reaction kinetics required students to conduct controlled thought experiments, make inferences, and declare predictions of the level of the outcome variable by coordinating the effects of multiple variables. An embedded mixed methods design was utilized for depth and breadth of understanding. Various sources of data were collected including students' written artifacts, audio recordings of in-depth observational groups and interviews. Data analysis was informed by a conceptual framework formulated around the concepts of coordinating theory and evidence, metacognition, and mental models of multivariable causal reasoning. Results of the study indicated positive change towards conducting controlled experimentation, making valid inferences and justifications. Additionally, significant positive correlation between metastrategic and metacognitive competencies, and sophistication of experimental strategies, signified the central role metacognition played. Finally, lack of consistency in indicating effective variables during the multivariable prediction task pointed towards the fragile mental models of multivariable causal reasoning the students had. Implications for teacher education, science education policy as well as classroom research methods are discussed. Finally, recommendations for developing reform-based chemistry curricula based on the Practices are presented.

A Multi-Level Systems Perspective for the Science of Team Science

PubMed Central

Börner, Katy; Contractor, Noshir; Falk-Krzesinski, Holly J.; Fiore, Stephen M.; Hall, Kara L.; Keyton, Joann; Spring, Bonnie; Stokols, Daniel; Trochim, William; Uzzi, Brian

2012-01-01

This Commentary describes recent research progress and professional developments in the study of scientific teamwork, an area of inquiry termed the “science of team science” (SciTS, pronounced “sahyts”). It proposes a systems perspective that incorporates a mixed-methods approach to SciTS that is commensurate with the conceptual, methodological, and translational complexities addressed within the SciTS field. The theoretically grounded and practically useful framework is intended to integrate existing and future lines of SciTS research to facilitate the field’s evolution as it addresses key challenges spanning macro, meso, and micro levels of analysis. PMID:20844283

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

NASA Astrophysics Data System (ADS)

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 programs hold promise for teacher candidates by providing them knowledge and strategies for implementing innovative technologies to teach science inquiry when designing curriculum. By identifying specific implications for methods course design and implementation, as well as future research, this study contributes to teacher education improvement efforts, and therefore supports changing learning styles of their future students, so-called the iGeneration.

Development of interest in science and interest in teaching elementary science: Influence of informal, school, and inquiry methods course experiences

NASA Astrophysics Data System (ADS)

Bulunuz, Mizrap

Inquiry-based science instruction is a major goal of science education reform. However, there is little research examining how preservice elementary teachers might be motivated to teach through inquiry. This quantitative study was designed to examine the role of background experiences and an inquiry science methods course on interest in science and interest in teaching science. The course included many activities and assignments at varying levels of inquiry, designed to teach content and inquiry methods and to model effective teaching. The study involved analyses of surveys completed by students in the course on their experiences with science before, during, and at the end of the course. The following questions guided the design of this study and analysis of the data: (1) What science background experiences (school, home, and informal education) do participants have and how do those experiences affect initial interest in science? (2) Among the hands-on activities in the methods course, is there a relationship between level of inquiry of the activity and the motivational quality (interesting, fun, and learning) of the activity? (3) Does the course affect participants' interest and attitude toward science? (4) What aspects of the course contribute to participants' interest in teaching science and choice to teach science? Descriptive and inferential analysis of a background survey revealed that participants with high and low initial interest in science differed significantly on remembering about elementary school science and involvement in science related activities in childhood/youth. Analysis of daily ratings of each hands-on activity on motivational qualities (fun, interest, and learning) indicated that there were significant differences in motivational quality of the activities by level of inquiry with higher levels of inquiry rated more positively. Pre/post surveys indicated that participants increased in interest in science and a number of variables reflecting more positive feelings about science and science teaching. Regression analysis found that the best predictors for interest in teaching science were experiencing fun activities in the science methods course followed by the interest participants brought to the course. This study highlights the motivational aspects of the methods course in developing interest in science and interest in teaching science.

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

NASA Astrophysics Data System (ADS)

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.

Exploring Elementary Pre-Service Teachers' Experiences and Learning Outcomes in a Revised Inquiry-Based Science Lesson: An Action Research

ERIC Educational Resources Information Center

Kazempour, Mahsa; Amirshokoohi, Aidin

2013-01-01

In order for teachers to implement inquiry-based teaching practices, they must have experienced inquiry-based learning especially during science content and methods courses. Although the impacts of inquiry-based instruction on various cognitive and affective domains have been studied and documented little attention has been paid to "how"…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

The Inquiry Wheel, an Alternative to the Scientific Method

ERIC Educational Resources Information Center

Robinson, William R.

2004-01-01

The process used by scientists as they pursue research as a wheel with questions at the hub and various stages of the inquiry in a circular arrangement around the hub is described. It is noted that the process of scientific inquiry can begin from any stage and that stages may be revisited as often as the particular inquiry requires.

Exploring students' perceptions and performance on predict-observe-explain tasks in high school chemistry laboratory

NASA Astrophysics Data System (ADS)

Vadapally, Praveen

This study sought to understand the impact of gender and reasoning level on students' perceptions and performances of Predict-Observe-Explain (POE) laboratory tasks in a high school chemistry laboratory. Several literature reviews have reported that students at all levels have not developed the specific knowledge and skills that were expected from their laboratory work. Studies conducted over the last several decades have found that boys tend to be more successful than girls in science and mathematics courses. However, some recent studies have suggested that girls may be reducing this gender gap. This gender difference is the focal point of this research study, which was conducted at a mid-western, rural high school. The participants were 24 boys and 25 girls enrolled in two physical science classes taught by the same teacher. In this mixed methods study, qualitative and quantitative methods were implemented simultaneously over the entire period of the study. MANOVA statistics revealed significant effects due to gender and level of reasoning on the outcome variables, which were POE performances and perceptions of the chemistry laboratory environment. There were no significant interactions between these effects. For the qualitative method, IRB-approved information was collected, coded, grouped, and analyzed. This method was used to derive themes from students' responses on questionnaires and semi-structured interviews. Students with different levels of reasoning and gender were interviewed, and many of them expressed positive themes, which was a clear indication that they had enjoyed participating in the POE learning tasks and they had developed positive perceptions towards POE inquiry laboratory learning environment. When students are capable of formal reasoning, they can use an abstract scientific concept effectively and then relate it to the ideas they generate in their minds. Thus, instructors should factor the nature of students' thinking abilities into their instructional strategies and strive to create a learning environment where students are engaged in thinking, learning, and acting in meaningful and beneficial ways. POE learning tasks enhance students' laboratory experiences and can help deepen their understanding of the empirical nature of science. Key words: predict observe explain, gender, science laboratory inquiry, reasoning ability, social constructivism, mixed methods.

Optimizing the Instructional Moment: A Guide to Using Socratic, Didactic, Inquiry, and Discovery Methods.

ERIC Educational Resources Information Center

Keegan, Mark

1993-01-01

Discussion of basic instructional methods highlights four in particular: didactic, Socratic, inquiry, and discovery. Examples and descriptions of each method are given for elementary, secondary, and higher education; applications of each method are examined; and what teachers can do is considered. (eight references) (LRW)

Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction

NASA Astrophysics Data System (ADS)

Steele, Astrid; Brew, Christine; Rees, Carol; Ibrahim-Khan, Sheliza

2013-02-01

Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educators collaborated to better understand the PTs' background experiences and attitudes toward those subjects. The research project provided two avenues for professional learning: the data collected from the PTs and the opportunity for collaborative action research. The mixed method study focused on: the relationship between gender and undergraduate major (science versus non-science) with respect to previous and current engagement in science and math, understanding the processes of inquiry, and learning outside the classroom. A field trip to a science center provided the setting for the data collection. From a sample of 132 PTs, a multivariate analysis showed that the science major of PTs explained most of the gender differences with respect to the PTs' attitudes toward science and mathematics. The process of inquiry is generally poorly interpreted by PTs, and non-science majors prefer a more social approach in their learning to teach science and math. The four educators/collaborators reflect on the impacts of the research on their individual practices, for example, the need to: include place-based learning, attend to the different learning strategies taken by non-science majors, emphasize social and environmental contexts for learning science and math, be more explicit regarding the processes of science inquiry, and provide out-of-classroom experiences for PTs. They conclude that the collaboration, though difficult at times, provided powerful opportunities for examining individual praxis.

The Relationship Between Reformed Teaching and Students' Creativity in a Chinese Middle School

NASA Astrophysics Data System (ADS)

Wu, Chenglin

Current education reform in both the United States and China promotes a reformed inquiry-based approach based on the constructivist learning theory. This study contributes to the research literature by exploring the relationship between reformed science teaching and students' creativity. Chinese education is often criticized for a lack of creativity by some news media (Stack, 2011). This study was designed to explore the creativity of students and the extent to which inquiry instruction is used in the science classroom. The study used a convenience sample of two classes from a middle school located in Wuhu city, Anhui province, China. A total of 120 students and 3 science teachers participated. A mixed-methods research approach was adopted for integrated explanation. Student surveys, the Torrance Test of Creative Thinking (TTCT), Verbal, Reformed Teaching Observation Protocol (RTOP), and semi-structured interview were utilized as research tools for collecting quantitative and qualitative data. The findings indicate that there was a positive relationship between reformed teaching and students' creativity (F (2, 117) = 19.760, p<.001). Classroom observation generally indicated that the participating teachers were skillful at promoting conceptual understanding and provoking high-level thinking. However, evidence of student-centered instruction was less apparent. The semi-structured interviews with participating teachers showed a positive attitude toward inquiry-based teaching but also revealed several challenges. The findings from the Verbal TTCT and classroom observation provided evidence of Chinese students' creativity. Directions for future research are provided.

Verbal and social interaction patterns among elementary students during self-guided "I Wonder Projects"

NASA Astrophysics Data System (ADS)

Huziak, Tracy Lynn

National standards for science teaching stress the use of inquiry teaching methods. One example of inquiry teaching is the I Wonder Project, which has been used in the Madison, WI Metropolitan School District for over ten years. The purpose of the I Wonder Project is to promote scientific discourse among elementary students through the publication of their research in a journal, similar in some ways to the scientific discourse within a community of scientists. This research study utilizes the I Wonder Project method to encourage student communication and self-guided project work. Approximately fifteen students ages 6--12 participated in a six-week self-guided inquiry project called I Wonder. Students worked as a cohort to learn science process skills and to build a scientific community. During this time, each student designed and carried out a self-guided inquiry project and wrote an article about their findings, which was presented on the last day of summer camp. A mixed method approach was used conduct this study. Participants were given a pretest and a posttest to determine the changes in scientific process skills as a result of participation in the project. The students were interviewed to determine their ideas about science and how those ideas changed over the time of participation in summer camp. Also the students were observed by the researchers, as well as audio- and video-taped to capture the verbal conversations and debates that take place as a result of discussion of ideas during the program. Students participated in this study as individuals and group members. Teacher and student interactions were noted to follow three main interaction styles: structured, guided and open-ended. These interactions work much like the inquiry levels described in the literature. Students also interacted with each other in three different ways: independently, dependently, and multifunctioning. Some students wished to work alone, while others preferred others to contribute to their work as well. Finally, there were five main types of science talk described by this study based on Gee's (1997) four types of science talk: design and debate, anomaly talk, everyday speculation talk, and explanation talk. What was also noted was an overwhelming amount of prior experience talk. Because students were given free choice in their topics of study, many chose to study topics that they had some interest or prior experience with. This led to a comparison of current findings to those they had already anticipated or expected. This study shows that self-guided inquiry projects require a range of interaction styles between students and also teachers. Many students need differing levels of support in order to be successful. In addition, it is important that students have an opportunity to select a topic of choice so that they have the opportunity to build on their scientific knowledge from their prior experiences.

An analysis of elementary teachers' perceptions of teaching science as inquiry

NASA Astrophysics Data System (ADS)

Domjan, Heather Nicole

The purpose of this study is to describe elementary school teachers' perceptions of science as inquiry in science instruction. A descriptive survey research design was used to collect data regarding elementary science teachers' knowledge and beliefs related to inquiry and its role in science education. The written section of the survey was analyzed and interpreted descriptively through phenomenological data and the constant comparative method (Glaser & Strauss, 1967; Lincoln & Guba, 1985). The researcher used the constant comparative method to identify statements, perceptions, and impressions that occurred over time during the study (Janesick, 1994). Ninety-two elementary school teachers who teach science in a large suburban district southwest of Houston, Texas were administered a three part Understanding Science as Inquiry Survey (USAI) developed by the researcher. Participants communicated in writing personal definitions of inquiry in elementary science as well as determined to what extent inquiry was used in four elementary science classroom scenarios. The survey items were based on the following four components of inquiry described by Inquiry and the National Science Education Standards (2000): (1) conceptual knowledge, (2) process skills, (3) nature of science, and (4) affect. The study describes elementary school teachers' perceptions about science as inquiry. Conclusions for Part A of the USAI Survey indicate that participants define inquiry as: mostly process skills, some conceptual knowledge, and very little affect with no perception of the nature of science. The Likert scale ratings for the scenarios in Part B of the USAI Survey reveal that participants have varied perceptions regarding teaching science as inquiry. The written section of Part B reveals participants' perceptions to be similar to that of their Likert scale ratings except in scenario one. The researcher concludes that the participants in this study appear to have an incomplete understanding of teaching science as inquiry. This study suggests that elementary teachers might benefit from increased and sustained professional development programs centered on inquiry teaching strategies. Professional development activities on teaching science as inquiry create opportunities for teachers to confront and develop ways of thinking about inquiry and ultimately enhance inquiry-based teaching in their classrooms.

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

NASA Astrophysics Data System (ADS)

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 found that students in the engineering group outperformed students in the control group in regards to their ability to answer open-ended questions when interviewed. Implications for students' science content learning and teachers' professional development are discussed.

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

PubMed Central

An, Ji-Young

2016-01-01

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

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

NASA Astrophysics Data System (ADS)

Sahingoz, Selcuk

One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective science teaching orientation, this study specifically focuses on effective pedagogy. The interest of this study is to clarify pedagogical orientations of middle school science teachers in Turkey toward the teaching of science conceptual knowledge. It focuses on what instructional preferences Turkish middle school science teachers have in theory and practice. The purpose of this study is twofold: 1) to elucidate teacher pedagogical profiles toward direct and inquiry instructional approaches. For this purpose, quantitative profile data, using a Turkish version of the Pedagogy of Science Teaching Test (POSTT-TR) assessment instrument, was collected from 533 Turkish middle school science teachers; 2) to identify teaching orientations of middle school science teachers and to identify their reasons for preferring specific instructional practices. For this purpose, descriptive qualitative, interview data was collected from 23 teachers attending a middle school science teacher workshop in addition to quantitative data using the POSTT-TR. These teachers sat for interviews structured by items from the POSTT-TR. Thus, the research design is mixed-method. The design provides a background profile on teacher orientations along with insights on reasons for pedagogical choices. The findings indicate that instructional preference distributions for the large group and smaller group are similar; however, the smaller workshop group is more in favor of inquiry instructional approaches. The findings also indicate that Turkish middle school science teachers appear to have variety of teaching orientations and they have varied reasons. Moreover, the research found that several contextual factors contributed to teachers' instructional practices including internal and external issues such as school environment, limited resources, large class sizes, standardized test pressure, and limited accessibility to professional development. The findings provide insight on the readiness of middle school teachers to implement the Turkish Curriculum Framework, specifically, teacher readiness to put science inquiry instructional approaches into actual classroom practice. Given that new Turkish policy calls for greater inquiry instruction, this study can help inform teacher development efforts directed at promoting science inquiry instruction.

Using inquiry-based instruction with Web-based data archives to facilitate conceptual change about tides among preservice teachers

NASA Astrophysics Data System (ADS)

Ucar, Sedat

The purpose of this mixed methods study was to describe and understand preservice teachers' conceptions of tides and to explore an instructional strategy that might promote the learning of scientific concepts. The participants were preservice teachers in three initial licensure programs. A total of 80 graduate students, in secondary, middle, and early childhood education programs completed a multiple choice assessment of their knowledge of tides-related concepts. Thirty of the 80 participants were interviewed before the instruction. Nineteen of the 30 students who were interviewed also participated in the instruction and were interviewed after the instruction. These 19 students also completed both the pre-test and 18 of them completed the post-test on tides and related content. Data regarding the participants' conceptual understandings of tides were collected before and after the instruction using both qualitative and quantitative data collection methods. A multiple choice pre-test was developed by the researcher. The same test was used before and after the instructional intervention. Structured interviews were conducted with participants before and after instruction. In addition to interviews, participants were asked to write a short journal after instruction. The constant comparative method was used to analyze the qualitative data. Preservice teachers' conceptual understandings of tides were categorized under six different types of conceptual understandings. Before the instruction, all preservice teachers held alternative or alternative fragments as their types of conceptual understandings of tides, and these preservice teachers who held alternative conceptions about tides were likely to indicate that there is one tidal bulge on Earth. They tried to explain this one tidal bulge using various alternative conceptions. After completing an inquiry-based and technology-enhanced instruction of tides, preservice teachers were more likely to hold a scientific conceptual understanding. Also, after completion of the inquiry-based and technology-enhanced instruction, some preservice teachers were likely to continue to hold the conception that the rotation of the moon around the Earth during one 24-hour period causes the tides to move with the moon. The findings of the study provide evidence that inquiry-based and technology-enhanced instruction utilizing Web-based archived data sources can be used to promoting conceptual change among preservice teachers.

Orchestrating Inquiry Learning

ERIC Educational Resources Information Center

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…

Interactive Computer Lessons for Introductory Economics: Guided Inquiry-From Supply and Demand to Women in the Economy.

ERIC Educational Resources Information Center

Miller, John; Weil, Gordon

1986-01-01

The interactive feature of computers is used to incorporate a guided inquiry method of learning introductory economics, extending the Computer Assisted Instruction (CAI) method beyond drills. (Author/JDH)

Mixing and Making Changes

ERIC Educational Resources Information Center

Ashbrook, Peggy

2006-01-01

Young children do science exploration and observation every day in their play. They spontaneously engage in parts of the scientific inquiry process--wondering, asking a question, planning how to answer the question, documenting their work, thinking about what happened, and sharing their results with others. Conducting an entire experiment is…

Multiage Grouping and Student Collaboration

ERIC Educational Resources Information Center

Cowan, Matthew

2014-01-01

The aim of this action research project was to investigate students' social preferences and pro-social interactions in a multiage, high school classroom in order to better understand how to group students to maximize learning and collaboration. According to many educational experts and previous inquiries, mixed-age learning groups introduce…

Cable television home-shopping stations and disabled persons: an informal look.

PubMed

Trinkaus, J

1994-08-01

Based in part as a service to handicapped people, the Federal Communications Commission has granted "must carry" protection to cable television home-shopping stations. An informal inquiry of the product mix presently being offered does not show that this mission is being fulfilled.

Impact of Including Authentic Inquiry Experiences in Methods Courses for Pre-Service Secondary Teachers

NASA Astrophysics Data System (ADS)

Slater, T. F.; Elfring, L.; Novodvorsky, I.; Talanquer, V.; Quintenz, J.

2007-12-01

Science education reform documents universally call for students to have authentic and meaningful experiences using real data in the context of their science education. The underlying philosophical position is that students analyzing data can have experiences that mimic actual research. In short, research experiences that reflect the scientific spirit of inquiry potentially can: prepare students to address real world complex problems; develop students' ability to use scientific methods; prepare students to critically evaluate the validity of data or evidence and of the consequent interpretations or conclusions; teach quantitative skills, technical methods, and scientific concepts; increase verbal, written, and graphical communication skills; and train students in the values and ethics of working with scientific data. However, it is unclear what the broader pre-service teacher preparation community is doing in preparing future teachers to promote, manage, and successful facilitate their own students in conducting authentic scientific inquiry. Surveys of undergraduates in secondary science education programs suggests that students have had almost no experiences themselves in conducting open scientific inquiry where they develop researchable questions, design strategies to pursue evidence, and communicate data-based conclusions. In response, the College of Science Teacher Preparation Program at the University of Arizona requires all students enrolled in its various science teaching methods courses to complete an open inquiry research project and defend their findings at a specially designed inquiry science mini-conference at the end of the term. End-of-term surveys show that students enjoy their research experience and believe that this experience enhances their ability to facilitate their own future students in conducting open inquiry.

Variations on an Historical Case Study

ERIC Educational Resources Information Center

Field, Patrick

2006-01-01

The National Inquiry Standard for Science Education Preparation requires science teachers to introduce students to scientific inquiry to solve problems by various methods, including active learning in a collaborative environment. In order for science teachers to comply with this inquiry standard, activities must be designed for students to…

Connecting Mathematics in Primary Science Inquiry Projects

ERIC Educational Resources Information Center

So, Winnie Wing-mui

2013-01-01

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

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

NASA Astrophysics Data System (ADS)

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 talk changed from giving directions toward scaffolding student thought. These results have implications for professional development and teacher education as they suggest that more time should be spent on challenging teachers to align their pedagogy with how students learn rather than simply providing strategies and lesson plans for teachers to use in the classrooms.

Qualitative Assessment of Inquiry-Based Teaching Methods

ERIC Educational Resources Information Center

Briggs, Michael; Long, George; Owens, Katrina

2011-01-01

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

Ten Inquiry Methods Used in Curriculum Studies.

ERIC Educational Resources Information Center

Short, Edmund C.

Ten different methods of inquiry are outlined in this overview of research methodologies currently being employed in the field of curriculum studies: (1) philosophical, (2) historical, (3) scientific, (4) artistic, (5) moral, (6) religious, (7) interpretive, (8) instrumental, (9) deliberative, and (10) action oriented. Each of the 10 methods is…

Comparing the perceptions of scientific inquiry between experts and practitioners

NASA Astrophysics Data System (ADS)

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 theme involved improvement at the pre-service level. Experts and practitioners alike noted the lack of training and preparation provided in inquiry-based methodologies in the sciences, educational methods courses, and other areas of the curriculum. However, it was also shown that teachers are resistant to change.

Against Simplicity, against Ethics: Analytics of Disruption as Quasi-Methodology

ERIC Educational Resources Information Center

Childers, Sara M.

