Adapting to the Digital Age: A Narrative Approach

ERIC Educational Resources Information Center

Cousins, Sarah; Bissar, Dounia

2012-01-01

The article adopts a narrative inquiry approach to foreground informal learning and exposes a collection of stories from tutors about how they adapted comfortably to the digital age.We were concerned that despite substantial evidence that bringing about changes in pedagogic practices can be difficult, there is a gap in convincing approaches to…

Writings of Lions: Narrative Inquiry of a Kenyan Couple Living in the U.S.

ERIC Educational Resources Information Center

Gilmore, Miranda; Miller, Marianne McInnes

2013-01-01

In this study, we told the story of a Kenyan couple, B. and F., who has left Kenya and moved to Southern California. We followed a narrative inquiry framework, using Clandinin and Connelly's (2000) guidelines. We delineated core components of narrative inquiry research, as well as related the journey of B. and F., who have created dual lives in…

Excavating and (Re)Presenting Stories: Narrative Inquiry as an Emergent Methodology in the Field of Adult Vocational Education and Technology

ERIC Educational Resources Information Center

Zimmerman, Aaron Samuel; Kim, Jeong-Hee

2017-01-01

Narrative inquiry has been a popular methodology in different disciplines for the last few decades. Using stories, narrative inquiry illuminates lived experience, serving as a valuable complement to research methodologies that are rooted in positivist epistemologies. In this article, we present a brief introduction to narrative inquiry including…