2012-01-01

Simplified understandings of qualitative inquiry as mere method overlook the complexity and nuance of qualitative practice. As is the call of this special issue, the author intervenes in the simplification of qualitative inquiry through a discussion of methodology to illustrate how theory and inquiry are inextricably linked and ethically…

Leadership Learning through Student-Centered and Inquiry-Focused Approaches to Teaching Adaptive Leadership

ERIC Educational Resources Information Center

Haber-Curran, Paige; Tillapaugh, Daniel

2013-01-01

This qualitative study examines student learning about leadership across three sections of a capstone course in an undergraduate leadership minor. Qualitative methods were informed by exploratory case study analysis and phenomenology. Student-centered and inquiry-focused pedagogical approaches, including case-in-point, action inquiry, and…

Assessing Students' Experimentation Processes in Guided Inquiry

ERIC Educational Resources Information Center

Emden, Markus; Sumfleth, Elke

2016-01-01

In recent science education, experimentation features ever more strongly as a method of inquiry in science classes rather than as a means to illustrate phenomena. Ideas and materials to teach inquiry abound. Yet, tools for assessing students' achievement in their processes of experimentation are lacking. The present study assumes a basal,…

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

ERIC Educational Resources Information Center

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

2013-01-01

We describe the Science Semester, a semester-long course block that integrates three science courses and a science education methods course for elementary teacher education majors, and examine prospective elementary teachers' developing conceptions about inquiry, science teaching efficacy, and reflections on learning through inquiry. The…

Using POE Centers

ERIC Educational Resources Information Center

Rios, Jose M.

2002-01-01

Inquiry. It's a word that every teacher has heard repeatedly since the publication of the National Science Education Standards. Given the challenges of teaching core content, preparing students for inquiry may seem like a daunting task. Yet there are many different approaches to inquiry. Examining the nature of the scientific method and reducing…

Quantitative and qualitative approaches in the study of poverty and adolescent development: separation or integration?

PubMed

Leung, Janet T Y; Shek, Daniel T L

2011-01-01

This paper examines the use of quantitative and qualitative approaches to study the impact of economic disadvantage on family processes and adolescent development. Quantitative research has the merits of objectivity, good predictive and explanatory power, parsimony, precision and sophistication of analysis. Qualitative research, in contrast, provides a detailed, holistic, in-depth understanding of social reality and allows illumination of new insights. With the pragmatic considerations of methodological appropriateness, design flexibility, and situational responsiveness in responding to the research inquiry, a mixed methods approach could be a possibility of integrating quantitative and qualitative approaches and offers an alternative strategy to study the impact of economic disadvantage on family processes and adolescent development.

Whither Ability Grouping: Changing the Object of Groupwork

ERIC Educational Resources Information Center

Anthony, Glenda; Hunter, Roberta; Hunter, Jodie

2016-01-01

Grouping children by achievement levels is a thriving practice in New Zealand primary school mathematics classrooms. In this paper we look at the impact of a formative intervention project--"Developing Communities of Mathematics Inquiry"--that required a whole-school shift to mixed achievement grouping. Engeström's Cultural Historical…

Management

Treesearch

L.J. Barrett

1934-01-01

The Station has received recent inquiries regarding site index curves for species other than the mixed hardwood stands for which such data are already available, The attached curves for second growth yellow poplar and white pine will be found suitable for approximate site determinations in the Southern Appachians. The white pine curves are based upon measurements of...

The Influence of an Extensive Inquiry-Based Field Experience on Pre-Service Elementary Student Teachers' Science Teaching Beliefs

NASA Astrophysics Data System (ADS)

Bhattacharyya, Sumita; Volk, Trudi; Lumpe, Andrew

2009-06-01

This study examined the effects of an extensive inquiry-based field experience on pre service elementary teachers’ personal agency beliefs, a composite measure of context beliefs and capability beliefs related to teaching science. The research combined quantitative and qualitative approaches and included an experimental group that utilized the inquiry method and a control group that used traditional teaching methods. Pre- and post-test scores for the experimental and control groups were compared. The context beliefs of both groups showed no significant change as a result of the experience. However, the control group’s capability belief scores, lower than those of the experimental group to start with, declined significantly; the experimental group’s scores remained unchanged. Thus, the inquiry-based field experience led to an increase in personal agency beliefs. The qualitative data suggested a new hypothesis that there is a spiral relationship among teachers’ ability to establish communicative relationships with students, desire for personal growth and improvement, ability to implement multiple instructional strategies, and possession of substantive content knowledge. The study concludes that inquiry-based student teaching should be encouraged in the training of elementary school science teachers. However, the meaning and practice of the inquiry method should be clearly delineated to ensure its correct implementation in the classroom.

And then the internet happened: Thoughts on the future of concept mapping.

PubMed

McLinden, Daniel

2017-02-01

Over 25 years ago, in the late twentieth century, concept mapping emerged as a mixed method approach to inquiry that enables a group of people to conceptualize their thinking about a specific topic. Since then, the application of concept mapping has spread widely and an easy prediction for the future is that this trend is likely to continue; a more important and greater challenge is to think about the ways in which concept mapping may and should evolve. Discussed here are thoughts about the future of concept mapping including some predictions of likely directions and suggestions for new possibilities. Thoughts on the future are grounded in concept mapping applications that have emerged and gained ground in recent years; these include exploring wicked problems in communities and integrating concept mapping with other methods of inquiry. Thoughts on the future are also grounded in the social and cultural milieu in which we find ourselves at this time. The influence of social media and internet technologies has led to the emergence peer production and crowdsourcing as approaches to co-create information, knowledge, products and services. These tactics may create fertile ground for the further spread of concept mapping. This same collaborative milieu has produced the open software movement which in turn, offers opportunities to enhancing the methodology of concept mapping. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

NASA Astrophysics Data System (ADS)

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.

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

ERIC Educational Resources Information Center

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…

Sustaining Inquiry-Based Teaching Methods in the Middle School Science Classroom

ERIC Educational Resources Information Center

Murphy, Amy Fowler

2012-01-01

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…

Qualitative Improvement Methods Through Analysis of Inquiry Contents for Cancer Registration

PubMed

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

2017-06-25

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

Peirce's Philosophy of Mathematical Education: Fostering Reasoning Abilities for Mathematical Inquiry

ERIC Educational Resources Information Center

Campos, Daniel G.

2010-01-01

I articulate Charles S. Peirce's philosophy of mathematical education as related to his conception of mathematics, the nature of its method of inquiry, and especially, the reasoning abilities required for mathematical inquiry. The main thesis is that Peirce's philosophy of mathematical education primarily aims at fostering the development of the…

Inquiry Methods for Critical Consciousness and Self-Change in Faculty

ERIC Educational Resources Information Center

Pena, Edlyn Vallejo

2012-01-01

This study investigates faculty members' experiences in a 20-month inquiry project that provided them with structured opportunities to (a) interview students of color about their educational journey, and (b) meet with other faculty members as a collaborative inquiry team to discuss student interview findings. Changes in faculty members were…

Inquiry Based Teaching in Turkey: A Content Analysis of Research Reports

ERIC Educational Resources Information Center

Kizilaslan, Aydin; Sozbilir, Mustafa; Yasar, M. Diyaddin

2012-01-01

Inquiry-based learning [IBL] enhances students' critical thinking abilities and help students to act as a scientist through using scientific method while learning. Specifically, inquiry as a teaching approach has been defined in many ways, the most important one is referred to nature of constructing knowledge while the individuals possess a…

4-H Science Inquiry Video Series

ERIC Educational Resources Information Center

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

2013-01-01

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

Leveraging Educational Data Mining for Real-Time Performance Assessment of Scientific Inquiry Skills within Microworlds

ERIC Educational Resources Information Center

Gobert, Janice D.; Sao Pedro, Michael A.; Baker, Ryan S. J. D.; Toto, Ermal; Montalvo, Orlando

2012-01-01

We present "Science Assistments," an interactive environment, which assesses students' inquiry skills as they engage in inquiry using science microworlds. We frame our variables, tasks, assessments, and methods of analyzing data in terms of "evidence-centered design." Specifically, we focus on the "student model," the…

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

ERIC Educational Resources Information Center

Østergaard, Lars Domino

2016-01-01

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

A New Model for Inquiry: Is the Scientific Method Dead?

ERIC Educational Resources Information Center

Harwood, William S.

2004-01-01

There has been renewed discussion of the scientific method, with many voices arguing that it presents a very limited or even wholly incorrect image of the way science is really done. At the same time, the idea of a scientific method is pervasive. This article identifies the scientific method as a simple model for the process of scientific inquiry.…

The neurosociology of schizophrenia: vulnerability and functional disability.

PubMed

Carter, M; Flesher, S

1995-08-01

It has been maintained that becoming a schizophrenic is essentially "a social and interpersonal process, not an inevitable consequence of primary symptoms and neurochemical abnormality" (Estroff 1989). It is the intent of this paper to elaborate on this theme by exploring how the neuropsychological deficits of schizophrenia relate to the observed social handicaps of people who carry the diagnosis. We argue that a better understanding of schizophrenia requires inquiry into the handicaps as well as the process whereby schizophrenic and preschizophrenic men and women try and fail to negotiate socially mandated roles. Of necessity, such an inquiry will require mixing levels of explanation (Meehl 1990) and will draw upon insights from the disciplines of psychiatry, neuropsychology, and sociology.

Integrating social science and design inquiry through interdisciplinary design charrettes: an approach to participatory community problem solving.

PubMed

Sutton, Sharon E; Kemp, Susan P

2006-09-01

Interdisciplinary collaborations that aim to facilitate meaningful community outcomes require both the right mix of disciplinary knowledge and effective community participation, which together can deepen collective knowledge and the capacity to take action. This article explores three interdisciplinary design charrettes, intensive participatory workshops that addressed specific community problems and provided a context for integrating design and social science inquiry with local community knowledge. Evaluation data from the charrettes shed light on how students from the design and social science disciplines experienced the charrettes, and on their interactions with community members. Key advantages to this interdisciplinary, community-based collaboration included expanded knowledge derived from the use of multiple modes of inquiry, particularly the resulting visualization tools that helped community members understand local issues and envision novel solutions. Key drawbacks included difficulties in balancing the two disciplines, the tendency for social scientists to feel out of place on designers' turf, and the increased disciplinary and interpersonal conflicts arising from a more diverse pool of participants.

Instructional Methods Within the Elementary-School Science Classroom Related to Improved Academic Performance

NASA Astrophysics Data System (ADS)

Baum, Lisa

There is gap in passing rates on the standardized science assessment between European American and Hispanic American students. The purpose of this study was to examine student performance in science and the closing of the achievement gap between European American and Hispanic American students based upon receipt of an inquiry or noninquiry instruction method. Guided by the theoretical framework of constructive learning, this quantitative ex post facto research design gathered data from 8 teachers who had already implemented 1 of the 2 methods of instruction. The teachers were chosen through purposive sampling based on previous observations of instructional method and were placed into 2 groups depending upon the type of instruction: inquiry or noninquiry. Descriptive statistics were used to determine mean differences and a 2-way analysis of variance was used to determine mean differences in science test scores between European American and Hispanic American students and between the instructional methods to which they had been exposed. Results found that the inquiry instructional method was related to a significant increase in mean scores for both ethnic groups, but the achievement gap between the two groups was not closed by the inquiry instruction method. This study can promote positive social change for students by informing the efforts of educational leaders and teachers to create professional development using inquiry instruction. Students may perform higher on standardized tests when they are allowed to explore science by asking questions and answering their own questions through the collection and analysis of data.

The Influence of Inquiry-Based Teaching on Male and Female Students' Motivation and Engagement

NASA Astrophysics Data System (ADS)

Kuo, Yen-Ruey; Tuan, Hsiao-Lin; Chin, Chi-Chin

2018-03-01

This study aims to examine the influence of inquiry-based instruction on eighth-grade male and female students' motivation and engagement in science learning in two public junior high schools in central Taiwan. Mixed-methods methodology was adopted with 60 students (32 males and 28 females) in the experimental group and 56 students (28 males and 28 females) in the control group. The study lasted for one semester and six units using inquiry-based teaching (90-180 min each) were implemented in the experimental group. Questionnaires used for measuring students' motivation and engagement in science learning were administered as pre- and post-tests. In addition, eight to ten male and female students from both experimental and control groups, as well as two instructors were interviewed four times throughout the semester. Quantitative data were analyzed with t test and the interview data were fully transcribed and coded. Results show that male and female students under intervention expected to do more experiments because it improved their understanding. Male and female students under intervention also used more learning strategies. However, males benefited more than females from the intervention in regard to their motivation and engagement in learning science. Males improved more in motivational constructs, recognized the value of learning science, and increased their cognitive, behavioral, and emotional engagement because what they learned applied to real life. In contrast, females had higher exam anxiety and lower cognitive engagement due to mathematics fear, stronger sense of pride in class, and caring too much about the right answers.

Narrative Inquiry as Travel Study Method: Affordances and Constraints

ERIC Educational Resources Information Center

Craig, Cheryl J.; Zou, Yali; Poimbeauf, Rita

2014-01-01

This article maps how narrative inquiry--the use of story to study human experience--has been employed as both method and form to capture cross-cultural learning associated with Western doctoral students' travel study to eastern destinations. While others were the first to employ this method in the travel study domain, we are the first to…

Educational Research and the Sight of Inquiry: Visual Methodologies before Visual Methods

ERIC Educational Resources Information Center

Metcalfe, Amy Scott

2016-01-01

As visual methods are increasingly validated in the social sciences, including educational research, we must interrogate the sight of inquiry as we employ visual methods to examine our research sites. In this essay, three layers of engagement with the visual are examined in relation to educational research: looking, seeing, and envisioning. This…

The Historical Method of Inquiry in a Teacher Training Program: Theory and Metatheory.

ERIC Educational Resources Information Center

Kimmons, Ron

A historical method of inquiry can be applied to an experimental teacher training program, specifically, the Ford Training and Preparation Program (FTPP). The historical method requires gathering a lot of loose ideas and events that have been part of the project and hanging them together in an integrated way. To achieve this, two organizing…

Working-Class Students and Historical Inquiry: Transforming Learning in the Classroom

ERIC Educational Resources Information Center

Schuster, Leslie A.

2008-01-01

For the past twelve years, the author has been teaching a lower division introductory historical methods course that uses active learning to introduce students to the issues and practices of historical methods, the "how to" of historical inquiry, research and writing. In her methods course, she is working to take into account the perspectives and…

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

ERIC Educational Resources Information Center

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…

An exemplar of naturalistic inquiry in general practice research.

PubMed

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

2017-01-23

Background Before beginning any research project, novice researchers must consider which methodological approach will best address their research questions. The paucity of literature describing a practical application of naturalistic inquiry adds to the difficulty they may experience. Aim To provide a practical example of how naturalistic inquiry was applied to a qualitative study exploring collaboration between registered nurses and general practitioners working in Australian general practice. Discussion Naturalistic inquiry is not without its critics and limitations. However, by applying the axioms and operational characteristics of naturalistic inquiry, the authors captured a detailed 'snapshot' of collaboration in general practice in the time and context that it occurred. Conclusion Using qualitative methods, naturalistic inquiry provides the scope to construct a comprehensive and contextual understanding of a phenomenon. No individual positivist paradigm could provide the level of detail achieved in a naturalistic inquiry. Implications for practice This paper presents a practical example of naturalistic inquiry for the novice researcher. It shows that naturalistic inquiry is appropriate when the researcher seeks a rich and contextual understanding of a phenomenon as it exists in its natural setting.

A Comparison of Didactic and Inquiry Teaching Methods in a Rural Community College Earth Science Course

NASA Astrophysics Data System (ADS)

Beam, Margery Elizabeth

The combination of increasing enrollment and the importance of providing transfer students a solid foundation in science calls for science faculty to evaluate teaching methods in rural community colleges. The purpose of this study was to examine and compare the effectiveness of two teaching methods, inquiry teaching methods and didactic teaching methods, applied in a rural community college earth science course. Two groups of students were taught the same content via inquiry and didactic teaching methods. Analysis of quantitative data included a non-parametric ranking statistical testing method in which the difference between the rankings and the median of the post-test scores was analyzed for significance. Results indicated there was not a significant statistical difference between the teaching methods for the group of students participating in the research. The practical and educational significance of this study provides valuable perspectives on teaching methods and student learning styles in rural community colleges.

Using Inquiry to Learn about Soil: A Fourth Grade Experience

ERIC Educational Resources Information Center

Magee, Paula A.; Wingate, Elisha

2014-01-01

In this article, we describe a fourth-grade inquiry unit on soil. The unit was designed and taught by preservice elementary teachers as part of a university science methods course. Using a student-driven inquiry approach to designing curriculum, the unit engaged fourth graders in learning about the physical properties soil, erosion, worms, and…

How Do Technology-Enhanced Inquiry Science Units Impact Classroom Learning?

ERIC Educational Resources Information Center

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

2010-01-01

We investigated how student understanding of complex science topics was impacted when 27 teachers switched from typical to inquiry instruction in a delayed cohort comparison design study. For the same set of science topics, the teachers used typical methods of instruction in the first year and online, visualization rich inquiry units in the second…

An Inquiry into Action Research: Teaching and Doing Action Research for the First-Time

ERIC Educational Resources Information Center

Palak, Deniz

2013-01-01

I undertook this inquiry into action research while teaching research methods within a graduate degree teacher education program. This inquiry represents my initial encounter with action research and describes the tools, challenges, and uncertainties that I encountered while teaching and doing action research for the first-time. The main purpose…

A Scientific Method Based upon Research Scientists' Conceptions of Scientific Inquiry.

ERIC Educational Resources Information Center

Reiff, Rebecca; Harwood, William S.; Phillipson, Teddie

For students to develop a more realistic picture of how scientists practice science, there must be well-researched understanding of how scientists do science. A model for the process of scientific inquiry that more closely reflects actual scientific practices can provide a means of dispelling some of the myths about scientific inquiry. This paper…

Managing Heuristics as a Method of Inquiry in Autobiographical Graphic Design Theses

ERIC Educational Resources Information Center

Ings, Welby

2011-01-01

This article draws on case studies undertaken in postgraduate research at AUT University, Auckland. It seeks to address a number of issues related to heuristic inquiries employed by graphic design students who use autobiographical approaches when developing research-based theses. For this type of thesis, heuristics as a system of inquiry may…

Appreciative Inquiry and Video Self Modeling Leadership Program: Achieving Skill or Behavior Change

ERIC Educational Resources Information Center

Bilodeau, Bethany Jewell

2013-01-01

A leadership program was created for students to gain skills and/or change their behavior using Appreciative Inquiry and Video Self Modeling, VSM. In 2011a youth that experiences a disability had been unable to achieve a skill utilizing traditional methods of skill acquisition. He employed the Appreciative Inquiry and VSM leadership program and…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Digital Daisy: An Inquiry-Based Approach to Investigating Floral Morphology and Dissection

ERIC Educational Resources Information Center

McIntosh, Amy V.; Richter, Stephen C.

2007-01-01

Many topics in the secondary science classroom can be difficult to introduce to students in a manner that fully engages them, especially when presented using traditional teaching methods. However, with a little innovation and an emphasis on inquiry, even dry subjects can be presented in an appealing way. The authors developed an inquiry-based…

An Inquiry-Based Laboratory Design for Microbial Ecology

ERIC Educational Resources Information Center

Tessier, Jack T.; Penniman, Clayton A.

2006-01-01

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

The Spectrum of Pedagogical Orientations of Malawian and South African Physical Science Teachers towards Inquiry

ERIC Educational Resources Information Center

Ramnarain, Umesh; Nampota, Dorothy; Schuster, David

2016-01-01

This study investigated and compared the pedagogical orientations of physical sciences teachers in Malawi and South Africa towards inquiry or direct methods of science teaching. Pedagogical orientation has been theorized as a component of pedagogical content knowledge. Orientations were characterized along a spectrum of two variants of inquiry and…

Effectiveness and Accountability of the Inquiry-Based Methodology in Middle School Science

ERIC Educational Resources Information Center

Hardin, Cade

2009-01-01

When teaching science, the time allowed for students to make discoveries on their own through the inquiry method directly conflicts with the mandated targets of a broad spectrum of curricula. Research shows that using an inquiry-based approach can encourage student motivation and increase academic achievement (Wolf & Fraser, 2008, Bryant, 2006,…

Symposium on Massive Open Online Courses

ERIC Educational Resources Information Center

Krause, Steven D.; Rice, Jeff

2013-01-01

In this Symposium focused on MOOCs, this journal carries forward a tradition of attending to the technologies associated with composing and the teaching of composing. In the May 1983 issue of "College Composition and Communication," for example, most of the articles focus on composing and include a mix of inquiries, from Jack Selzer's on the…

Examining Factors Influencing Attrition at a Small, Private, Selective Liberal Arts College

ERIC Educational Resources Information Center

Gansemer-Topf, Ann M.; Zhang, Yi; Beatty, Cameron C.; Paja, Scott

2014-01-01

Despite a diverse body of literature on college student retention, studies focusing on small, private, selective liberal arts colleges are limited. This study utilized a mixed methodology beginning with logistic regression analyses and followed with a qualitative inquiry that included interviews with students who had not persisted. While variables…

Effective Teaching Results in Increased Science Achievement for All Students

ERIC Educational Resources Information Center

Johnson, Carla C.; Kahle, Jane Butler; Fargo, Jamison D.

2007-01-01

This study of teacher effectiveness and student achievement in science demonstrated that effective teachers positively impact student learning. A general linear mixed model was used to assess change in student scores on the Discovery Inquiry Test as a function of time, race, teacher effectiveness, gender, and impact of teacher effectiveness in…

The Case of Lobster Shell Disease

ERIC Educational Resources Information Center

Hollen, Shawna; Toney, Jaime L.; Bisaccio, Daniel; Haberstroh, Karen Marie; Herbert, Timothy

2011-01-01

The authors combined content-driven and inquiry-based lessons into the framework of problem-based learning (PBL). They did this in eight third- through sixth-grade classrooms--two each from grades 3-5, one from sixth grade, and one mixed-grade special education. These older elementary students explored a local problem of lobsters infected by…

Building Action Research Teams: A Case of Struggles and Successes

ERIC Educational Resources Information Center

Du, Fengning

2009-01-01

Teaching teams can hold the promise of being an ideal vehicle in which collaborative action research is conducted. This case documents the mixed results of a team leader's efforts to improve teaching and introduce inquiry-based professional development through action research in a community college. This case paints a realistic and…

Purposeful Instruction: Mixing up the "I," "We," and "You"

ERIC Educational Resources Information Center

Grant, Maria; Lapp, Diane; Fisher, Douglas; Johnson, Kelly; Frey, Nancy

2012-01-01

This article discusses the flexible nature of the gradual release of responsibility (GRR) as a frame for inquiry-based science instruction. Given the mandate for the use of text-supported learning (Common Core Standards), the GRR can be used to allow students to learn as scientists as they collaboratively develop testable questions and experiments…

Alternative certification science teachers' understanding and implementation of inquiry-based instruction in their beginning years of teaching

NASA Astrophysics Data System (ADS)

Demir, Abdulkadir

The purpose of this phenomenographic study was to: (a) understand how beginning science teachers recruited from various science disciplines and prepared in an Alternative Teacher Certification Program (ATCP) implemented inquiry during their initial years of teaching; (b) describe constraints and needs that these beginning science teachers perceived in implementing inquiry-based science instruction; and (c) understand the relation between what they learned in their ATCP and their practice of teaching science through inquiry. The participants of this study consisted of four ATCP teachers who are in their beginning years of teaching. Semi-structured interviews, classroom observation, field notes, and artifacts used as source of data collection. The beginning science teachers in this study held incomplete views of inquiry. These views of inquiry did not reflect inquiry as described in NRC (2000)---essential features of inquiry,---nor did they reflect views of faculty members involved in teaching science methods courses. Although the participants described themselves as reform-oriented, there were inconsistencies between their views and practices. Their practice of inquiry did not reflect inquiry either as outlined by essential features of inquiry (NRC, 2000) or inquiry as modeled in activities used in their ATCP. The research participants' perceived constraints and needs in their implementation of inquiry-based activities. Their perceived constraints included logistical and student constraints and school culture. The perceived needs included classroom management, pedagogical skills, practical knowledge, discipline, successful grade-specific models of inquiry, and access to a strong support system. Prior professional work experience, models and activities used in the ATCP, and benefits of inquiry to student learning were the declared factors that facilitated the research participants' practice of inquiry-based teaching.

The effectiveness of module based on guided inquiry method to improve students’ logical thinking ability

NASA Astrophysics Data System (ADS)

Ash-Shiddieqy, M. H.; Suparmi, A.; Sunarno, W.

2018-04-01

The purpose of this research is to understand the effectiveness of module based on guided inquiry method to improve students’ logical thinking ability. This research only evaluate the students’ logical ability after follows the learning activities that used developed physics module based on guided inquiry method. After the learning activities, students This research method uses a test instrument that adapts TOLT instrument. There are samples of 68 students of grade XI taken from SMA Negeri 4 Surakarta.Based on the results of the research can be seen that in the experimental class and control class, the posttest value aspect of probabilistic reasoning has the highest value than other aspects, whereas the posttest value of the proportional reasoning aspect has the lowest value. The average value of N-gain in the experimental class is 0.39, while in the control class is 0.30. Nevertheless, the N-gain values obtained in the experimental class are larger than the control class, so the guided inquiry-based module is considered more effective for improving students’ logical thinking. Based on the data obtained from the research shows the modules available to help teachers and students in learning activities. The developed Physics module is integrated with every syntax present in guided inquiry method, so it can be used to improve students’ logical thinking ability.

Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?

NASA Astrophysics Data System (ADS)

Windschitl, Mark

2003-01-01

Science education reform documents emphasize the importance of inquiry experiences for young learners. This means that teachers must be prepared with the knowledge, skills, and habits of thinking to mentor their students through authentic investigations. This study examines how preservice teachers' inquiry experiences, in a science methods course, influenced and were influenced by their conceptions of inquiry. The study also assesses how these experiences were associated with eventual classroom practice. Six preservice secondary teachers were observed during a 2-month inquiry project and then followed into the classroom as they began a 9-week teaching practicum. Data revealed that participants' preproject conceptions of the inquiry process were related to the conduct and interpretation of their own inquiry project, and that the project experience modified the inquiry conceptions of those participants who already had sophisticated understandings of scientific investigations. Perhaps most importantly, the participants who eventually used guided and open inquiry during their student teaching were not those who had more authentic views of inquiry or reflected most deeply about their own inquiry projects, but rather they were individuals who had significant undergraduate or professional experiences with authentic science research. Finally, this article advocates that independent science investigations be part of preservice education and that these experiences should be scaffolded to prompt reflection specifically about the nature of inquiry and conceptually linked to ways in which inquiry can be brought into the K-12 classroom.

Inquiry Teaching in Clinical Periodontics.

ERIC Educational Resources Information Center

Heins, Paul J.; Mackenzie, Richard S.

1987-01-01

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

When Science Soars.

ERIC Educational Resources Information Center

Baird, Kate A.; And Others

1997-01-01

Describes an inquiry-based activity involving paper airplanes that has been used as a preservice training tool for instructors of a Native American summer science camp, and as an activity for demonstrating inquiry-based methods in a secondary science methods course. Focuses on Bernoulli's principle which describes how fluids move over and around…

Inquiry and Astronomy: Preservice Teachers' Investigations of Celestial Motion

ERIC Educational Resources Information Center

Plummer, Julia D.; Zahm, Valerie M.; Rice, Rebecca

2010-01-01

This study investigated the impact of an open inquiry experience on elementary science methods students' understanding of celestial motion as well as the methods developed by students to answer their own research questions. Pre/post interviews and assessments were used to measure change in participants' understanding (N = 18). A qualitative…

Group Inquiry Techniques for Teaching Writing.

ERIC Educational Resources Information Center

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…

Partners in Inquiry: A Collaborative Life Science Investigation with Preservice Teachers and Kindergarten Students

ERIC Educational Resources Information Center

Eckhoff, Angela

2017-01-01

This article documents a collaborative project involving preservice early childhood education students' development of inquiry-based learning experiences alongside kindergarten students within a science methods course. To document this project, I utilized a multiple methods approach and data included classroom observations, transcripts from lesson…

Mapping hospice patients' perception and verbal communication of end-of-life needs: an exploratory mixed methods inquiry

PubMed Central

2011-01-01

Background Comprehensive "Total Pain" assessments of patients' end-of-life needs are critical for providing improved patient-clinician communication, assessing needs, and offering high quality palliative care. However, patients' needs-based research methodologies and findings remain highly diverse with their lack of consensus preventing optimum needs assessments and care planning. Mixed-methods is an underused yet robust "patient-based" approach for reported lived experiences to map both the incidence and prevalence of what patients perceive as important end of life needs. Methods Findings often include methodological artifacts and their own selection bias. Moving beyond diverse findings therefore requires revisiting methodological choices. A mixed methods research cross-sectional design is therefore used to reduce limitations inherent in both qualitative and quantitative methodologies. Audio-taped phenomenological "thinking aloud" interviews of a purposive sample of 30 hospice patients are used to identify their vocabulary for communicating perceptions of end-of-life needs. Grounded theory procedures assisted by QSR-NVivo software is then used for discovering domains of needs embedded in the interview narratives. Summary findings are translated into quantified format for presentation and analytical purposes. Results Findings from this mixed-methods feasibility study indicate patients' narratives represent 7 core domains of end-of-life needs. These are (1) time, (2) social, (3) physiological, (4) death and dying, (5) safety, (6) spirituality, (7) change & adaptation. The prevalence, rather than just the occurrence, of patients' reported needs provides further insight into their relative importance. Conclusion Patients' perceptions of end-of-life needs are multidimensional, often ambiguous and uncertain. Mixed methodology appears to hold considerable promise for unpacking both the occurrence and prevalence of cognitive structures represented by verbal encoding that constitute patients' narratives. Communication is a key currency for delivering optimal palliative care. Therefore understanding the domains of needs that emerge from patient-based vocabularies indicate potential for: (1) developing more comprehensive clinical-patient needs assessment tools; (2) improved patient-clinician communication; and (3) moving toward a theoretical model of human needs that can emerge at the end of life. PMID:21272318

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

ERIC Educational Resources Information Center

Abdi, Ali

2014-01-01

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

Using the Draw-a-Scientist Test for Inquiry and Evaluation

ERIC Educational Resources Information Center

Miele, Eleanor

2014-01-01

The Draw-a-Scientist Test (DAST) is a tool to assess stereotypical imagery of scientists. This paper describes the use of the DAST as both a model for inquiry and as a method of assessing the affective domain. The DAST was administered in a science education methods course for undergraduate students of elementary education, a methods course for…

Participation in introductory biology laboratories: An integrated assessment based on surveys, behavioral observations, and qualitative interviews

NASA Astrophysics Data System (ADS)

Russell, Connie Adelle

Scope and method of study. The purpose of this study was to evaluate the effect of gender, major, and prior knowledge of and attitude toward biology on participation in introductory biology laboratories. Subjects for this study were 3,527 students enrolled in college-level introductory biology courses. During the study, three introductory courses were replaced with one mixed-majors course. The new course adopted a different pedagological approach from the previous courses in that an inquiry-based approach was used in lectures and laboratories. All subjects completed a survey that measured content knowledge using the NABT/NSTA High School Biology Examination Version 1990 and attitude using Russell and Hollander's Biology Attitude Scale. I used and discuss the merits of using ethological methods and data collection software, EthoScribeTM (Tima Scientific) to collect behavioral data from 145 students. I also evaluated participation using qualitative interviews of 30 students. I analyzed content knowledge and attitude data using ANOVA and Pearson correlation, and behavioral data using Contingency Table Analysis. I analyzed interviews following methods outlined by Rubin and Rubin. Findings. Course style and gender were the most useful variables in distinguishing differences among groups of students with regard to attitude, content knowledge, and participation in laboratories. Attitude toward biology and achievement measured by the surveys were found to be positively correlated; however, gender, major, class standing, course style and interactions between these variables also had effects on these variables. I found a positive association among attitude, achievement and participation in hands-on activities in laboratories. Differences in participation also were associated group type. In a traditional introductory biology course, females in single-gender groups, gender-equal, or groups in which females were the majority spent more time performing hands-on science-related activities than did females in groups in which they were the minority. Conversely, males in mixed-gender groups spent more time performing hands-on activities than did males in single-gender groups. Both sexes participated equally in laboratories taught in an inquiry-based style.

The relationship between inquiry-based science instruction and student achievement

NASA Astrophysics Data System (ADS)

Suarez, Michael Louis

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

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

ERIC Educational Resources Information Center

Enugu, Ramya; Hokayem, Hayat

2017-01-01

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

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

ERIC Educational Resources Information Center

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…

Hoping to Teach Someday? Inquire Within: Examining Inquiry-Based Learning with First-Semester Undergrads

ERIC Educational Resources Information Center

Byker, Erik Jon; Coffey, Heather; Harden, Susan; Good, Amy; Heafner, Tina L.; Brown, Katie E.; Holzberg, Debra

2017-01-01

Using case study method, this study examines the impact of an inquiry-based learning program among a cohort of first-semester undergraduates (n = 104) at a large public university in the southeastern United States who are aspiring to become teachers. The Boyer Commission (1999) asserted that inquiry-based learning should be the foundation of…

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

ERIC Educational Resources Information Center

Nelson, Tamara Holmlund

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

Inquiry in the Life Sciences: The Plant-in-a-Jar as a Catalyst for Learning

ERIC Educational Resources Information Center

Thompson, Stephen L.

2007-01-01

In this article, the author presents and discusses activities that use a phenomena-first, guided inquiry approach to teach important concepts related to plant function, as well as the history and nature of scientific inquiry. These activities are intended for use with students in grades 3-8, as well as in elementary science methods courses. The…

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

ERIC Educational Resources Information Center

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…

Using a Laboratory Inquiry with High School Students to Determine the Reaction Stoichiometry of Neutralization by a Thermochemical Approach

ERIC Educational Resources Information Center

Journal of Chemical Education, 2015

2015-01-01

This paper presents the design and practical application of a laboratory inquiry at high school chemistry level for systematic chemistry learning, as exemplified by a thermochemical approach to the reaction stoichiometry of neutralization using Job's method of continuous variation. In the laboratory inquiry, students are requested to propose the…

Characteristics of Drug and Dietary Supplement Inquiries by College Athletes

PubMed Central

Ambrose, Peter J.; Tsourounis, Candy; Olander, Rachel; Uryasz, Frank

2010-01-01

Background: In the United States, the National Center for Drug Free Sport manages the drug-testing programs for athletes of the National Collegiate Athletic Association (NCAA). Through its Resource Exchange Center (REC), Drug Free Sport supports athletic staff and athletes with information regarding drugs and dietary supplements. Purpose: To characterize the types of drug-related and dietary supplement–related inquiries submitted to Drug Free Sport through the REC. Study Design: Cross-sectional study. Methods: All inquiries submitted to the REC for the period of September 1, 2005, through June 30, 2006, were reviewed. The data were categorized by the method of inquiry submission; the name of the substance in question; the sex, sport, and NCAA division of the athlete involved; the nature of the inquiry; and the response provided by the REC regarding the NCAA’s status of the substance in question. Results: Pseudoephedrine, acetaminophen/hydrocodone, and albuterol were the most commonly self-searched medications; stimulants accounted for the majority of banned medications. Dietary supplements accounted for 80% of all inquiries submitted to the REC via the Banned Drug Inquiry Form. Among all dietary supplements, creatine was the most commonly inquired. Banned substances accounted for 29% of all inquiries. Conclusions: There were more than 10 000 inquiries regarding the status of medications, dietary supplements, and other substances for NCAA athletes during the 2005-2006 academic year. It is helpful for athletes to have resources that help them navigate banned-substance lists and so avoid the inadvertent use of banned substances. Clinical Relevance: Educating athletes regarding the stimulant content of various dietary supplements and addressing the lack of clinical trials to support stated claims and safety appear critical. PMID:23015919

Effects of an Inquiry-Based Short Intervention on State Test Anxiety in Comparison to Alternative Coping Strategies

PubMed Central

Krispenz, Ann; Dickhäuser, Oliver

2018-01-01

Background and Objectives: Test anxiety can have undesirable consequences for learning and academic achievement. The control-value theory of achievement emotions assumes that test anxiety is experienced if a student appraises an achievement situation as important (value appraisal), but feels that the situation and its outcome are not fully under his or her control (control appraisal). Accordingly, modification of cognitive appraisals is assumed to reduce test anxiety. One method aiming at the modification of appraisals is inquiry-based stress reduction. In the present study (N = 162), we assessed the effects of an inquiry-based short intervention on test anxiety. Design: Short-term longitudinal, randomized control trial. Methods: Focusing on an individual worry thought, 53 university students received an inquiry-based short intervention. Control participants reflected on their worry thought (n = 55) or were distracted (n = 52). Thought related test anxiety was assessed before, immediately after, and 2 days after the experimental treatment. Results: After the intervention as well as 2 days later, individuals who had received the inquiry-based intervention demonstrated significantly lower test anxiety than participants from the pooled control groups. Further analyses showed that the inquiry-based short intervention was more effective than reflecting on a worry thought but had no advantage over distraction. Conclusions: Our findings provide first experimental evidence for the effectiveness of an inquiry-based short intervention in reducing students’ test anxiety. PMID:29515507

Experimental comparison of inquiry and direct instruction in science

NASA Astrophysics Data System (ADS)

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

2010-04-01

There are continuing educational and political debates about 'inquiry' versus 'direct' teaching of science. Traditional science instruction has been largely direct but in the US, recent national and state science education standards advocate inquiry throughout K-12 education. While inquiry-based instruction has the advantage of modelling aspects of the nature of real scientific inquiry, there is little unconfounded comparative research into the effectiveness and efficiency of the two instructional modes for developing science conceptual understanding. This research undertook a controlled experimental study comparing the efficacy of carefully designed inquiry instruction and equally carefully designed direct instruction in realistic science classroom situations at the middle school grades. The research design addressed common threats to validity. We report on the nature of the instructional units in each mode, research design, methods, classroom implementations, monitoring, assessments, analysis and project findings.

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

NASA Astrophysics Data System (ADS)

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).

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

NASA Astrophysics Data System (ADS)

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

2017-09-01

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

A Multi-Method Inquiry of the Practice and Context of Rural School Psychology

ERIC Educational Resources Information Center

Goforth, Anisa N.; Yosai, Erin R.; Brown, Jacqueline A.; Shindorf, Zachary R.

2017-01-01

This multi-method inquiry used (1) quantitative examination of context, characteristics, roles, and responsibilities of rural school psychologists compared to their suburban and urban counterparts and (2) qualitative examination of two focus groups of rural school psychologists. Results showed that rural school psychologists served more schools,…

Community of Inquiry Method and Language Skills Acquisition: Empirical Evidence

ERIC Educational Resources Information Center

Preece, Abdul Shakhour Duncan

2015-01-01

The study investigates the effectiveness of community of inquiry method in preparing students to develop listening and speaking skills in a sample of junior secondary school students in Borno state, Nigeria. A sample of 100 students in standard classes was drawn in one secondary school in Maiduguri metropolis through stratified random sampling…

Pluralistic Inquiry for the History of Community Psychology

ERIC Educational Resources Information Center

Kelly, James G.; Chang, Janet

2008-01-01

The authors present the case not only for studying the history of community psychology but also of adopting a pluralistic approach to historical inquiry, using multiple methods and access to resources from other disciplines (e.g., historians of science and social historians). Examples of substantive topics and methods, including social network and…

A Method for Understanding Their Method: Discovering Scientific Inquiry through Biographies of Famous Scientists

ERIC Educational Resources Information Center

Fairweather, Elizabeth; Fairweather, Thomas

2010-01-01

Mendel and his peas. Goodall and her chimpanzees. Bentley and his snowflakes. Pasteur and his sheep. Not only do these stories intrigue students, but they also demonstrate the trials and tribulations associated with scientific inquiry. Using scientists' biographies piques student interest while providing an added dimension to their understanding…

Human Foresight and Moral Re-Education. The Work of the School.

ERIC Educational Resources Information Center

Goodson, Max R.

Schools can help students understand moral issues, generate social change, and prepare for the future by combining dialogue and inquiry methods in moral education programs. Based upon the educational philosophy of John Dewey, the dialogue-inquiry method is interpreted to include a process whereby two or more persons reveal their feelings and…

Artistic Expressions as Primary Modes of Inquiry

ERIC Educational Resources Information Center

McNiff, Shaun

2011-01-01

"Art-Based Research" (McNiff, 1998a) introduced the idea of using artistic expressions by researchers as ways of knowing and methods of inquiry as distinguished from approaching art made by subjects as data which are interpreted by discursive methods, a practice that has been widely used in various disciplines studying human behaviour.…

An Activity Model for Scientific Inquiry

ERIC Educational Resources Information Center

Harwood, William

2004-01-01

Most people are frustrated with the current scientific method presented in textbooks. The scientific method--a simplistic model of the scientific inquiry process--fails in most cases to provide a successful guide to how science is done. This is not shocking, really. Many simple models used in science are quite useful within their limitations. When…

Ordinary Least Squares and Quantile Regression: An Inquiry-Based Learning Approach to a Comparison of Regression Methods

ERIC Educational Resources Information Center

Helmreich, James E.; Krog, K. Peter

2018-01-01

We present a short, inquiry-based learning course on concepts and methods underlying ordinary least squares (OLS), least absolute deviation (LAD), and quantile regression (QR). Students investigate squared, absolute, and weighted absolute distance functions (metrics) as location measures. Using differential calculus and properties of convex…

Using Inquiry-Based Strategies for Enhancing Students' STEM Education Learning

ERIC Educational Resources Information Center

Lai, Ching-San

2018-01-01

The major purpose of this study was to investigate whether or not the inquiry-based method is effective in improving students' learning in STEM (Science, Technology, Engineering, and Mathematics) education. Both quantitative and qualitative methods were used. A total of 73 college students studying Information Technology (IT) were chosen as…

The Paradigm Revolution in Inquiry: Implications for Vocational Research and Development.

ERIC Educational Resources Information Center

Guba, Egon G.

While the rationalistic approach traditionally employed in research and development efforts in the social sciences may be the best method of inquiry to use in the physical sciences, social scientists, and, more particularly, vocational education researchers, would do better to adopt a naturalistic method of research. The naturalist approach to…

Rocketing into Adaptive Inquiry.

ERIC Educational Resources Information Center

Farenga, Stephen J.; Joyce, Beverly A.; Dowling, Thomas W.

2002-01-01

Defines adaptive inquiry and argues for employing this method which allows lessons to be shaped in response to student needs. Illustrates this idea by detailing an activity in which teams of students build rockets. (DDR)

Third Graders' Understanding of Air Concepts Facilitated by the iPod Inquiry Teaching Method

ERIC Educational Resources Information Center

Lai, Ching-san

2016-01-01

The major purpose of this study was to determine the learning performance of the air concept unit for third graders in a primary school facilitated by the iPod inquiry teaching method. This study adopts a quasi-experimental method. Participants were third graders in a primary school in New Taipei city. The experimental group consisted of 53…

Preparing perservice teachers to teach elementary school science

NASA Astrophysics Data System (ADS)

Lewis, Amy D.

The development of scientifically literate citizens begins in the elementary school. Yet elementary school teachers are ill prepared to teach science (Trygstad, Smith, Banilower, Nelson, & Horizon Research, Inc., 2013). The research base on teacher preparation finds that programs designed to prepare elementary teachers are inadequate in providing both the content knowledge and pedagogical content knowledge necessary to teach science effectively (Baumgartner, 2010; Bodzin & Beerer, 2003; Bulunuz & Jarrett 2009). This mixed methods study examined what happened when a science methods course was interactively co-taught by an expert in elementary teaching methods and a physics expert. This study also aimed to discover what aspects of the curriculum pre-service teachers (PSTs) said helped them in developing their understanding of science content and scientific reasoning, and how to implement inquiry practices to teach science. A nested case study of three PSTs provided descriptive portraits of student experiences in the class. A whole class case analysis was used to examine what PSTs learned in terms of science, scientific reasoning skills, and pedagogical content knowledge (PCK) from their experiences in the course. It was found that students often conflated science content with the experiences they had in learning the content. Although PSTs felt the interactive co-teaching model effectively created a balance between theory and practice, it was their experiences doing science--conducting physical experiments, developing and discussing scientific models, and the use of inquiry-based instruction--that they credited for their learning. Even with careful curriculum planning, and a course purposely designed to bridge the theory to practice gap, this study found one semester-long methods course to be insufficient in providing the vast content knowledge and PCK elementary school science teachers need.

Is the worldview of qualitative inquiry a proper guide for psychological research?

PubMed

Capaldi, E J; Proctor, Robert W

2005-01-01

Qualitative methods are becoming increasingly popular in psychology. Although the distinction between qualitative and quantitative often is stated in terms of methods, the real distinction is between worldviews: that favored by most qualitative methodologists, which emphasizes subjective experience and multiple realities, and that commonly accepted in science. The worldview accepted by most adherents of qualitative inquiry suggests the exclusive use of methods that include verbal reports of lived experience. Qualitative methods serve an important function in psychology, but their use as recommended by their adherents is limited in 2 respects: The adherents use a narrow and unconventional approach to qualitative methods that differs from that normally understood, and they favor use of a restricted range of qualitative methods over other qualitative methods and quantitative methods. If qualitative inquiry is to make a greater contribution to psychology, researchers in that tradition must acquire a better understanding of contemporary science, correct their misunderstandings of the rationale for quantitative methods, and address the apparent limitations of their methods emphasizing reported experience.

Integrating Direct and Inquiry-Based Instruction in the Teaching of Critical Thinking: An Intervention Study

ERIC Educational Resources Information Center

Ku, Kelly Y. L.; Ho, Irene T.; Hau, Kit-Tai; Lai, Eva C. M.

2014-01-01

Critical thinking is a unifying goal of modern education. While past research has mostly examined the efficacy of a single instructional approach to teaching critical thinking, recent literature has begun discussing mixed teaching approaches. The present study examines three modes of instruction, featuring the direct instruction approach and the…

Impediments to the Successful Reconstruction of African Immigrant Teachers' Professional Identities in South African Schools

ERIC Educational Resources Information Center

Vandeyar, Saloshna; Vandeyar, Thirusellvan; Elufisan, Kolawole

2014-01-01

The purpose of this study was to explore difficulties and challenges that confront African immigrant teachers as they attempt to reconstruct their professional identities in South African schools. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering techniques included a mix of…

76 FR 77480 - Honey From the People's Republic of China: Initiation of Anticircumvention Inquiry

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-13

... high fructose corn syrup were known to be mixed with honey, making them ``honey adulterants,'' and that... syrup blends in its discussion of artificial honey, while it did list refined sugar and high-fructose corn syrup, as evidence that honey-rice syrup blends were not contemplated at the time of the Order...

Exploring the Perceptions of Campus Climate among Mixed Race Students Attending a Predominantly White Institution

ERIC Educational Resources Information Center

Sturm, Catherine Team

2016-01-01

This narrative inquiry intended to capture the lived stories told by nine, full-time, undergraduate students, who self-identified as two or more races, to better understand their perceptions of campus climate at a predominately white institution (PWI). The conceptual framework consisted of the study of multiraciality, Renn's Ecological Theory of…

Reactivity to a Spouse's Interpersonal Suffering in Late Life Marriage: A Mixed-Methods Approach

PubMed Central

Mitchell, Hannah-Rose; Levy, Becca R.; Keene, Danya E.; Monin, Joan K.

2015-01-01

Objective To determine how older adult spouses react to their partners' interpersonal suffering. Method Spouses of individuals with musculoskeletal pain were recorded describing their partners' suffering while their blood pressure (BP) was monitored. After the account, spouses described their distress. Speeches were transcribed and analyzed with Linguistic Inquiry and Word Count software and coded for interpersonal content. Multivariate regression analyses were conducted with interpersonal content variables predicting BP and distress. Exploratory qualitative analysis was conducted using ATLAS.ti to explore mechanisms behind quantitative results. Results Describing partners' suffering as interpersonal and using social (family) words were associated with higher systolic BP reactivity. Husbands were more likely to describe partners' suffering as interpersonal. Qualitative results suggested shared stressors and bereavement-related distress as potential mechanisms for heightened reactivity to interpersonal suffering. Discussion Spouses' interpersonal suffering may negatively affect both men and women's cardiovascular health, and older husbands may be particularly affected. PMID:25659746

Inquiry-Based Instruction and High Stakes Testing

NASA Astrophysics Data System (ADS)

Cothern, Rebecca L.

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

Scientific method discourses in the construction of 'EMF' science: interests, resources and rhetoric in submissions to a public inquiry.

PubMed

Mercer, David

2002-04-01

Since the late 1970s, there has been considerable debate surrounding the question of whether or not exposures to non-ionizing radiation and electric and magnetic fields (EMF), produced by powerlines and electrical and telecommunications technologies, are harmful to health. Whilst there has been some recent evidence of regulatory fatigue, and attempts to enforce closure, the EMF debate nevertheless still continues. This paper will explore the rôle played by competing images of scientific method in the argumentative strategies used by two of the main protagonists in an Australian public inquiry (held in 1990-91) which investigated the EMF issue: 'Inquiry into Community Needs and High Voltage (132kv and above) Transmission Line Development', the so-called Gibbs Inquiry. Apart from documenting some of the epistemologically intricate features of the EMF controversy, the following discussion will also consider the way scientific method discourses can contribute to enhancing the durability of knowledge claims in legal and regulatory settings.

Modeling "Tiktaalik": Using a Model-Based Inquiry Approach to Engage Community College Students in the Practices of Science during an Evolution Unit

ERIC Educational Resources Information Center

Baze, Christina L.; Gray, Ron

2018-01-01

Inquiry methods have been successful in improving science literacy in students of all ages. Model-Based Inquiry (MBI) is an instructional model that engages students in the practices of science through the collaborative development of scientific models to explain an anchoring phenomenon. Student ideas are tested through engagement in content-rich…

Comparison of Pre-Service Physics Teachers' Conceptual Understanding of Dynamics in Model-Based Scientific Inquiry and Scientific Inquiry Environments

ERIC Educational Resources Information Center

Arslan Buyruk, Arzu; Ogan Bekiroglu, Feral

2018-01-01

The focus of this study was to evaluate the impact of model-based inquiry on pre-service physics teachers' conceptual understanding of dynamics. Theoretical framework of this research was based on models-of-data theory. True-experimental design using quantitative and qualitative research methods was carried out for this research. Participants of…

Autonomous entropy-based intelligent experimental design

NASA Astrophysics Data System (ADS)

Malakar, Nabin Kumar

2011-07-01

The aim of this thesis is to explore the application of probability and information theory in experimental design, and to do so in a way that combines what we know about inference and inquiry in a comprehensive and consistent manner. Present day scientific frontiers involve data collection at an ever-increasing rate. This requires that we find a way to collect the most relevant data in an automated fashion. By following the logic of the scientific method, we couple an inference engine with an inquiry engine to automate the iterative process of scientific learning. The inference engine involves Bayesian machine learning techniques to estimate model parameters based upon both prior information and previously collected data, while the inquiry engine implements data-driven exploration. By choosing an experiment whose distribution of expected results has the maximum entropy, the inquiry engine selects the experiment that maximizes the expected information gain. The coupled inference and inquiry engines constitute an autonomous learning method for scientific exploration. We apply it to a robotic arm to demonstrate the efficacy of the method. Optimizing inquiry involves searching for an experiment that promises, on average, to be maximally informative. If the set of potential experiments is described by many parameters, the search involves a high-dimensional entropy space. In such cases, a brute force search method will be slow and computationally expensive. We develop an entropy-based search algorithm, called nested entropy sampling, to select the most informative experiment. This helps to reduce the number of computations necessary to find the optimal experiment. We also extended the method of maximizing entropy, and developed a method of maximizing joint entropy so that it could be used as a principle of collaboration between two robots. This is a major achievement of this thesis, as it allows the information-based collaboration between two robotic units towards a same goal in an automated fashion.

Using Self-Explanations in the Laboratory to Connect Theory and Practice: The Decision/ Explanation/Observation/Inference Writing Method

ERIC Educational Resources Information Center

Van Duzor, Andrea Gay

2016-01-01

While many faculty seek to use student-centered, inquiry-based approaches in teaching laboratories, transitioning from traditional to inquiry instruction can be logistically challenging. This paper outlines use of a laboratory notebook and report writing-to-learn method that emphasizes student self-explanations of procedures and outcomes,…

The Effects of Computer-Supported Inquiry-Based Learning Methods and Peer Interaction on Learning Stellar Parallax

ERIC Educational Resources Information Center

Ruzhitskaya, Lanika

2011-01-01

The presented research study investigated the effects of computer-supported inquiry-based learning and peer interaction methods on effectiveness of learning a scientific concept. The stellar parallax concept was selected as a basic, and yet important in astronomy, scientific construct, which is based on a straightforward relationship of several…

Using Science Inquiry Methods to Promote Self-Determination and Problem-Solving Skills for Students with Moderate Intellectual Disability

ERIC Educational Resources Information Center

Miller, Bridget; Doughty, Teresa; Krockover, Gerald

2015-01-01

This study investigated the use of guided science inquiry methods with self-monitoring checklists to support problem-solving for students and increased autonomy during science instruction for students with moderate intellectual disability. Three students with moderate intellectual disability were supported in not only accessing the general…

The Effect of Process Oriented Guided Inquiry Learning (POGIL) on 11th Graders' Conceptual Understanding of Electrochemistry

ERIC Educational Resources Information Center

Sen, Senol; Yilmaz, Ayhan; Geban, Ömer

2016-01-01

The purpose of this study was to investigate the effect of Process Oriented Guided Inquiry Learning (POGIL) method compared to traditional teaching method on 11th grade students' conceptual understanding of electrochemistry concepts. Participants were 115 students from a public school in Turkey. Nonequivalent control group design was used. Two…

Convergent Inquiry in Science & Engineering: The Use of Atomic Force Microscopy in a Biology Class

ERIC Educational Resources Information Center

Lee, Il-Sun; Byeon, Jung-Ho; Kwon, Yong-Ju

2013-01-01

The purpose of this study was to design a teaching method suitable for science high school students using atomic force microscopy. During their scientific inquiry procedure, high school students observed a micro-nanostructure of a biological sample, which is unobservable via an optical microscope. The developed teaching method enhanced students'…

Appreciative Inquiry as a Method for Evaluation: An Interview with Hallie Preskill

ERIC Educational Resources Information Center

Christie, Christina A.

2006-01-01

This interview with Dr. Hallie Preskill focuses on the organizational change method known as appreciative inquiry (AI), which is described as a process that builds on past successes (and peak experiences) in an effort to design and implement future actions. Preskill takes the philosophy and principles put forth by organizational change AI…

Art Dialogue Methods: Phronèsis and Its Potential for Restoring an Embodied Moral Authority in Local Communities

ERIC Educational Resources Information Center

Muijen, Heidi S. C. A.; Brohm, René

2018-01-01

We put forward Art-Dialogue-Methods (ADM) as an inquiry for practical wisdom within communities. It draws from a series of methodological traditions like artistic inquiry, participatory action research and narrative research. The practice of ADM could facilitate healing processes in fractured communities and organisations in today's world. ADM…

Scholarly Practice and Inquiry: Dynamic Interactions in an Elementary Mathematics Methods Course

ERIC Educational Resources Information Center

Tyminski, Andrew M.; Brittain, McKenzie H.

2017-01-01

This paper represents research that exists at the crossroad of scholarly practice and scholarly inquiry. We share the design, enactment and empirical examination of an elementary methods course activity, Exploring and Supporting Student Thinking (ESST) which engaged 18 prospective teachers in two sessions of one on one problem posing with 3rd…

Understanding the Cultural Meaning of Selected African Ndop Statues: The Use of Art History Constructivist Inquiry Methods.

ERIC Educational Resources Information Center

Chanda, Jacqueline; Basinger, Ashlee M.

2000-01-01

Describes a case study in which third-grade children (n=19) examined a series of images of Ndop statues and visual information from the Kuba people of the Democratic Republic of the Congo using art history constructivist inquiry methods. Presents the results in detail. Includes references. (CMK)

What Kills Science in School?: Lessons from Pre-Service Teachers' Responses to Urban children's Science Inquiries.

PubMed

Matusov, Eugene

2018-06-01

This opportunistic case-study highlights striking differences in 6 urban children's and 12 preservice suburban middle-class teachers' perception of science and discuss consequences of science education and beyond. I found that all of the interviewed urban children demonstrated scientific inquiries and interests outside of the school science education that can be characterized by diverse simultaneous discourses from diverse practices, i.e., "heterodiscoursia" (Matusov in Culture & Psychology, 17(1), 99-119, 2011b), despite their diverse, positive and negative, attitudes toward school science. In contrast to the urban children's mixed attitudes to science, the preservice teachers view science negatively. They could not see science inquiries in the videotaped interviews of the urban children. There seemed to be many reasons for that. One of the possible reasons for that was that the preservice teachers tried to purify the science practice. Another reason was that they did not see a necessity to be interested and engaged in the curriculum that they are going to teach in future. The pedagogical consequences and remedies are discussed.

Examining the Effects of Model-Based Inquiry on Concepetual Understanding and Engagement in Science

NASA Astrophysics Data System (ADS)

Baze, Christina L.

Model-Based Inquiry (MBI) is an instructional model which engages students in the scientific practices of modeling, explanation, and argumentation while they work to construct explanations for natural phenomena. This instructional model has not been previously studied at the community college level. The purpose of this study is to better understand how MBI affects the development of community college students' conceptual understanding of evolution and engagement in the practices of science. Mixed-methods were employed to collect quantitative and qualitative data through the multiple-choice Concepts Inventory of Natural Selection, student artifacts, and semi-structured interviews. Participants were enrolled in Biology Concepts, an introductory class for non-science majors, at a small, rural community college in the southwestern United States. Preliminary data shows that conceptual understanding is not adversely affected by the implementation of MBI, and that students gain valuable insights into the practices of science. Specifically, students who participated in the MBI intervention group gained a better understanding of the role of models in explaining and predicting phenomena and experienced feeling ownership of their ideas, an appropriate depth of thinking, more opportunities for collaboration, and coherence and context within the unit. Implications of this study will be of interest to postsecondary science educators and researchers who seek to reform and improve science education.

Interventions for Supporting and Assessing Science Writing Communication: Cases of Asian English Language Learners

PubMed Central

Smith-Keiling, Beverly L.; Swanson, Lidia K.; Dehnbostel, Joanne M.

2018-01-01

In seeking to support diversity, one challenge lies in adequately supporting and assessing science cognitions in a writing-intensive Biochemistry laboratory course when highly engaged Asian English language learners (Asian ELLs) struggle to communicate and make novice errors in English. Because they may understand advanced science concepts, but are not being adequately assessed for their deeper scientific understanding, we sought and examined interventions. We hypothesized that inquiry strategies, scaffolded learning through peer evaluation, and individualized tools that build writing communication skills would increase confidence. To assess scientific thinking, Linguistic Inquiry Word Count (LIWC) software measured underlying analytic and cognitive features of writing despite grammatical errors. To determine whether interventions improved student experience or learning outcomes, we investigated a cross-sectional sample of cases within experimental groups (n = 19) using a mixed-methods approach. Overall trends of paired t-tests from Asian ELLs’ pre/post surveys showed gains in six measures of writing confidence, with some statistically significant gains in confidence in writing skill (p=0.025) and in theory (p≤0.05). LIWC scores for Asian ELL and native-English-speaking students were comparable except for increased cognitive scores for Asian ELLs and detectable individual differences. An increase in Asian ELLs’ cognitive scores in spring/summer over fall was observed (p = 0.04), likely as a result of greater cognitive processes with language use, inquiry-related interventions, and peer evaluation. Individual cases further elucidated challenges faced by Asian ELL students. LIWC scores of student writing may be useful in determining underlying understanding. Interventions designed to provide support and strengthen the writing of Asian ELL students may also improve their confidence in writing, even if improvement is gradual. PMID:29904544

Teachers' Readiness to Use Inquiry-Based Learning: An Investigation of Teachers' Sense of Efficacy and Attitudes toward Inquiry-Based Learning

ERIC Educational Resources Information Center

Silm, Gerli; Tiitsaar, Kai; Pedaste, Margus; Zacharia, Zacharias C.; Papaevripidou, Marios

2017-01-01

The use of inquiry-based learning (IBL) is encouraged in schools, as it has been shown to be an effective method for raising students' motivation in STEM subjects and increasing their understanding of scientific concepts. Nevertheless, IBL is not very often used in classrooms by teachers due to different (perceived) obstacles. Within the Ark of…

Effects of collaboration and inquiry on reasoning and achievement in biology

NASA Astrophysics Data System (ADS)

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.

Spiraling between qualitative and quantitative data on women's health behaviors: a double helix model for mixed methods.

PubMed

Mendlinger, Sheryl; Cwikel, Julie

2008-02-01

A double helix spiral model is presented which demonstrates how to combine qualitative and quantitative methods of inquiry in an interactive fashion over time. Using findings on women's health behaviors (e.g., menstruation, breast-feeding, coping strategies), we show how qualitative and quantitative methods highlight the theory of knowledge acquisition in women's health decisions. A rich data set of 48 semistructured, in-depth ethnographic interviews with mother-daughter dyads from six ethnic groups (Israeli, European, North African, Former Soviet Union [FSU], American/Canadian, and Ethiopian), plus seven focus groups, provided the qualitative sources for analysis. This data set formed the basis of research questions used in a quantitative telephone survey of 302 Israeli women from the ages of 25 to 42 from four ethnic groups. We employed multiple cycles of data analysis from both data sets to produce a more detailed and multidimensional picture of women's health behavior decisions through a spiraling process.

Theory versus practice at implementation of inquiry-based approaches into physics education

NASA Astrophysics Data System (ADS)

Pfefferová, Miriam Spodniaková; Raganová, Janka; Hruška, Martin; Holec, Stanislav

2017-01-01

At present a lot of ideas for student inquiry-based activities accompanied with methodical remarks and instructions for teachers exist and can be used at physics lessons at lower and upper secondary levels. A need of the use of the teaching methods that support an independent student work as well as active learning approaches has been reflected also in the Slovak state educational program at various educational levels. Experiences of teachers who have used inquiry-based approaches in the classrooms are often in the contrary with expectations of these didactical trends. The paper aims to compare the theory and the practice of the implementation of inquiry-based activities in physics teaching. Practical experience was gained implementing activities for science education developed within the Chain Reaction project running at Matej Bel University Banska Bystrica. Opinions of teachers were investigated with the help of questionnaires, evaluation meetings and structured interviews. Their analysis identified many problems that the teachers had met during the implementation of the inquiry-based approaches in their teaching, as well as benefits of those activities for development of student competences.

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

NASA Astrophysics Data System (ADS)

Ghosh, Rajlakshmi

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

Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods

NASA Astrophysics Data System (ADS)

Hodson, Derek

2014-10-01

This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that recognize key differences in learning goals and criticizes the common assertion that 'current wisdom advocates that students best learn science through an inquiry-oriented teaching approach' on the grounds that conflating the distinction between learning by inquiry and engaging in scientific inquiry is unhelpful in selecting appropriate teaching/learning approaches.

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

NASA Astrophysics Data System (ADS)

Rogers, Jessica

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

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

NASA Astrophysics Data System (ADS)

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 and TeachLivE have the potential to elicit the prior knowledge of PSTs regarding learning to teach. By providing a way to hear the voices of PSTs and make their thinking visible, I surface implications for science education and future research to shift the traditional discourse within classrooms.

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

NASA Astrophysics Data System (ADS)

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, (c) classroom autonomy, (d) growth through reflective practice, (e) curricular support, and (f) time.

The ITEEA 6E Learning ByDesign™ Model: Maximizing Informed Design and Inquiry in the Integrative STEM Classroom

ERIC Educational Resources Information Center

Burke, Barry N.

2014-01-01

When the "Next Generation Science Standards" ("NGSS") document, (NRC, 2013) was released in April 2013, teachers in the profession had mixed emotions. Many viewed the standards as invasive to their classrooms, while others found them a refreshing take on what technology and engineering educators have been doing for years.…

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

ERIC Educational Resources Information Center

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…

Inquiry Based Learning: A Modified Moore Method Approach To Encourage Student Research

ERIC Educational Resources Information Center

McLoughlin, M. Padraig M. M.

2008-01-01

The author of this paper submits that a mathematics student needs to learn to conjecture and prove or disprove said conjecture. Ergo, the purpose of the paper is to submit the thesis that learning requires doing; only through inquiry is learning achieved, and hence this paper proposes a programme of use of a modified Moore method (MMM) across the…

Impacts of an Inquiry Teaching Method on Earth Science Students' Learning Outcomes and Attitudes at the Secondary School Level.

ERIC Educational Resources Information Center

Mao, Song-Ling; Chang, Chun-Yen

This paper summarizes two companion studies that were designed to investigate the impacts of an inquiry teaching method on Earth science students' achievement and attitudes towards Earth science in secondary schools. Subjects were 557 students (9th grade) enrolled in 14 Earth science classes. Two Earth science units, including topics of astronomy…

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

ERIC Educational Resources Information Center

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,…

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

NASA Astrophysics Data System (ADS)

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.

Philosophical inquiry and the goals of nursing: a critical approach for disciplinary knowledge development and action.

PubMed

Grace, Pamela J; Perry, Donna J

2013-01-01

Philosophical inquiry remains critically important for nursing education, practice, and knowledge development. We propose a 3-level taxonomy of philosophical inquiry to guide nursing curricula and research development. Important background information about philosophy and the development of philosophical methods is given. Then philosophical inquiry is linked to the goals of nursing using our proposed taxonomy: level I-cultivating an attitude of "critical consciousness" related to all nursing situations and actions, level II-analysis and application of philosophical perspectives to nursing problems and level III-generating new knowledge for nursing purposes including new theories of practice and research.

Informing Tobacco Cessation Benefit Use Interventions for Unionized Blue-Collar Workers: A Mixed-Methods Reasoned Action Approach.

PubMed

Yzer, Marco; Weisman, Susan; Mejia, Nicole; Hennrikus, Deborah; Choi, Kelvin; DeSimone, Susan

2015-08-01

Blue-collar workers typically have high rates of tobacco use but low rates of using tobacco cessation resources available through their health benefits. Interventions to motivate blue-collar tobacco users to use effective cessation support are needed. Reasoned action theory is useful in this regard as it can identify the beliefs that shape tobacco cessation benefit use intentions. However, conventional reasoned action research cannot speak to how those beliefs can best be translated into intervention messages. In the present work, we expand the reasoned action approach by adding additional qualitative inquiry to better understand blue-collar smokers' beliefs about cessation benefit use. Across three samples of unionized blue-collar tobacco users, we identified (1) the 35 attitudinal, normative, and control beliefs that represented tobacco users' belief structure about cessation benefit use; (2) instrumental attitude as most important in explaining cessation intention; (3) attitudinal beliefs about treatment options' efficacy, health effects, and monetary implications of using benefits as candidates for message design; (4) multiple interpretations of cessation beliefs (e.g., short and long-term health effects); and (5) clear implications of these interpretations for creative message design. Taken together, the findings demonstrate how a mixed-method reasoned action approach can inform interventions that promote the use of tobacco cessation health benefits.

Occupational fatigue and other health and safety issues for young Australian workers: an exploratory mixed methods study.

PubMed

Paterson, Jessica Louise; Clarkson, Larissa; Rainbird, Sophia; Etherton, Hayley; Blewett, Verna

2015-01-01

Youth are vulnerable to sleep loss and fatigue due to biological, social and psychological factors. However, there are few studies addressing the risk that sleep loss and fatigue pose for youth in the workplace. The aim of this study was to explore work health and safety (WHS) issues for young workers and develop strategies and solutions for improved WHS outcomes, with a focus on issues related to fatigue, using a mixed-method, multi-stage approach. Participants either completed a survey (n=212) or took part in focus groups (n=115) addressing WHS for young workers, or attended a Future Inquiry Workshop (n=29) where strategies for improving youth WHS were developed. Fatigue was identified as a significant problem by the majority of young workers and was associated with unpredictable working time arrangements, precarious employment, high workload, working overtime and limited ability to self-advocate. Participants identified six key areas for action to improve WHS outcomes for young workers; 1) develop expertise, 2) give young workers a voice, 3) improve education and training, 4) build stakeholder engagement, 5) increase employer awareness of WHS responsibilities and, 6) improve processes for employers to manage and monitor WHS outcomes. The application of these directives to fatigue is discussed.

A Mixed-Methods Study on the Impact of Socratic Seminars on Eighth Grade Students' Comprehension of Science Texts

NASA Astrophysics Data System (ADS)

Roncke, Nancy

This formative, convergent-mixed methods research study investigated the impact of Socratic Seminars on eighth grade science students' independent comprehension of science texts. The study also highlighted how eighth grade students of varying reading abilities interacted with and comprehended science texts differently during and after the use of Socratic Seminars. In order to document any changes in the students' overall comprehension of science texts, this study compared the experimental and control groups' pre- and post-test performances on the Content Area Reading Assessment (Leslie & Caldwell, 2014) and self-perception surveys on students' scientific reading engagement. Student think-alouds and interviews also captured the students' evolving understandings of the science texts. At the conclusion of this sixteen-week study, the achievement gap between the experimental and control group was closed in five of the seven categories on the Content Area Reading Assessment, including supporting an inference with textual evidence, determining central ideas, explaining why or how, determining word meaning, and summarizing a science text. Students' self-perception surveys were more positive regarding reading science texts after the Socratic Seminars. Finally, the student think-alouds revealed that some students moved from a literal interpretation of the science texts to inquiries that questioned the text and world events.

Occupational fatigue and other health and safety issues for young Australian workers: an exploratory mixed methods study

PubMed Central

PATERSON, Jessica Louise; CLARKSON, Larissa; RAINBIRD, Sophia; ETHERTON, Hayley; BLEWETT, Verna

2015-01-01

Youth are vulnerable to sleep loss and fatigue due to biological, social and psychological factors. However, there are few studies addressing the risk that sleep loss and fatigue pose for youth in the workplace. The aim of this study was to explore work health and safety (WHS) issues for young workers and develop strategies and solutions for improved WHS outcomes, with a focus on issues related to fatigue, using a mixed-method, multi-stage approach. Participants either completed a survey (n=212) or took part in focus groups (n=115) addressing WHS for young workers, or attended a Future Inquiry Workshop (n=29) where strategies for improving youth WHS were developed. Fatigue was identified as a significant problem by the majority of young workers and was associated with unpredictable working time arrangements, precarious employment, high workload, working overtime and limited ability to self-advocate. Participants identified six key areas for action to improve WHS outcomes for young workers; 1) develop expertise, 2) give young workers a voice, 3) improve education and training, 4) build stakeholder engagement, 5) increase employer awareness of WHS responsibilities and, 6) improve processes for employers to manage and monitor WHS outcomes. The application of these directives to fatigue is discussed. PMID:25752253

Can virtual science foster real skills? A study of inquiry skills in a virtual world

NASA Astrophysics Data System (ADS)

Dodds, Heather E.

Online education has grown into a part of the educational market answering the demand for learning at the learner's choice of time and place. Inquiry skills such as observing, questioning, collecting data, and devising fair experiments are an essential element of 21st-century online science coursework. Virtual immersive worlds such as Second Life are being used as new frontiers in science education. There have been few studies looking specifically at science education in virtual worlds that foster inquiry skills. This quantitative quasi-experimental nonrandomized control group pretest and posttest study explored what affect a virtual world experience had on inquiry skills as measured by the TIPS (Test of Integrated Process Skills) and TIPS II (Integrated Process Skills Test II) instruments. Participants between the ages of 18 and 65 were recruited from educator mailing lists and Second Life discussion boards and then sorted into the experimental group, which received instructions to utilize several displays in Mendelian genetics at the Genome Island location within Second Life, or the control group, which received text-based PDF documents of the same genetics course content. All participants, in the form of avatars, were experienced Second Life residents to reduce any novelty effect. This study found a greater increase in inquiry skills in the experimental group interacting using a virtual world to learn science content (0.90 points) than a control group that is presented only with online text-based content (0.87 points). Using a mixed between-within ANOVA (analysis of variance), with an alpha level of 0.05, there was no significant interaction between the control or experimental groups and inquiry skills, F (1, 58) = .783, p = .380, partial eta squared = .013, at the specified .05 alpha level suggesting no significant difference as a result of the virtual world exercise. However, there is not enough evidence to state that there was no effect because there was a greater increase in scores for the group that experienced a virtual world exercise. This study adds to the increasing body of knowledge about virtual worlds and inquiry skills, particularly with adult learners.

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

NASA Astrophysics Data System (ADS)

Al-Shaibani, Madiha Ahmed

2005-11-01

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

Introducing the World Population Crises to Secondary Social Studies Classes: An Inquiry-Oriented Instructional Strategy

ERIC Educational Resources Information Center

Anderson, Randall C.

1970-01-01

The author contends that students must be alerted to the dangers of overpopulation of the world and to the methods that exist to control population growth. He suggests topics for student inquiry. (CK)

Making Quantitative Genetics Relevant: Effectiveness of a Laboratory Investigation that Links Scientific Research, Commercial Applications, and Legal Issues

ERIC Educational Resources Information Center

Rutledge, Michael L.; Mathis, Philip M.; Seipelt, Rebecca L.

2005-01-01

As students apply their knowledge of scientific concepts and of science as a method of inquiry, learning becomes relevant. This laboratory exercise is designed to foster students' understanding of the genetics of quantitative traits and of the nature of science as a method of inquiry by engaging them in a real-world business scenario. During the…

The Use of the "Indoor-Outdoor-Indoor" Approach to Teaching Science Conservation with Concentration on Methods of Inquiry and Emphasis on Processes of Science, Grades K-3.

ERIC Educational Resources Information Center

Busch, Phyllis S.

Contained are instructional materials developed by the Science Project Related to Upgrading Conservation Education. The lesson plans given are intended to demonstrate the "indoor-outdoor-indoor" approach to teaching science conservation, with concentration on methods of inquiry and emphasis on processes of science. Four subject areas are…

Project - based teaching and other methods to make learning more attractive

NASA Astrophysics Data System (ADS)

Švecová, Libuše; Vlková, Iva

2017-01-01

This contribution presents the results of a research carried out at secondary schools in the Moravian-Silesian Region. This research involved a total of 120 pupils and focused on project teaching with the emphasis on pupil inquiry activity and the connection of their knowledge in the fields of physics and biology. To verify pupil inquiry activity, the tasks on the worksheets have been designed specifically to measure physical quantities on the human body by computer-aided measuring processes. To support pupil inquiry activity, group work was selected as the organization method of teaching. Audio recording and pedagogical observations were used as the research tools for assessment and a consequent evaluation of acquired data.

Teaching strategies and student achievement in high school block scheduled biology classes

NASA Astrophysics Data System (ADS)

Louden, Cynthia Knapp

The objectives of this study included determining whether teachers in block or traditionally scheduled biology classes (1) implement inquiry-based instruction more often or with different methods, (2) understand the concept of inquiry-based instruction as it is described in the National Science Standards, (3) have classes with significantly different student achievement, and (4) believe that their school schedule facilitates their use of inquiry-based instruction in the classroom. Biology teachers in block and non-block scheduled classes were interviewed, surveyed, and observed to determine the degree to which they implement inquiry-based instructional practices in their classrooms. State biology exams were used to indicate student achievement. Teachers in block scheduled and traditional classes used inquiry-based instruction with nearly the same frequency. Approximately 30% of all teachers do not understand the concept of inquiry-based instruction as described by the National Science Standards. No significant achievement differences between block and traditionally scheduled biology classes were found using ANCOVA analyses and a nonequivalent control-group quasi-experimental design. Using the same analysis techniques, significant achievement differences were found between biology classes with teachers who used inquiry-based instruction frequently and infrequently. Teachers in block schedules believed that their schedules facilitated inquiry-based instruction more than teachers in traditional schedules.

Building Preservice Teachers' Connections with Communities through Inquiry

ERIC Educational Resources Information Center

Nicholas, Trula Morehead; Baker-Sennett, Jacquelyn; McClanahan, Lauren; Harwood, Angela

2012-01-01

This study describes how a community-based interprofessional education approach designed to engage preservice teachers with community members and human services professionals contributes to preservice teachers' inquiry skills and their understanding of interprofessional collaboration. Preservice teachers were enrolled in a research methods course…

Critical Quantitative Inquiry in Context

ERIC Educational Resources Information Center

Stage, Frances K.; Wells, Ryan S.

2014-01-01

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

Understanding Acid-Base Concepts: Evaluating the Efficacy of a Senior High School Student-Centred Instructional Program in Indonesia

ERIC Educational Resources Information Center

Rahayu, Sri; Chandrasegaran, A. L.; Treagust, David F.; Kita, Masakazu; Ibnu, Suhadi

2011-01-01

This study was a mixed quantitative-qualitative research to evaluate the efficacy of a designed student-centred instructional (DSCI) program for teaching about acids and bases. The teaching innovation was designed based on constructivist, hands-on inquiry and context-based approaches and implemented in seven 45-min lessons with a class of 36 grade…

Inquiry-based instruction in secondary science classrooms: A survey of teacher practice

NASA Astrophysics Data System (ADS)

Gejda, Linda Muggeo

The purpose of this quantitative investigation was to describe the extent to which secondary science teachers, who were certified through Connecticut's BEST portfolio assessment process between 1997 and 2004 and had taught secondary science during the past academic year, reported practicing the indicators of inquiry-based instruction in the classroom and the factors that they perceived facilitated, obstructed, or informed that practice. Indicators of inquiry-based instruction were derived from the Biological Sciences Curriculum Study (BSCS) 5E model (Bybee, 1997). The method for data collection was a researcher-developed, self-report, questionnaire entitled "Inquiry-based Instruction in Secondary Science Classrooms: A Survey", which was developed and disseminated using a slightly modified Dillman (2000) approach. Almost all of the study participants reported practicing the 5Es (engage, explore, explain, elaborate, and evaluate) of inquiry-based instruction in their secondary science classrooms. Time, resources, the need to cover material for mandatory assessments, the science topics or concepts being taught, and professional development on inquiry-based instruction were reported to be important considerations in participants' decisions to practice inquiry-based instruction in their science classrooms. A majority of the secondary science teachers participating in this study indicated they had the time, access to resources and the professional development opportunities they needed to practice inquiry-based instruction in their secondary classrooms. Study participants ranked having the time to teach in an inquiry-based fashion and the need to cover material for mandated testing as the biggest obstacles to their practice of inquiry-based instruction in the secondary classroom. Classroom experience and collegial exchange informed the inquiry-based instruction practice of the secondary science teachers who participated in this study. Recommendations for further research, practice, and policy were made based upon the results of this study.

Recruitment strategies for an acupuncture randomized clinical trial of reproductive age women

PubMed Central

Pastore, Lisa M.; Dalal, Parchayi

2009-01-01

Summary Objectives To assess the most effective recruitment strategies for an acupuncture clinical trial of reproductive age women. Design The underlying study is an acupuncture randomized clinical trial for an ovulatory disorder that affects approximately 6.5% of reproductive age women (Polycystic Ovary Syndrome). Study participation involved 2 months of intervention and 3 months of follow-up with US$170 compensation. Success of each recruitment method used during the first 37 study months was analyzed. Setting Clinical trial in the Dept. of OB/GYN at the University of Virginia, US. The original geographic residency target was an 80 mile radius around a college town in Virginia (population 155,000), and was expanded to the state capital (population 850,000) in recruitment year 2. Main outcome measures Number of study inquiries (phone calls or emails) over time and by recruitment source. Results In the first 37 months of recruitment (Jan 2006 – Jan 2009), there were 800 study inquiries (582 by phone, 218 by email), of which 749 were screened via telephone questionnaire. The most successful recruitment methods were flyers (28% of inquiries and 26 % of participants) and direct mailing to targeted zip codes (26% and 27%, respectively). The direct mailing cost US$110/inquiry, while the flyers cost less than US$300 in total. Study inquiries were least likely in May and November. Almost all prospective participants (94%) were acupuncture-naïve. Conclusions Posters/flyers and direct mailings proved to be the most successful recruitment methods for this CAM study. Active recruitment with multiple methods was needed for continual enrollment. PMID:19632551

A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers

NASA Astrophysics Data System (ADS)

Viorica Diaconu, Dana; Radigan, Judy; Suskavcevic, Milijana; Nichol, Carolyn

2012-04-01

A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately 80 teachers each year received professional development in science content and pedagogy using the same inquiry-based constructivist methods that the teachers were expected to use in their classrooms. During this four-year study, scientists and educators worked with elementary teachers in a year-long model science lab environment to provide science content and science pedagogy. The effectiveness of the program was measured using a mix of quantitative and qualitative methods that allowed the researchers to triangulate the findings from quantitative measures, such as content test and surveys, with the emerging themes from the qualitative instruments, such as class observations and participant interviews. Results showed that, in all four years, teachers from the REMSL Treatment group have significantly increased their science content knowledge (p < 0.05). During the last two years, their gains in science content knowledge, use of inquiry-based instruction and leadership skills were significantly higher than those of the Control group teachers' (p < 0.01, p < 0.001 and p < 0.05, respectively). Three themes resonated in the interviews with participants: science content knowledge growth, constructivist pedagogy and leadership skills.

Culturally Responsive Teaching Awareness through Online Fiction

ERIC Educational Resources Information Center

Fehr, Mary Cain

2010-01-01

Purpose: This paper aims to examine preservice teachers' understanding of culturally responsive teaching and the use of technology to deliver pedagogical information and facilitate inquiry. Design/methodology/approach: The study in this paper blended qualitative methods, specifically grounded theory within a framework of narrative inquiry. The…

Creating an Equitable Classroom Environment: A Case Study of a Preservice Elementary Teacher Learning What It Means to "Do Inquiry"

ERIC Educational Resources Information Center

Villa, Elsa Q.; Baptiste, H. Prentice

2014-01-01

In this article, the authors present a case study of a preservice teacher who participated in a two-semester course sequence of elementary science and mathematics methods spanning one academic year. These two courses were taught by the first author and embedded a pedagogical approach grounded in inquiry methods. The purpose of this study was to…

The effect of instructional methodology on high school students natural sciences standardized tests scores

NASA Astrophysics Data System (ADS)

Powell, P. E.

Educators have recently come to consider inquiry based instruction as a more effective method of instruction than didactic instruction. Experience based learning theory suggests that student performance is linked to teaching method. However, research is limited on inquiry teaching and its effectiveness on preparing students to perform well on standardized tests. The purpose of the study to investigate whether one of these two teaching methodologies was more effective in increasing student performance on standardized science tests. The quasi experimental quantitative study was comprised of two stages. Stage 1 used a survey to identify teaching methods of a convenience sample of 57 teacher participants and determined level of inquiry used in instruction to place participants into instructional groups (the independent variable). Stage 2 used analysis of covariance (ANCOVA) to compare posttest scores on a standardized exam by teaching method. Additional analyses were conducted to examine the differences in science achievement by ethnicity, gender, and socioeconomic status by teaching methodology. Results demonstrated a statistically significant gain in test scores when taught using inquiry based instruction. Subpopulation analyses indicated all groups showed improved mean standardized test scores except African American students. The findings benefit teachers and students by presenting data supporting a method of content delivery that increases teacher efficacy and produces students with a greater cognition of science content that meets the school's mission and goals.

Effects of Collaborative Group Composition and Inquiry Instruction on Reasoning Gains and Achievement in Undergraduate Biology

PubMed Central

Jensen, Jamie Lee; Lawson, Anton

2011-01-01

This study compared the effectiveness of collaborative group composition and instructional method on reasoning gains and achievement in college biology. Based on initial student reasoning ability (i.e., low, medium, or high), students were assigned to either homogeneous or heterogeneous collaborative groups within either inquiry or didactic instruction. Achievement and reasoning gains were assessed at the end of the semester. Inquiry instruction, as a whole, led to significantly greater gains in reasoning ability and achievement. Inquiry instruction also led to greater confidence and more positive attitudes toward collaboration. Low-reasoning students made significantly greater reasoning gains within inquiry instruction when grouped with other low reasoners than when grouped with either medium or high reasoners. Results are consistent with equilibration theory, supporting the idea that students benefit from the opportunity for self-regulation without the guidance or direction of a more capable peer. PMID:21364101

The influence of inquiry learning model on additives theme with ethnoscience content to cultural awareness of students

NASA Astrophysics Data System (ADS)

Sudarmin, S.; Selia, E.; Taufiq, M.

2018-03-01

The purpose of this research is to determine the influence of inquiry learning model on additives theme with ethnoscience content to cultural awareness of students and how the students’ responses to learning. The method applied in this research is a quasi-experimental with non-equivalent control group design. The sampling technique applied in this research is the technique of random sampling. The samples were eight grade students of one of junior high schools in Semarang. The results of this research were (1) thestudents’ cultural awareness of the experiment class is better than the control class (2) inquiry learning model with ethnoscience content strongly influencing the cultural awareness of students by 78% and (3) students gave positive responses to inquiry learning model with ethnoscience content. The conclusions of this research are inquiry-learning model with ethnoscience content has positive influence on students’ cultural awareness.

Content analysis of science material in junior school-based inquiry and science process skills

NASA Astrophysics Data System (ADS)

Patonah, S.; Nuvitalia, D.; Saptaningrum, E.

2018-03-01

The purpose of this research is to obtain the characteristic map of science material content in Junior School which can be optimized using inquiry learning model to tone the science process skill. The research method used in the form of qualitative research on SMP science curriculum document in Indonesia. Documents are reviewed on the basis of the basic competencies of each level as well as their potential to trace the skills of the science process using inquiry learning models. The review was conducted by the research team. The results obtained, science process skills in grade 7 have the potential to be trained using the model of inquiry learning by 74%, 8th grade by 83%, and grade 9 by 75%. For the dominant process skills in each chapter and each level is the observing skill. Follow-up research is used to develop instructional inquiry tools to trace the skills of the science process.

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

NASA Astrophysics Data System (ADS)

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

2013-10-01

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

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

PubMed

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

2009-04-01

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

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

NASA Astrophysics Data System (ADS)

Henige, Kimberly Ann

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

Secondary students' views about scientific inquiry

NASA Astrophysics Data System (ADS)

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

2016-05-01

In this study we investigated the views about Scientific Inquiry (SI) of about 300 students at the beginning of the secondary school course (14-15years 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) naıve 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) naıve view; C3) unclear or not given; and calculated the shift in the macro-categorization 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.

Using participative inquiry in usability analysis to align a development team's mental model with its users' needs

NASA Technical Reports Server (NTRS)

Kneifel, A. A.; Guerrero, C.

2003-01-01

In this web site usability case study, two methods of participative inquiry are used to align a development team's objectives with their users' needs and to promote the team awareness of the benefit of qualitative usability analysis.

A case study on modeling and independent practice cycles in teaching beginning science inquiry

NASA Astrophysics Data System (ADS)

Sadeghpour-Kramer, Margaret Ann Plattenberger

With increasing pressure to produce high standardized test scores, school systems will be looking for the surest ways to increase scores. Decision makers uninformed about the value of inquiry science may recommend more direct teaching methods and curricula in the hope that students will more quickly accumulate factual information for high test scores. This researcher and other proponents of inquiry science suggest that the best preparation for any test is the ability to use all available information and problem solving skills to think through to a solution. This study proposes to test the theory that inquiry problem solving skills need to be modeled and practiced in increasingly independent situations to be learned. Students tend to copy what they have been led to believe is correct, and to avoid continued copying, their skills must be applied in new situations requiring independent practice and improvement. This study follows ten sixth grade students, selected for maximum variation, as they participate in a series of five cycles of modeling and practicing inquiry science investigations as part of an ongoing unit on water quality. The cycles were designed to make the students increasingly independent in their use of inquiry. The results showed that all ten students made significant progress from copying teacher modeling in investigation #1 towards independent inquiry, with nine of the ten achieving acceptable to good beginning independent inquiry in investigation #5. Each case was analyzed independently using such case study methodology as pattern matching, case study protocols, and theoretical propositions. Constant comparison and other case study methods were used in a cross-case analysis. Eight cases confirmed a matching set of propositions and the hypothesis, in literal replication, and the other two cases confirmed a set of propositions and the hypothesis through theoretical replication. The study suggests to educators that repeated cycles of modeling and increasingly independent practice serve three purposes; first to develop independent inquiry skills by providing multiple opportunities with intermittent modeling, second to repeat the modeling initially in very similar situations and then encourage transfer to new situations, and third to provide repeated modeling for those students who do not grasp the concepts as quickly as do their classmates.

Using mixed methods to develop and evaluate an online weight management intervention.

PubMed

Bradbury, Katherine; Dennison, Laura; Little, Paul; Yardley, Lucy

2015-02-01

This article illustrates the use of mixed methods in the development and evaluation of the Positive Online Weight Reduction (POWeR) programme, an e-health intervention designed to support sustainable weight loss. The studies outlined also explore how human support might enhance intervention usage and weight loss. Mixed methods were used to develop and evaluate POWeR. In the development phase, we drew on both quantitative and qualitative findings to plan and gain feedback on the intervention. Next, a feasibility trial, with nested qualitative study, explored what level of human support might lead to the most sustainable weight loss. Finally, a large community-based trial of POWeR, with nested qualitative study, explored whether the addition of brief telephone coaching enhances usage. Findings suggest that POWeR is acceptable and potentially effective. Providing human support enhanced usage in our trials, but was not unproblematic. Interestingly, there were some indications that more basic (brief) human support may produce more sustainable weight loss outcomes than more regular support. Qualitative interviews suggested that more regular support might foster reliance, meaning patients cannot sustain their weight losses when support ends. Qualitative findings in the community trial also suggested explanations for why many people may not take up the opportunity for human support. Integrating findings from both our qualitative and quantitative studies provided far richer insights than would have been gained using only a single method of inquiry. Further research should investigate the optimum delivery of human support needed to maximize sustainable weight loss in online interventions. Statement of contribution What is already known on this subject? There is evidence that human support may increase the effectiveness of e-health interventions. It is unclear what level of human support might be optimal or how human support improves effectiveness. Triangulation of quantitative and qualitative methods can be used to inform the design and implementation of interventions What does this study add? This paper demonstrates the value of a mixed methods approach when developing and evaluating an intervention. Qualitative methods provided complementary insights into the optimal level of human support. Brief human support is valued by some and may enhance usage and outcomes of an e-health intervention for weight loss. © 2014 The British Psychological Society.

Constructing a bricolage of nursing research, education and practice.

PubMed

Warne, T; McAndrew, S

2009-11-01

Drawing upon post doctoral reflections of a shared methodology, the authors explore the use of bricolage as a way of better understanding the inter-related connections between theory, nursing practice and the felt experiences of service users. The origins of bricolage can be traced back to the work of Levi-Strauss, and Denzin and Lincoln's contribution to qualitative methodologies. Bricolage is a multifaceted approach to the research process. Differing epistemological positions and mixed methods of data collection are utilised to bring a richer understanding of human beings and the complexities of their lived experiences. For the bricoleur the object of inquiry, cannot be separated from its context, that is the language used to describe it, its historical situatedness and the social and cultural interpretations of its meaning as an entity in the world. The paper discusses the importance of being able to move beyond the notion of the research method being merely a procedure, to one that respects the complexities of the lived world.

Purposeful and Targeted Use of Scientists to Support In-Service Teachers' Understandings and Teaching of Scientific Inquiry and Nature of Science

ERIC Educational Resources Information Center

White, Kevin

2010-01-01

Efforts have been made to enhance teachers' understanding and teaching of NOS and/or SI by immersing teachers into the field and lab work of scientists through intensive summer institutes. Results have been mixed and the samples have been small. This may be due to several factors: implicit strategies to learn and teach about NOS and/or SI…

Teaching genetics using hands-on models, problem solving, and inquiry-based methods

NASA Astrophysics Data System (ADS)

Hoppe, Stephanie Ann

Teaching genetics can be challenging because of the difficulty of the content and misconceptions students might hold. This thesis focused on using hands-on model activities, problem solving, and inquiry-based teaching/learning methods in order to increase student understanding in an introductory biology class in the area of genetics. Various activities using these three methods were implemented into the classes to address any misconceptions and increase student learning of the difficult concepts. The activities that were implemented were shown to be successful based on pre-post assessment score comparison. The students were assessed on the subjects of inheritance patterns, meiosis, and protein synthesis and demonstrated growth in all of the areas. It was found that hands-on models, problem solving, and inquiry-based activities were more successful in learning concepts in genetics and the students were more engaged than tradition styles of lecture.

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

NASA Astrophysics Data System (ADS)

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

2005-08-01

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

Bonds Between Atoms.

ERIC Educational Resources Information Center

Holden, Alan

The field of inquiry into how atoms are bonded together to form molecules and solids crosses the borderlines between physics and chemistry encompassing methods characteristic of both sciences. At one extreme, the inquiry is pursued with care and rigor into the simplest cases; at the other extreme, suggestions derived from the more careful inquiry…

Achievable Inquiry in the College Laboratory: The Mini-Journal

ERIC Educational Resources Information Center

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

2010-01-01

The authors engage students in inquiry-based learning by presenting laboratory exercises as mini-journal articles that mirror the format of a scientific journal article, including a title, authors, abstract, introduction, materials and methods, results, discussion, and citations. Students develop and carry out their follow-up investigation, then…

Music as Method: Musically Enhanced Narrative Inquiry

ERIC Educational Resources Information Center

Bolden, Benjamin

2017-01-01

While artist-researchers have been productive within the domains of the literary arts, visual arts, dance and drama, there is little musical arts-based educational research reported in the literature. This article introduces a research methodology to address this deficit: musically enhanced narrative inquiry (MENI). The article describes the…

Collaborative Rhetorical Structure: A Discourse Analysis Method for Analyzing Student Collaborative Inquiry via Computer Conferencing

ERIC Educational Resources Information Center

Kou, Xiaojing

2011-01-01

Various formats of online discussion have proven valuable for enhancing learning and collaboration in distance and blended learning contexts. However, despite their capacity to reveal essential processes in collaborative inquiry, current mainstream analytical frameworks, such as the cognitive presence framework (Garrison, Anderson, & Archer,…

Commentary: Toward Convergence in Creativity Inquiry

ERIC Educational Resources Information Center

Tan, Ai-Girl; Wong, Meng-Ee

2015-01-01

This commentary is about reflection in the new language of creativity and the meanings of inquiry into creative life. The authors of the commentary adopt the cultural paradigm of psychology of creativity. They praise effortful creativity of the authors who submitted the articles to this special issue. Their studies employed diverse methods of…

Guided-Inquiry Labs Using Bean Beetles for Teaching the Scientific Method & Experimental Design

ERIC Educational Resources Information Center

Schlueter, Mark A.; D'Costa, Allison R.

2013-01-01

Guided-inquiry lab activities with bean beetles ("Callosobruchus maculatus") teach students how to develop hypotheses, design experiments, identify experimental variables, collect and interpret data, and formulate conclusions. These activities provide students with real hands-on experiences and skills that reinforce their understanding of the…

Practitioner Inquiry with Early Program Teacher Candidates

ERIC Educational Resources Information Center

Koomen, Michele Hollingsworth

2016-01-01

This meta-analysis reports on the use of practitioner inquiry (PI) with early program teacher candidates in conjunction with elementary science and math methods courses using cognitive load theory as a theoretical framework. The findings suggest that the teacher candidates enhanced their knowledge of practice within practice across 5 dimensions of…

Teaching Methodologies for Population Education: Inquiry/Discovery Approach, Values Clarification.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

Divided into two sections, this booklet demonstrates how the discovery/inquiry approach and values clarification can be used to teach population education. Each part presents a theoretical discussion of a teaching method including its definition, its relevance to population education, some outstanding characteristics that make it suitable for…

How Science Fairs Foster Inquiry Skills and Enrich Learning

ERIC Educational Resources Information Center

Paul, Jürgen; Groß, Jorge

2017-01-01

Science competitions have continuing relevance for schools. The aim of the German youth science fair "Jugend forscht" is to encourage scientific thinking and inquiry methods such as experimentation. Three concrete examples of participating projects are given. We summarise the current state of research related to science competitions,…

A Case Study Inquiry on Faculty Advisors and the Appreciative Advising Model

ERIC Educational Resources Information Center

Finch, Brian S.

2013-01-01

Appreciative advising is an innovative academic advising method based on the organizational development theory of appreciative inquiry. This approach emphasizes student strengths through a collaborative relationship between advisor and student using open-ended questions and focusing on positive potential. This study addressed the local problem of…

Oral Histories as Critical Qualitative Inquiry in Community Health Assessment

ERIC Educational Resources Information Center

Hernandez, Sarah Gabriella; Genkova, Ana; Castañeda, Yvette; Alexander, Simone; Hebert-Beirne, Jennifer

2017-01-01

Qualitative methods such as focus groups and interviews are common methodologies employed in participatory approaches to community health assessment to develop effective community health improvement plans. Oral histories are a rarely used form of qualitative inquiry that can enhance community health assessment in multiple ways. Oral histories…

Playing with Mirrors: Narrative Inquiry and Congregational Consultation

ERIC Educational Resources Information Center

Yust, Karen Marie

2009-01-01

This article proposes that narrative inquiry methods fruitfully shape the role and strategies of persons who consult with religious communities. It suggests that the composition of field texts and transition from research notes to narratives enables consultants to mirror the stories of congregations so congregants can recognize, claim, and…

Higher Education Science Student Perspectives on Classroom Instructional Methods: A Pilot Study

ERIC Educational Resources Information Center

Bohlscheid, Jeffri C.; Davis, John C.

2012-01-01

Constructivist-based inquiry instruction has been popularized for several decades in primary- and secondary-science education, with overwhelmingly positive results across all sciences. Importantly, higher education faculties have begun to embrace inquiry instruction in many subject areas. In fact, a growing body of literature illustrates the…

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

NASA Astrophysics Data System (ADS)

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 limits" indicated as an inquiry-limiting factor. The following eight variables (all inquiry-limiting factors) were negatively correlated with inquiry use: available instructional materials, student prior knowledge/reading level, lack of experience with inquiry, not enough time, unsuccessful previous attempts, doubts about students' capability, insufficient time and support, and insufficient background in science.

Mapping Science in Discourse-based Inquiry Classrooms

NASA Astrophysics Data System (ADS)

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 of the science thematic patterns in the lessons were not only developed by the students but also resemble the standard thematics. Similarly, in the open-ended inquiry classroom, True Dialogue and Cross-discussion were the two most common communicative patterns and students did most of the science thematic patterns in the lessons but most of the student thematics were commonsense than resembling the standard thematics on the topic. This research showed that if teachers are to help students participate in classroom discourse that would enable them meaningfully connects core ideas and concepts in science, teachers could use various discourse tools and pedagogic resources that could fit into their particular classroom realities and contexts. This study demonstrated that when given the opportunity, students in challenging contexts such in typical inner city schools are able to engage in scientific processes and develop nuanced understandings of scientific phenomena.

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

NASA Astrophysics Data System (ADS)

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

2018-03-01

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

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

PubMed

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

2013-06-01

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

The effect of reading assignments in guided inquiry learning on students’ critical thinking skills

NASA Astrophysics Data System (ADS)

Syarkowi, A.

2018-05-01

The purpose of this study was to determine the effect of reading assignment in guided inquiry learning on senior high school students’ critical thinking skills. The research method which was used in this research was quasi-experiment research method with reading task as the treatment. Topic of inquiry process was Kirchhoff law. The instrument was used for this research was 25 multiple choice interpretive exercises with justification. The multiple choice test was divided on 3 categories such as involve basic clarification, the bases for a decision and inference skills. The result of significance test proved the improvement of students’ critical thinking skills of experiment class was significantly higher when compared with the control class, so it could be concluded that reading assignment can improve students’ critical thinking skills.

The development and validation of The Inquiry Science Observation Coding Sheet.

PubMed

Brandon, P R; Taum, A K H; Young, D B; Pottenger, F M

2008-08-01

Evaluation reports increasingly document the degree of program implementation, particularly the extent to which programs adhere to prescribed steps and procedures. Many reports are cursory, however, and few, if any, fully portray the long and winding path taken when developing evaluation instruments, particularly observation instruments. In this article, we describe the development of an observational method for evaluating the degree to which K-12 inquiry science programs are implemented, including the many steps and decisions that occurred during the development, and present evidence for the reliability and validity of the data that we collected with the instrument. The article introduces a method for measuring the adherence of inquiry science implementation and gives evaluators a full picture of what they might expect when developing observation instruments for assessing the degree of program implementation.

The science of epidemiology and the methods needed for public health assessments: a review of epidemiology textbooks.

PubMed

Gouda, Hebe N; Powles, John W

2014-02-10

Epidemiology is often described as 'the science of public health'. Here we aim to assess the extent that epidemiological methods, as covered in contemporary standard textbooks, provide tools that can assess the relative magnitude of public health problems and can be used to help rank and assess public health priorities. Narrative literature review. Thirty textbooks were grouped into three categories; pure, extended or applied epidemiology, were reviewed with attention to the ways the discipline is characterised and the nature of the analytical methods described. Pure texts tend to present a strict hierarchy of methods with those metrics deemed to best serve aetiological inquiry at the top. Extended and applied texts employ broader definitions of epidemiology but in most cases, the metrics described are also those used in aetiological inquiry and may not be optimal for capturing the consequences and social importance of injuries and disease onsets. The primary scientific purpose of epidemiology, even amongst 'applied' textbooks, is aetiological inquiry. Authors do not readily extend to methods suitable for assessing public health problems and priorities.

Inquiry Science for Liberal Arts Students: A Topical Course on Sound

NASA Astrophysics Data System (ADS)

Pine, Jerry; Hinckley, Joy; Mims, Sandra; Smith, Joel

1997-04-01

We have developed a topical general studies physics course for liberal arts students, and particularly for preservice elementary teachers. The course is taught entirely in a lab, and is based on a mix of student inquiries and ''sense-making'' in discussion. There are no lectures. A physics professor and a master elementary teacher co-lead. The students begin by conceptualizing the nature of sound by examining everyday phenomena, and then progress through a study of topics such as waves, interference, sysnthesis of complex sounds from pure tones, analysis of complex sounds into spectra, and independent projects. They use the computer program Soundedit Pro and the Macintosh interface as a powerful tool for analysis and synthesis. The student response has been extremely enthusiastic, though most have come to the course with very strong physics anxiety. The course has so far been trial-taught at five California campuses, and incorporatio into some of hte regular curricula seems promising.

Using iPads to Teach Inquiry Science to Students with a Moderate to Severe Intellectual Disability: A Pilot Study

ERIC Educational Resources Information Center

Miller, Bridget T.; Krockover, Gerald H.; Doughty, Teresa

2013-01-01

Multiple illustrative case studies were used to investigate guided inquiry methods and the benefits of traditional science notebooks versus electronic science notebooks for students with moderate to severe intellectual disabilities. Results indicated students successfully acquired science content and increased motivation through science inquiry…

An Interdisciplinary Guided Inquiry on Estuarine Transport Using a Computer Model in High School Classrooms

ERIC Educational Resources Information Center

Chan, Kit Yu Karen; Yang, Sylvia; Maliska, Max E.; Grunbaum, Daniel

2012-01-01

The National Science Education Standards have highlighted the importance of active learning and reflection for contemporary scientific methods in K-12 classrooms, including the use of models. Computer modeling and visualization are tools that researchers employ in their scientific inquiry process, and often computer models are used in…

If Inquiry Is So Great, Why Isn't Everyone Doing It?

ERIC Educational Resources Information Center

Reiff, Rebecca

This study compared preservice teachers' beliefs (taken from journal reflections) about inquiry before, during, and after their field placement experiences. The subjects of the study were preservice students (n=48) enrolled in an elementary science methods course at a large midwestern university during the spring semester of 2001. Most of the…

Writing Latina/o Historical Narratives: Narratives at the Intersection of Critical Historical Inquiry and LatCrit

ERIC Educational Resources Information Center

Salinas, Cinthia S.; Fránquiz, María E.; Rodríguez, Noreen Naseem

2016-01-01

This qualitative case study examines the experiences of Latina prospective teachers enrolled in a bilingual social studies methods course that focused attention upon critical historical inquiry. The students built historical narratives that deliberately addressed oft-ignored histories of Communities of Color. The analysis argues however that…

Assessing Student Openness to Inquiry-Based Learning in Precalculus

ERIC Educational Resources Information Center

Cooper, Thomas; Bailey, Brad; Briggs, Karen; Holliday, John

2017-01-01

The authors have completed a 2-year quasi-experimental study on the use of inquiry-based learning (IBL) in precalculus. This study included six traditional lecture-style courses and seven modified Moore method courses taught by three instructors. Both quantitative and qualitative analyses were used to investigate the attitudes and beliefs of the…

Exploring Secondary Students' Understanding of Chemical Kinetics through Inquiry-Based Learning Activities

ERIC Educational Resources Information Center

Chairam, Sanoe; Klahan, Nutsuda; Coll, Richard K.

2015-01-01

This research is trying to evaluate the feedback of Thai secondary school students to inquiry-based teaching and learning methods, exemplified by the study of chemical kinetics. This work used the multiple-choice questions, scientifically practical diagram and questionnaire to assess students' understanding of chemical kinetics. The findings…

Inquiry-Based Instruction for Students with Special Needs in School Based Agricultural Education

ERIC Educational Resources Information Center

Easterly, R. G., III; Myers, Brian E.

2011-01-01

Educating students with special needs in school based agricultural education (SBAE) is a problem that should be addressed. While many students in SBAE classes have special needs, contradicting research exists establishing the best method of instruction for students with special needs. Inquiry-based instruction shows some promise, but little is…

Adapting to the Environment

ERIC Educational Resources Information Center

Auclair, Joy

2014-01-01

This author wanted to begin her 10-grade biology course with an authentic inquiry that included a review of equipment use, investigation methods, and critical thinking skills. She also wanted to engage students in the practice of science while teaching biological core ideas and crosscutting concepts. She was at a loss as to what that inquiry might…

Inquiring into Familiar Objects: An Inquiry-Based Approach to Introduce Scientific Vocabulary

ERIC Educational Resources Information Center

Hicks Pries, Caitlin; Hughes, Julie

2012-01-01

Learning science vocabulary is an often tedious but important component of many curricula. Frequently, students are expected to learn science vocabulary indirectly, but this method can hinder the success of lower-performing students (Carlisle, Fleming, and Gudbrandsen 2000). We have developed an inquiry-based vocabulary activity wherein students…

Dewey's Concept of Experience for Inquiry-Based Landscape Drawing during Field Studies

ERIC Educational Resources Information Center

Tillmann, Alexander; Albrecht, Volker; Wunderlich, Jürgen

2017-01-01

The epistemological and educational philosophy of John Dewey is used as a theoretical basis to analyze processes of knowledge construction during geographical field studies. The experience of landscape drawing as a method of inquiry and a starting point for research-based learning is empirically evaluated. The basic drawing skills are acquired…

Researching Photographic Participatory Inquiry in an E-Learning Environment

ERIC Educational Resources Information Center

Grushka, Kathryn Meyer; Bellette, Aaron; Holbrook, Allyson

2014-01-01

This article focuses on the use of Photographic Participatory Inquiry (PPI) in researching the teaching and learning of photography in the e-learning environment. It is an arts-informed method drawing on digital tools to capture collective information as digital artefacts, which can then be accessed and harnessed to build critical and reflective…

An Appreciative Inquiry into Educational Administration Doctoral Programs: Stories from Doctoral Students at Three Universities

ERIC Educational Resources Information Center

Calabrese, Raymond L.; Zepeda, Sally J.; Peters, April L.; Hummel, Crystal; Kruskamp, William H.; San Martin, Teresa; Wynne, Stefanie C.

2007-01-01

A case study using appreciate inquiry identified and described the experiences of five educational administration doctoral students representing three universities regarding their doctoral program studies and dissertation process. Data were collected using reflective narratives and the Left Hand Right Hand Column Case Method. Data revealed (a) the…

Enhancing English Learners' Willingness to Communicate through Debate and Philosophy Inquiry Discussion

ERIC Educational Resources Information Center

Shamsudin, Mardziah; Othman, Moomala; Jahedi, Maryam; Aralas, Dalia

2017-01-01

The present study investigated the impact of two instructional methods, Debate and Philosophy Inquiry (PI), in enhancing Willingness to Communicate (WTC) among two groups of English as a Second Language (ESL) learners who were randomly selected. In each group there were sixteen participants. The researchers used independent samples t-test and…

Inquiry into Teaching: Using Reflective Teaching to Improve My Practice

ERIC Educational Resources Information Center

Pennington, Sarah E.

2015-01-01

How effective is reflective teaching in increasing the engagement and achievement of pre-service teachers when utilized by a first-year college instructor? This article documents a practitioner inquiry project in which I reflected both on my own observations and student feedback regarding what teaching methods were most beneficial in an…

Scientific Inquiry Based Professional Development Models in Teacher Education

ERIC Educational Resources Information Center

Corlu, Mehmet Ali; Corlu, M. Sencer

2012-01-01

Scientific inquiry helps students develop critical thinking abilities and enables students to think and construct knowledge like a scientist. The study describes a method course implementation at a major public teachers college in Turkey. The main goal of the course was to improve research and teaching abilities of prospective physics teachers…

Original Research and Peer Review Using Web-Based Collaborative Tools by College Students

ERIC Educational Resources Information Center

Cakir, Mustafa; Carlsen, William S.

2007-01-01

The Environmental Inquiry program supports inquiry based, student-centered science teaching on selected topics in the environmental sciences. Many teachers are unfamiliar with both the underlying science of toxicology, and the process and importance of peer review in scientific method. The protocol and peer review process was tested with college…

Appreciative Inquiry: An Experiential Exercise and Course Feedback Tool

ERIC Educational Resources Information Center

Scandura, Terri A.

2017-01-01

The action research method of appreciative inquiry (AI) was employed to develop a teaching tool. This exercise involves students' reflections on a course, noting when they learned the most. The AI process of appreciating, envisioning, dialoging, and innovating is used to help students reflect on how they learn. Instructors of all types of courses…

Inquiry-Based Laboratory Practices in a Science Teacher Training Program

ERIC Educational Resources Information Center

Yakar, Zeha; Baykara, Hatice

2014-01-01

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

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

ERIC Educational Resources Information Center

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…

Snapshots of Authentic Scientific Inquiry and Teacher Preparation: Undergraduate STEM Courses, Preservice and Inservice Teachers' Experiences

ERIC Educational Resources Information Center

French, Debbie Ann

2016-01-01

In this dissertation, the researcher describes authentic scientific inquiry (ASI) within three stages of teacher preparation and development: a1) undergraduate STEM courses, b2) preservice secondary science education methods courses, and c3) inservice teacher professional development (PD). Incorporating (ASI)--pedagogy closely modeling the…

Magic Termites: Exploring Scientific Inquiry

ERIC Educational Resources Information Center

Callis, Kristine; Henkel, Melissa; Lund, Rachael

2010-01-01

The objective of the termite experiment is to walk students through the process of designing and conducting an experiment while allowing them to use inquiry-based methods to infer why, in this lab, termites follow the line of blue Bic or Paper Mate brand ballpoint pens. This experiment also reinforces the concept of observation versus inference…

Comparing Societies from the 1500s in the Sixth Grade

ERIC Educational Resources Information Center

Matson, Trista; Henning, Mary Beth

2008-01-01

Inquiry is the process by which teachers give students an open-ended question, and then students investigate the evidence and draw conclusions based upon their findings. This method promotes critical thinking, as students cite evidence to support their opinions. Inquiry is most effective when it builds upon students' prior knowledge. To promote…

qPCR for Second Year Undergraduates: A Short, Structured Inquiry to Illustrate Differential Gene Expression

ERIC Educational Resources Information Center

McCauslin, Christine Seitz; Gunn, Kathryn Elaine; Pirone, Dana; Staiger, Jennifer

2015-01-01

We describe a structured inquiry laboratory exercise that examines transcriptional regulation of the "NOS2" gene under conditions that simulate the inflammatory response in macrophages. Using quantitative PCR and the comparative C[subscript T] method, students are able determine whether transcriptional activation of "NOS2"…

Engaging Pre-Service Teachers in Multinational, Multi-Campus Scientific and Mathematical Inquiry

ERIC Educational Resources Information Center

Wilhelm, Jennifer Anne; Smith, Walter S.; Walters, Kendra L.; Sherrod, Sonya E.; Mulholland, Judith

2008-01-01

Pre-service teachers from Texas and Indiana in the United States and from Queensland, Australia, observed the Moon for a semester and compared and contrasted their findings in asynchronous Internet discussion groups. The 188 pre-service teachers were required to conduct inquiry investigations for their methods coursework which included an initial…

School Stakeholders' Experience with Navigating ICT Policy Reforms in Singapore

ERIC Educational Resources Information Center

Reyes, Vicente Chua, Jr.; Kheng, Catherine Chua Siew

2015-01-01

Using qualitative research inquiry methods, this inquiry attempts to explore how school stakeholders cope with incessant and seemingly endless transformations in schools. The central phenomenon to be studied focuses on how school stakeholders "make sense" of educational reform. In order to do this, an exploratory case study of two target…

Collaborative Developmental Action Inquiry: An Opportunity for Transformative Learning to Occur?

ERIC Educational Resources Information Center

Nicolaides, Aliki; Dzubinski, Leanne

2016-01-01

Life in the 21st century is increasingly complex, paradoxical, and ambiguous, bringing into question the ways that graduate adult education programs function. In this article, we describe an action research study involving the method of collaborative developmental action inquiry conducted with key stakeholders of a program in adult education at a…

Effects of Inquiry-Based Agriscience Instruction on Student Scientific Reasoning

ERIC Educational Resources Information Center

Thoron, Andrew C.; Myers, Brian E.

2012-01-01

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

Teaching Optics with an Intra-Curricular Kit Designed for Inquiry-Based Learning

ERIC Educational Resources Information Center

Cords, Nina; Fischer, Robert; Euler, Manfred; Prasad, Amrita

2012-01-01

In order to increase scientific literacy and the knowledge of science and technology of Europe's citizens, the European Commission suggests a more student-centred implementation of natural sciences in education systems. Inquiry-based learning (IBL) is not only an accepted method to promote students' interest and motivation, it also helps students…

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

NASA Astrophysics Data System (ADS)

Lui, Michelle Mei Yee

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

Early science education and astronomy

NASA Astrophysics Data System (ADS)

Wilgenbus, David; Léna, Pierre

2011-06-01

Inquiry-based science education is currently receiving a consensus as a pedagogy to teach science at primary and middle school levels, with the goal to reach all children and youngsters, no matter what their future professional choices will be. By the same token, it also greatly increases the fraction of the school population in which future technicians, engineers and sciences could be recruited for further training. La main à la pâte is the name of the action undertaken by the French Académie des Sciences to develop inquiry in France, and then in many collaborating countries. The focus is on science as a whole, and not on particular disciplines such as physics, biology, and so on, since it is the understanding of scientific method and use of evidence which is at the heart of inquiry. Yet, astronomy is offering so many opportunities to demonstrate the scientific method that La main à la pâte has developed a number of inquiry activities in this field, which are presented here, such as Measuring the Earth, Calendars and cultures, the use of One Laptop per Child for Moon observations, etc.

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

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

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

NASA Astrophysics Data System (ADS)

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

2017-11-01

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

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

NASA Technical Reports Server (NTRS)

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

2016-01-01

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

Science inquiry learning environments created by National Board Certified Teachers

NASA Astrophysics Data System (ADS)

Saderholm, Jon

The purpose of this study was to discern what differences exist between the science inquiry learning environments created by National Board Certified Teachers (NBCTs) and non-NBCTs. Four research questions organized the data collection and analysis: (a) How do National Board Certified science teachers' knowledge of the nature of science differ from that of their non-NBCT counterparts? (b) How do the frequencies of student science inquiry behaviors supported by in middle/secondary learning environments created by NBCTs differ from those created by their non-NBCT counterparts? (c) What is the relationship between the frequency of students' science inquiry behaviors and their science reasoning and understanding of the nature of science? (d) What is the impact of teacher perceptions factors impacting curriculum and limiting inquiry on the existence of inquiry learning environments? The setting in which this study was conducted was middle and high schools in Kentucky during the period between October 2006 and January 2007. The population sampled for the study was middle and secondary science teachers certified to teach in Kentucky. Of importance among those were the approximately 70 National Board Certified middle and high school science teachers. The teacher sample consisted of 50 teachers, of whom 19 were NBCTs and 31 were non-NBCTs. This study compared the science inquiry teaching environments created by NBCTs and non-NBCTs along with their consequent effect on the science reasoning and nature of science (NOS) understanding of their students. In addition, it examined the relationship with these science inquiry environments of other teacher characteristics along with teacher perception of factors influencing curriculum and factors limiting inquiry. This study used a multi-level mixed methodology study incorporating both quantitative and qualitative measures of both teachers and their students. It was a quasi-experimental design using non-random assignment of participants to treatment and control groups and dependent pre- and post-tests (Shadish, Cook, & Campbell, 2002). Teacher and student NOS understanding was measured using the Student Understanding of Science and Science Inquiry (SUSSI) instrument (Liang, et. al, 2006). Science inquiry environment was measured with the Elementary Science Inquiry Survey (ESIS) (Dunbar, 2002) which was given both to teachers and their students. Science inquiry environment measurements were triangulated with observations of a stratified random sub-sample of participating teachers. Observations were structured using the low-inference Collaboratives for Excellence in Teaching Practice (CETP) Classroom Observation Protocol (COP) (Lawrenz, Huffman, & Appleldoorn 2002), and the high-inference Reform Teaching Observation Protocol (RTOP) (Piburn & Sawada, 2000). NBCTs possessed more informed view of NOS than did non-NBCTs. Additionally, high school science teachers possessed more informed views regarding NOS than did middle school science teachers, with the most informed views belonging to high school science NBCTs. High school science NBCTs created learning environments in which students engaged in science inquiry behaviors significantly more frequently than did high school science non-NBCTs. Middle school science NBCTs, on the other hand, did not create learning environments that differed in significant ways from those of middle school science non-NBCTs. Students of high school science NBCTs possessed significantly higher science reasoning than did students of high school science non-NBCTs. Middle school students of science NBCTs possessed no more science reasoning ability than did middle school students of science non-NBCTs. NOS understanding displayed by students of both middle school and high school science NBCTs was not distinguished from students of non-NBCTs. Classroom science inquiry environment created by non-NBCTs were correlated with science teachers' perceptions of factors determining the curriculum, and the factors limiting inquiry. NBCT classroom science inquiry environment were not correlated with science teacher perceptions. They were, however, strongly correlated with science teacher attendance at science workshops and negatively correlated with teacher perception that experience limits inquiry. The results of this study have implications for policy, practice, and research. Having a science teacher who is an NBCT appears to benefit high school students; however, the benefit for students of middle school science NBCTs appears only when the teacher is also experienced. Additionally, science NBCTs appear to be able to create more controlled science inquiry learning environments than do science non-NBCTs. At the high school level the practice of using data to explain patterns appears to positively affect student science reasoning. Implications results of this study have for further research include examining the differences of the NBPTS certification process for middle and high school teachers; deeper investigation of the causes of the differences in science reasoning between students of NBCTs and non-NBCTs; and studies of the relationship between the NBPTS certification process and teacher efficacy and personal agency.

A pedagogical shift from direct instruction: Technology-assisted inquiry learning (TAIL) in chemistry

NASA Astrophysics Data System (ADS)

Lou, Rena Zhihong

The purpose of this study was to develop a student-centered Technology-Assisted Inquiry Learning (TAIL) pedagogical approach and compare it with the traditional, teacher-centered, direct instruction approach in a chemistry classroom. The study investigated how the TAIL approach affected community college chemistry students' (n = 21) learning gains and perceptions during a 1.5-hour intervention when compared with the direct instruction approach. A mixed methodology was used that included both quantitative and qualitative analyses. Results led to the following three key findings for novice learners: (a) TAIL had a statistically significant effect on students' procedural application skills improvement when compared with direct instruction; (b) The magnitude of the between-group difference (Cohen's d = 1.41) indicated that TAIL had a cumulative effect on students' learning gains due to its ability to incorporate multiple components including Inquiry, Guidance, Technology, and Collaboration; (c) When combining measures of students' performance and perceived mental effort, TAIL demonstrated high-instructional efficiency with a significant difference in teaching factual knowledge and procedural applications when compared with direct instruction. In summary, the outcome of this study demonstrated both the effectiveness and efficiency of the TAIL approach as a student-centered pedagogy in teaching a basic scientific topic. This study provided a practical demonstration of the pedagogical shift in teaching science from teacher-centered direct instruction to student-centered learning by using computer software as a pedagogical agent. The results of the study contribute to the literature in the fields of guided inquiry learning pedagogy and technology-assisted science teaching.

The science of epidemiology and the methods needed for public health assessments: a review of epidemiology textbooks

PubMed Central

2014-01-01

Objectives Epidemiology is often described as ‘the science of public health’. Here we aim to assess the extent that epidemiological methods, as covered in contemporary standard textbooks, provide tools that can assess the relative magnitude of public health problems and can be used to help rank and assess public health priorities. Study Design Narrative literature review. Methods Thirty textbooks were grouped into three categories; pure, extended or applied epidemiology, were reviewed with attention to the ways the discipline is characterised and the nature of the analytical methods described. Results Pure texts tend to present a strict hierarchy of methods with those metrics deemed to best serve aetiological inquiry at the top. Extended and applied texts employ broader definitions of epidemiology but in most cases, the metrics described are also those used in aetiological inquiry and may not be optimal for capturing the consequences and social importance of injuries and disease onsets. Conclusions The primary scientific purpose of epidemiology, even amongst ‘applied’ textbooks, is aetiological inquiry. Authors do not readily extend to methods suitable for assessing public health problems and priorities. PMID:24507570

Impact of initiatives to implement science inquiry: a comparative study of the Turkish, Israeli, Swedish and Czech science education systems

NASA Astrophysics Data System (ADS)

Heinz, Jana; Enghag, Margareta; Stuchlikova, Iva; Cakmakci, Gultekin; Peleg, Ran; Baram-Tsabari, Ayelet

2017-09-01

This empirical study investigates factors that influence the implementation of science inquiry in the education systems of Turkey, Israel, Sweden and the Czech Republic. Data was collected by means of recordings of science experts' discussions as part of an EU-funded project called Science-Teacher Education Advanced Methods (2009-2012). Results of the qualitative analysis reveal that the following general indicators provide insight into the extent of implementation of inquiry-based science education (IBSE): (1) curriculum (2) assessment (3) policy and (4) teacher professionalization systems. In a second step comparative analyses of the four countries' education systems were conducted with regard to these indicators. To compare these factors we refer to both the framework of neo-institutional theories that explore the emergence of isomorphic educational models and to results from comparative studies emphasizing the influence of the countries' individual structure and cultural practices on modifying global pressure to convergence. Results show that in each of the countries these indicators influence the implementation of science inquiry to varying degrees. Moreover, as a result of the comparative analyses further country specific factors important for implementing science inquiry were found: (5) the need to improve existing teaching methods, (6) predominant teaching patterns, (7) infrastructure that enables changes in education and (8) education system's general goals that correlate with reforms.

Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA Publications and Communications Board task force report.

PubMed

Levitt, Heidi M; Bamberg, Michael; Creswell, John W; Frost, David M; Josselson, Ruthellen; Suárez-Orozco, Carola

2018-01-01

The American Psychological Association Publications and Communications Board Working Group on Journal Article Reporting Standards for Qualitative Research (JARS-Qual Working Group) was charged with examining the state of journal article reporting standards as they applied to qualitative research and with generating recommendations for standards that would be appropriate for a wide range of methods within the discipline of psychology. These standards describe what should be included in a research report to enable and facilitate the review process. This publication marks a historical moment-the first inclusion of qualitative research in APA Style, which is the basis of both the Publication Manual of the American Psychological Association (APA, 2010) and APA Style CENTRAL, an online program to support APA Style. In addition to the general JARS-Qual guidelines, the Working Group has developed standards for both qualitative meta-analysis and mixed methods research. The reporting standards were developed for psychological qualitative research but may hold utility for a broad range of social sciences. They honor a range of qualitative traditions, methods, and reporting styles. The Working Group was composed of a group of researchers with backgrounds in varying methods, research topics, and approaches to inquiry. In this article, they present these standards and their rationale, and they detail the ways that the standards differ from the quantitative research reporting standards. They describe how the standards can be used by authors in the process of writing qualitative research for submission as well as by reviewers and editors in the process of reviewing research. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Mathematics-for-Teaching: What Can Be Learned from the Ethnopoetics of Teachers' Stories?

ERIC Educational Resources Information Center

Oslund, Joy A.

2012-01-01

The purpose of this article is to consider what methods from ethnopoetics--a field at the intersection of linguistics and anthropology--may add to narrative inquiry in mathematics education. I build a theoretical framework to argue for the use of narrative inquiry and ethnopoetics in studies of teacher knowledge. I report ethnopoetic analyses of…

Informal Science Learning through Inquiry: Effects on Preschool Students' Achievement in Early Science Learning

ERIC Educational Resources Information Center

Samsudin, Mohd Ali; Haniza, Noor Hasyimah; Ismail, Juliah; Abd-Talib, Corrienna

2015-01-01

This study was undertaken to explore the effects of informal science learning outside the classroom on preschool students' achievement in the Early Science learning topic (plant-related topics that presented concepts about tree leaves, height and roots) using an inquiry method. A sample of 64 preschool students was selected using purposive…

Promoting Argumentative Practice in Socio-Scientific Issues through a Science Inquiry Activity

ERIC Educational Resources Information Center

Nam, Younkyeong; Chen, Ying-Chih

2017-01-01

This study examines how the use of a science inquiry activity in an environmental socio-scientific issue (SSI) impacts pre-service teachers' argumentative practice in two ways: social negotiation and epistemic understanding of arguments. Twenty pre-service science teachers participated in this study as a part of their science methods class. Small…

Active Learning in a Math for Liberal Arts Classroom

ERIC Educational Resources Information Center

Lenz, Laurie

2015-01-01

Inquiry-based learning is a topic of growing interest in the mathematical community. Much of the focus has been on using these methods in calculus and higher-level classes. This article describes the design and implementation of a set of inquiry-based learning activities in a Math for Liberal Arts course at a small, private, Catholic college.…

Challenging the Wikipedia Mentality: Encouraging Original Inquiry through Freire's Problem-Posing Method

ERIC Educational Resources Information Center

Deys, Kellie L.; Deys, James L.

2016-01-01

For most millennials, information has always been a couple of quick taps away. Sites have seemingly always existed to provide them with "the answer." Instructors must recognize that not only are they teaching material from their disciplines, but also they are trying to teach the skill and value of critical inquiry. Adopting a Freirean…

Design Your Own Workup: A Guided-Inquiry Experiment for Introductory Organic Laboratory Courses

ERIC Educational Resources Information Center

Mistry, Nimesh; Fitzpatrick, Christopher; Gorman, Stephen

2016-01-01

A guided-inquiry experiment was designed and implemented in an introductory organic chemistry laboratory course. Students were given a mixture of compounds and had to isolate two of the components by designing a viable workup procedure using liquid-liquid separation methods. Students were given the opportunity to apply their knowledge of chemical…

An Exploration into Inquiry-Based Learning by a Multidisciplinary Group of Higher Education Faculty

ERIC Educational Resources Information Center

Friedman, Daniela B.; Crews, Tena B.; Caicedo, Juan M.; Besley, John C.; Weinberg, Justin; Freeman, Miriam L.

2010-01-01

This manuscript describes faculty and student experiences and future activities of a multidisciplinary group of university faculty who are implementing inquiry-based learning (IBL) in their classrooms for the first time. This opportunity to implement the IBL instructional method was provided to the faculty through a grant from the university's…

Teacher Training in Urban Settings: Inquiry, Efficacy, and Culturally Diverse Field Placements

ERIC Educational Resources Information Center

McGlamery, Sheryl L.; Franks, Bridget A.; Shillingstad, Saundra L.

2016-01-01

This study describes two years of findings with a unique field experience (teaching science inquiry activities to African-American girls in a summer STEM camp) for preservice elementary education majors. It reports on the effects of the field experience, in conjunction with blocked science and mathematics methods courses, on preservice teachers'…

New Meets New: Fitting Technology to an Inquiry-Based Teacher Education Program.

ERIC Educational Resources Information Center

Jacobsen, D. Michele; Clark, W. Bruce

The method by which student teachers at the University of Calgary are prepared to meet technology requirements for teacher certification has been made obsolete by the introduction of a new inquiry-based teacher education program. Combined with a new school curriculum, which requires the seamless integration of technology into core subject areas,…

Open-Ended Science Inquiry in Lower Secondary School: Are Students' Learning Needs Being Met?

ERIC Educational Resources Information Center

Whannell, Robert; Quinn, Fran; Taylor, Subhashni; Harris, Katherine; Cornish, Scott; Sharma, Manjula

2018-01-01

Australian science curricula have promoted the use of investigations that allow secondary students to engage deeply with the methods of scientific inquiry, through student-directed, open-ended investigations over an extended duration. This study presents the analysis of data relating to the frequency of completion and attitudes towards long…

Why School-Based Narrative Inquiry in Physical Education Research? An International Perspective

ERIC Educational Resources Information Center

Craig, Cheryl J.; You, JeongAe; Oh, Suhak

2012-01-01

While conducting a comparative research study in secondary Physical Education in South Korea and the United States, the question arose as to why the narrative inquiry research method we employed was chosen to study the experiences of teachers teaching the particular subject area to youth enrolled in four secondary schools (middle and high) in…

Mutation-Based Learning to Improve Student Autonomy and Scientific Inquiry Skills in a Large Genetics Laboratory Course

ERIC Educational Resources Information Center

Wu, Jinlu

2013-01-01

Laboratory education can play a vital role in developing a learner's autonomy and scientific inquiry skills. In an innovative, mutation-based learning (MBL) approach, students were instructed to redesign a teacher-designed standard experimental protocol by a "mutation" method in a molecular genetics laboratory course. Students could…

An Atlantic Crossing? The Work of the International Examination Inquiry, Its Researchers, Methods and Influence

ERIC Educational Resources Information Center

Lawn, Martin, Ed.

2008-01-01

This book focuses on the International Examinations Inquiry (IEI), an international, well-funded scientific project that operated in the 1930s, attracting key world figures in educational research, and which undertook significant exchanges of data. Originally involving the USA, Scotland, England, France, Germany and Switzerland, the IEI grew to…

Teaching for Ownership in the Middle School Science Classroom: Towards Practical Inquiry in an Age of Accountability

ERIC Educational Resources Information Center

Clayton, Christine D.; Ardito, Gerald

2009-01-01

The authors of this study document one middle school classroom in an attempt to understand how inquiry learning, supported with technological tools, can provide students with opportunities to develop ownership of science content knowledge. Case study and collaborative teacher researcher methods were utilized to document the implementation of a…

Exploring Action Research as an Enduring Experience of Professional Development for Teachers

ERIC Educational Resources Information Center

Hummel, Robin Ellen

2017-01-01

This study was an inquiry into the influence of action research on teachers' practice and an exploration of the idea that teaching is synonymous with learning. After 14 participants engaged in individual action research projects that were facilitated by the researcher, the qualitative method of narrative inquiry was used to gather data from the…

Two Paper Airplane Design Challenges: Customizing for Different Learning Objectives

ERIC Educational Resources Information Center

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…

Self-Monitoring Checklists for Inquiry Problem-Solving: Functional Problem-Solving Methods for Students with Intellectual Disability

ERIC Educational Resources Information Center

Miller, Bridget; Taber-Doughty, Teresa

2014-01-01

Three students with mild to moderate intellectual and multiple disability, enrolled in a self-contained functional curriculum class were taught to use a self-monitoring checklist and science notebook to increase independence in inquiry problem-solving skills. Using a single-subject multiple-probe design, all students acquired inquiry…

Disciplinary Identity as Analytic Construct and Design Goal: Making Learning Sciences Matter

ERIC Educational Resources Information Center

Carlone, Heidi B.

2017-01-01

Bent Flyvbjerg (2001), in his book "Making Social Science Matter: Why Social Inquiry Fails and How It Can Succeed Again," argues that social science's aims and methods are currently, and perhaps always will be, ill suited to the type of cumulative and predictive theory that characterizes inquiry and knowledge generation in the natural…

A Mentoring Program for Inquiry-Based Teaching in a College Geometry Class

ERIC Educational Resources Information Center

Miller, Nathaniel; Wakefield, Nathan

2014-01-01

This paper describes a mentoring program designed to prepare novice instructors to teach a college geometry class using inquiry-based methods. The mentoring program was used in a medium-sized public university with approximately 12,000 undergraduate students and 1,500 graduate students. The authors worked together to implement a mentoring program…

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

ERIC Educational Resources Information Center

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

2006-01-01

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

Bodily Writing and Performative Inquiry: Inviting an Arts-Based Research Methodology into Collaborative Doctoral Research Vocabularies

ERIC Educational Resources Information Center

Buono, Alexia; Gonzalez, Charles H.

2017-01-01

In this article, the authors (then two doctoral students) describe their methodology of engaging in an interdisciplinary, collaborative doctoral arts-based research (ABR) project. Education and the arts were integrated utilizing dance methods of bodily writing and performative inquiry to strengthen the analysis of dissertation findings in the…

Reactivity to a Spouse's Interpersonal Suffering in Late Life Marriage: A Mixed-Methods Approach.

PubMed

Mitchell, Hannah-Rose; Levy, Becca R; Keene, Danya E; Monin, Joan K

2015-09-01

To determine how older adult spouses react to their partners' interpersonal suffering. Spouses of individuals with musculoskeletal pain were recorded describing their partners' suffering while their blood pressure (BP) was monitored. After the account, spouses described their distress. Speeches were transcribed and analyzed with Linguistic Inquiry and Word Count software and coded for interpersonal content. Multivariate regression analyses were conducted with interpersonal content variables predicting BP and distress. Exploratory qualitative analysis was conducted using ATLAS.ti to explore mechanisms behind quantitative results. Describing partners' suffering as interpersonal and using social (family) words were associated with higher systolic BP reactivity. Husbands were more likely to describe partners' suffering as interpersonal. Qualitative results suggested shared stressors and bereavement-related distress as potential mechanisms for heightened reactivity to interpersonal suffering. Spouses' interpersonal suffering may negatively affect both men and women's cardiovascular health, and older husbands may be particularly affected. © The Author(s) 2015.

Stress management for adult survivors of childhood sexual abuse: a holistic inquiry.

PubMed

Wilson, Debra Rose

2010-02-01

Among the many sequelae of childhood sexual abuse is a maladaptive response to stress. Stress has been linked to a reduction in the immune system's ability to resist disease. The purpose of this exploratory mixed-method study is to examine the experience of stress management training for 35 adult survivors of childhood sexual abuse. Data gathered for analysis include pre- and postintervention saliva samples for sIgA, Ways of Coping Questionnaire, and a postintervention qualitative interview. Stress management strategies enhance immunity (increase in salivary immunoglobulin A, p < .05) and coping (less distancing, p < .001; less escape-avoidance, p < .001; more planful problem solving, p < .01; and more positive reappraisal, p < .001). Grounded theory analysis finds three themes emerging: hypervigilance , an outward-focused hyperawareness; somatic detachment, a lack of inward focus on self; and healing pathway, the process of healing from the abuse. Healing is possible.

Intertextual learning strategy with guided inquiry on solubility equilibrium concept to improve the student’s scientific processing skills

NASA Astrophysics Data System (ADS)

Wardani, K. U.; Mulyani, S.; Wiji

2018-04-01

The aim of this study was to develop intertextual learning strategy with guided inquiry on solubility equilibrium concept to enhance student’s scientific processing skills. This study was conducted with consideration of some various studies which found that lack of student’s process skills in learning chemistry was caused by learning chemistry is just a concept. The method used in this study is a Research and Development to generate the intertextual learning strategy with guided inquiry. The instruments used in the form of sheets validation are used to determine the congruence of learning activities by step guided inquiry learning and scientific processing skills with aspects of learning activities. Validation results obtained that the learning activities conducted in line with aspects of indicators of the scientific processing skills.

Theoretical Coalescence: A Method to Develop Qualitative Theory

PubMed Central

Morse, Janice M.

2018-01-01

Background Qualitative research is frequently context bound, lacks generalizability, and is limited in scope. Objectives The purpose of this article was to describe a method, theoretical coalescence, that provides a strategy for analyzing complex, high-level concepts and for developing generalizable theory. Theoretical coalescence is a method of theoretical expansion, inductive inquiry, of theory development, that uses data (rather than themes, categories, and published extracts of data) as the primary source for analysis. Here, using the development of the lay concept of enduring as an example, I explore the scientific development of the concept in multiple settings over many projects and link it within the Praxis Theory of Suffering. Methods As comprehension emerges when conducting theoretical coalescence, it is essential that raw data from various different situations be available for reinterpretation/reanalysis and comparison to identify the essential features of the concept. The concept is then reconstructed, with additional inquiry that builds description, and evidence is conducted and conceptualized to create a more expansive concept and theory. Results By utilizing apparently diverse data sets from different contexts that are linked by certain characteristics, the essential features of the concept emerge. Such inquiry is divergent and less bound by context yet purposeful, logical, and with significant pragmatic implications for practice in nursing and beyond our discipline. Conclusion Theoretical coalescence is a means by which qualitative inquiry is broadened to make an impact, to accommodate new theoretical shifts and concepts, and to make qualitative research applied and accessible in new ways. PMID:29360688

Critical inquiry and knowledge translation: exploring compatibilities and tensions

PubMed Central

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

2016-01-01

Knowledge translation has been widely taken up as an innovative process to facilitate the uptake of research-derived knowledge into health care services. Drawing on a recent research project, we engage in a philosophic examination of how knowledge translation might serve as vehicle for the transfer of critically oriented knowledge regarding social justice, health inequities, and cultural safety into clinical practice. Through an explication of what might be considered disparate traditions (those of critical inquiry and knowledge translation), we identify compatibilities and discrepancies both within the critical tradition, and between critical inquiry and knowledge translation. The ontological and epistemological origins of the knowledge to be translated carry implications for the synthesis and translation phases of knowledge translation. In our case, the studies we synthesized were informed by various critical perspectives and hence we needed to reconcile differences that exist within the critical tradition. A review of the history of critical inquiry served to articulate the nature of these differences while identifying common purposes around which to strategically coalesce. Other challenges arise when knowledge translation and critical inquiry are brought together. Critique is one of the hallmark methods of critical inquiry and, yet, the engagement required for knowledge translation between researchers and health care administrators, practitioners, and other stakeholders makes an antagonistic stance of critique problematic. While knowledge translation offers expanded views of evidence and the complex processes of knowledge exchange, we have been alerted to the continual pull toward epistemologies and methods reminiscent of the positivist paradigm by their instrumental views of knowledge and assumptions of objectivity and political neutrality. These types of tensions have been productive for us as a research team in prompting a critical reconceptualization of knowledge translation. PMID:19527437

Critical inquiry and knowledge translation: exploring compatibilities and tensions.

PubMed

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

2009-07-01

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

oneED: Embedding a mindfulness-based wellness programme into an emergency department.

PubMed

Braganza, Shahina; Young, Jessica; Sweeny, Amy; Brazil, Victoria

2018-03-30

ED staff are subject to many stressors, but there are few descriptions of collective approaches to enhancing wellness in this setting. We aim to describe a programme developed to address these issues at department level, to report the feasibility and sustainability of the programme, and its impact on staff. The oneED programme was developed and delivered in a tertiary ED. The programme included a 1 day mindfulness workshop, followed by ongoing mindfulness activities embedded in clinical areas over the subsequent 12 months. A mixed-methods evaluation of the programme was conducted, which included quantitative validated psychological tools to measure anxiety, depression and emotional exhaustion, and pragmatic evaluation using surveys of participants and iterative appreciative inquiry. Eighty staff members attended the mindfulness workshop; 66 from ED. Following the workshop, understanding and frequency of mindfulness practice increased significantly in 47% of participants. Free-text survey results demonstrated that staff found the programme to be acceptable (80% survey participants) and of perceived value to themselves (50%) and the ED (60%). Appreciative inquiry led to modification of the programme: the 4 min pause is now conducted weekly rather than daily, the pause consists of a variety of activities, and group activities are made more overtly optional. A departmental wellness programme embedding mindfulness practice is feasible and sustainable. Potential for success is enhanced by an approach that is open to modification according to each institution's culture. © 2018 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

With an Eye on "We": A Teacher Research Study of Students Using Narrative Inquiry to Critique Mexican American History

ERIC Educational Resources Information Center

Luna, Enrique

2010-01-01

The purpose of this teacher research study was to examine narrative inquiry as a method for student engagement with course material and the local community. This study sought to understand how students perceived themselves within Mexican American history. While a number of studies have used oral history and narrative effectively, these studies…

Pre-Service Teachers' Views of Inquiry Teaching and Their Responses to Teacher Educators' Feedback on Teaching Practice

ERIC Educational Resources Information Center

Yoon, Hye-Gyoung; Kim, Mijung; Kim, Byoung Sug; Joung, Yong Jae; Park, Young-Shin

2013-01-01

This study attempted to explore 15 Korean elementary pre-service teachers' views of inquiry teaching. During a science teaching methods course, pre-service teachers implemented a peer teaching lesson, had a group discussion to reflect on five teacher educators' comments on their first peer teaching practice, and revised and re-taught the lesson as…

A Method for Teacher Inquiry in Cross-Curricular Projects: Lessons from a Case Study

ERIC Educational Resources Information Center

Avramides, Katerina; Hunter, Jade; Oliver, Martin; Luckin, Rosemary

2015-01-01

Many changes in teaching practices (such as introduction of e-assessment) are initiated by school management, or by a lead teacher, but have direct impact on the learning designs of others. However, models of teachers as innovators, conducting evidence-based inquiry into their students' learning, view the teacher as initiator of change in their…

Community-Based Inquiry in Allied Health Biochemistry Promotes Equity by Improving Critical Thinking for Women and Showing Promise for Increasing Content Gains for Ethnic Minority Students

ERIC Educational Resources Information Center

Goeden, Terrah J.; Kurtz, Martha J.; Quitadamo, Ian J.; Thomas, Carin

2015-01-01

In the Community-Based Inquiry (CBI) instructional method, cooperative student groups complete case study activities based on scientific literature and conduct their own laboratory investigations that address authentic community needs. This study compared critical thinking and content knowledge outcomes between traditional Introduction to…

Developing PK-12 Preservice Teachers' Skills for Understanding Data-Driven Instruction through Inquiry Learning

ERIC Educational Resources Information Center

Odom, Arthur Louis; Bell, Clare Valerie

2017-01-01

This article offers a description of how empirical experiences through the use of procedural knowledge can serve as the stage for the development of hypothetical concepts using the learning cycle, an inquiry teaching and learning method with a long history in science education. The learning cycle brings a unique epistemology by way of using…

The Heuristic Method, Precursor of Guided Inquiry: Henry Armstrong and British Girls' Schools, 1890-1920

ERIC Educational Resources Information Center

Rayner-Canham, Geoff; Rayner-Canham, Marelene

2015-01-01

Though guided-inquiry learning, discovery learning, student-centered learning, and problem-based learning are commonly believed to be recent new approaches to the teaching of chemistry, in fact, the concept dates back to the late 19th century. Here, we will show that it was the British chemist, Henry Armstrong, who pioneered this technique,…

The Logic of Sense Incorporated to the Notion of Inquiry as an Orientation for Learning: Two Classroom Experiences

ERIC Educational Resources Information Center

Vásquez, Gonzalo Camacho

2017-01-01

A reflection about two classroom experiences is presented in the attempt to incorporate the Logic of Sense into the notion of inquiry for learning. The author used the method of Experimentation introduced by Deleuze and Guattari, who based its principles on philosophical conceptions by Baruch Spinoza. The first experience is conducted with…

Teacher Candidates in an Online Post-Baccalaureate Science Methods Course: Implications for Teaching Science Inquiry with Technology

ERIC Educational Resources Information Center

Colon, Erica L.

2010-01-01

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…

Community of Inquiry Development in a Blended Learning Course for In-Service Teachers

ERIC Educational Resources Information Center

Theodosiadou, Dimitra; Konstantinidis, Angelos; Pappos, Christos; Papadopoulos, Nikos

2017-01-01

The paper presents the course design and evaluation methods of an online community of inquiry that is developed in a blended learning training course for in-service teachers working in public K-6 schools in Greece. The course content is about digital storytelling, its educational value, and the use of supportive web 2.0 tools for developing…

Inquiry-Based Learning: An Educational Reform Based upon Content-Centred Teaching

ERIC Educational Resources Information Center

McLoughlin, M. Padraig M. M.

2009-01-01

The author of this paper posits that inquiry-based learning (IBL) enacted via a modified Moore method (MMM) is a content-driven pedagogy; as such it is content-centred not instructor-centred or student-centred. The MMM is a philosophy of education where student must master material by doing; not simply discussing, reading, or seeing it and that…

Reframing Notions of Identity, Learning, and Culture through the Use of Performing and Visual Arts within a Detention Center

ERIC Educational Resources Information Center

Turner, Sean Gregory

2013-01-01

This study examines a multimodal arts-based inquiry that took place within a secure detention center. The inquiry was inclusive of design, rehearsal, and production activities that culminated into a final theatre production. The methods for this study included pulling from multiple disciplines to develop multiple perspectives towards the data as…

Principal Succession: A View through the Lens of Mary Douglas' Grid and Group

ERIC Educational Resources Information Center

Mills, Angela

2012-01-01

Scope and Method of Study: This Naturalistic Inquiry Case Study examines principal succession at two small, rural high schools through naturalistic inquiry presented through the lens of Mary Douglas' grid and group cultural typology. A grid and group cultural analysis survey was sent to all school employees then in-depth, follow-up interviews…

Adapting the Community of Inquiry Survey for an Online Graduate Program: Implications for Online Programs

ERIC Educational Resources Information Center

Kumar, Swapna; Ritzhaupt, Albert D.

2014-01-01

A cohort-based online professional doctorate program that consisted of both online coursework and research activities was designed using Garrison et al's community of inquiry (CoI) framework. The evaluation of the program proved a challenge because all existing CoI assessment methods in the past have dealt with online courses, not with online…

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

NASA Astrophysics Data System (ADS)

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 mostly articulated learning connections in terms of the active or participatory nature of the experiences. Additionally, a majority of teachers discussed inquiry learning in concert with inquiry teaching which led to a wider range of comparisons made based on the teacher's interpretation of inquiry as a pedagogical approach instead of focusing solely on inquiry learning. This study has implications for both research and practice. Results demonstrate that teachers are interested in game play as it relates to learning and the linkages teachers made between the domains suggests it may yet prove to be a fruitful analogical device that could be leveraged for teacher development. However, further study is needed to test these claims and ultimately, research that further aligns the benefits of game play experiences to teacher practice is encouraged in order to build on the propositions and findings of this thesis.

A Review of the Scientific Misconduct Inquiry Process, Ankara Chamber of Medicine, Turkey.

PubMed

Gökçay, Banu; Arda, Berna

2017-08-01

The aim of this study is to review the inquiry process used in scientific misconduct cases in the Ankara Chamber of Medicine between the years 1998 and 2012. The violations of the "Disciplinary Regulations of the Turkish Medical Association" have been examined by keeping the names of the people, institutions, associations and journals secret. In total, 31 files have been studied and 11 of these files have been identified as related to scientific misconduct. The methods of inquiry, the decisions about the need for an investigation process, the types of scientific misconduct, and the adjudication processes have all been reported. Furthermore, the motives of researchers who made allegations, the study approaches of investigators, and the objections to the decisions about guilt and innocence have also been examined. Based on the findings obtained, the reasons for scientific misconduct and the distribution of responsibilities among the people in the inquiry process have been discussed. A major conclusion is the need to standardize the process of conducting inquiries about scientific misconduct cases for the regional chambers of medicine in Turkey.

The influence of parents on undergraduate and graduate students' entering the STEM disciplines and STEM careers

NASA Astrophysics Data System (ADS)

Craig, Cheryl J.; Verma, Rakesh; Stokes, Donna; Evans, Paige; Abrol, Bobby

2018-04-01

This research examines the influence of parents on students' studying the STEM disciplines and entering STEM careers. Cases of two graduate students (one female, one male) and one undergraduate student (male) are featured. The first two students in the convenience sample are biology and physics majors in a STEM teacher education programme; the third is enrolled in computer science. The narrative inquiry research method is used to elucidate the students' academic trajectories. Incidents of circumstantial and planned parent curriculum making surfaced when the data was serially interpreted. Other themes included: (1) relationships between (student) learners and (teacher) parents, (2) invitations to inquiry, (3) modes of inquiry, (4) the improbability of certainty, and (5) changed narratives = changed lives. While policy briefs provide sweeping statements about parents' positive effects on their children, narrative inquiries such as this one illuminate parents' inquiry moves within home environments. These actions became retrospectively revealed in their adult children's lived narratives. Nurtured by their mothers and/or fathers, students enter STEM disciplines and STEM-related careers through multiple pathways in addition to the anticipated pipeline.

Primary pre-service teachers' skills in planning a guided scientific inquiry

NASA Astrophysics Data System (ADS)

García-Carmona, Antonio; Criado, Ana M.; Cruz-Guzmán, Marta

2017-10-01

A study is presented of the skills that primary pre-service teachers (PPTs) have in completing the planning of a scientific inquiry on the basis of a guiding script. The sample comprised 66 PPTs who constituted a group-class of the subject Science Teaching, taught in the second year of an undergraduate degree in primary education at a Spanish university. The data was acquired from the responses of the PPTs (working in teams) to open-ended questions posed to them in the script concerning the various tasks involved in a scientific inquiry (formulation of hypotheses, design of the experiment, data collection, interpretation of results, drawing conclusions). Data were analyzed within the framework of a descriptive-interpretive qualitative research study with a combination of inter- and intra-rater methods, and the use of low-inference descriptors. The results showed that the PPTs have major shortcomings in planning the complete development of a guided scientific inquiry. The discussion of the results includes a number of implications for rethinking the Science Teaching course so that PPTs can attain a basic level of training in inquiry-based science education.

Undergraduate Students' Perceptions of an Inquiry-Based Physics Course

NASA Astrophysics Data System (ADS)

Ballone Duran, Lena; McArthur, Julia; van Hook, Stephen

2004-04-01

The purpose of this study was to examine middle childhood students'' perceptions of the learning environment in a reform-based physics course. A lecture-style, introductory physics course was modified into an inquiry-based course designed for preservice middle childhood teachers through the collaborative efforts of faculty in the Colleges of Education and Arts and Sciences. Focus group interviews were conducted to examine students'' perceptions. The results suggested that the students initially felt a level of frustration with a new constructivist experience; however, they were able to embrace the inquiry method and expressed a desire for additional specialized content courses for preservice teachers.

Development of guided inquiry-based laboratory worksheet on topic of heat of combustion

NASA Astrophysics Data System (ADS)

Sofiani, D.; Nurhayati; Sunarya, Y.; Suryatna, A.

2018-03-01

Chemistry curriculum reform shows an explicit shift from traditional approach to scientific inquiry. This study aims to develop a guided inquiry-based laboratory worksheet on topic of heat of combustion. Implementation of this topic in high school laboratory is new because previously some teachers only focused the experiment on determining the heat of neutralization. The method used in this study was development research consisted of three stages: define, design, and develop. In the define stage, curriculum analysis and material analysis were performed. In the design stage, laboratory optimization and product preparation were conducted. In the development stage, the product was evaluated by the experts and tested to a total of 20 eleventh-grade students. The instruments used in this study were assessment sheet and students’ response questionnaire. The assessment results showed that the guided inquiry-based laboratory worksheet has very good quality based on the aspects of content, linguistic, and graphics. The students reacted positively to the use of this guided inquiry-based worksheet as demonstrated by the results from questionnaire. The implications of this study is the laboratory activity should be directed to development of scientific inquiry skills in order to enhance students’ competences as well as the quality of science education.

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

NASA Astrophysics Data System (ADS)

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

2010-01-01

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

How can you capture cultural dynamics?

PubMed Central

Kashima, Yoshihisa

2014-01-01

Cross-cultural comparison is a critical method by which we can examine the interaction between culture and psychological processes. However, comparative methods tend to overlook cultural dynamics – the formation, maintenance, and transformation of cultures over time. The present article gives a brief overview of four different types of research designs that have been used to examine cultural dynamics in the literature: (1) cross-temporal methods that trace medium- to long-term changes in a culture; (2) cross-generational methods that explore medium-term implications of cultural transmission; (3) experimental simulation methods that investigate micro-level mechanisms of cultural dynamics; and (4) formal models and computer simulation methods often used to investigate long-term and macro-level implications of micro-level mechanisms. These methods differ in terms of level of analysis for which they are designed (micro vs. macro-level), scale of time for which they are typically used (short-, medium-, or long-term), and direction of inference (deductive vs. empirical method) that they imply. The paper describes examples of these methods, discuss their strengths and weaknesses, and point to their complementarity in inquiries about cultural change. Because cultural dynamics research is about meaning over time, issues deriving from interpretation of meaning and temporal distance between researchers and objects of inquiry can pose threats to the validity of the research and its findings. The methodological question about hermeneutic circle is recalled and further inquiries are encouraged. PMID:25309476

An interpretative study of elementary school teachers' conceptions of the nature of inquiry and of their roles while participating in an inquiry based science curriculum

NASA Astrophysics Data System (ADS)

Stucke, Ann Hancock

The problem. Recent reform efforts in science education have culminated in National Science Education Standards (NSES), which include the theme of inquiry across all grade levels. Consideration must be given to teachers' conceptions of inquiry, and their perceived roles, as they implement the processes of inquiry in the science classroom. Because of the change in pedagogy required by the standards, research efforts must address these areas. Research questions. The following research questions guided this study. (1) What are teachers' conceptions of inquiry? (2) What do the teachers consider important aspects of their roles when providing inquiry experiences for their students? (3) What do the teachers consider important aspects of the students' roles as inquirers? Research paradigm and methodology. The research paradigm that grounded this investigation is the constructivist paradigm proposed by Guba and Lincoln (1989). Participants were three elementary school teachers participating in the Elementary School Education Partners project. Qualitative methodology techniques used in the study included focus group discussion, semi-structured interviews, classroom observation with videotaping, teacher reflections, and fieldnotes. Data were analyzed using the constant comparative method as provided by Glaser and Strauss (1967). A case study format was used to discuss the results of themes that emerged. Results. Themes that emerged from the data were (a) inquiry is viewed as a teaching strategy; (b) the teachers' perceptions of the nature of inquiry are different from one another's; (c) there are differences in the degree of fit with the NSES description of inquiry; (d) the manner in which they see themselves as facilitators originates in their own educational experiences and varies from that of a guide, to a monitor, to one who models; and (e) teachers see the role of students as active participants in their learning but the teachers' perceptions of students' roles, as inquirers falls short of students' pursuing answers to their own questions. Conclusions. The themes that emerged from the data suggest that practicing teachers involved in a project using inquiry-based kits don't have an adequate concept of the nature of science and of inquiry in particular as reflected by the NSES and this seems to influence their concepts of their students' roles as inquirers.

Infusing Authentic Inquiry into Biotechnology

NASA Astrophysics Data System (ADS)

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 their understanding of biotechnology? As respondents explored numerous ideas in order to develop a workable research question, struggled to create a viable protocol, executed their experiment, and then evaluated their results, they commented on unexpected topics regarding the nature of science as well as specific content knowledge relating to their experiments. Four out of five participants reported they learned the most during authentic inquiry laboratory experience.

Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part II.

PubMed

Tavakol, Mohsen; Sandars, John

2014-10-01

Abstract Medical educators need to understand and conduct medical education research in order to make informed decisions based on the best evidence, rather than rely on their own hunches. The purpose of this Guide is to provide medical educators, especially those who are new to medical education research, with a basic understanding of how quantitative and qualitative methods contribute to the medical education evidence base through their different inquiry approaches and also how to select the most appropriate inquiry approach to answer their research questions.

Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part I.

PubMed

Tavakol, Mohsen; Sandars, John

2014-09-01

Medical educators need to understand and conduct medical education research in order to make informed decisions based on the best evidence, rather than rely on their own hunches. The purpose of this Guide is to provide medical educators, especially those who are new to medical education research, with a basic understanding of how quantitative and qualitative methods contribute to the medical education evidence base through their different inquiry approaches and also how to select the most appropriate inquiry approach to answer their research questions.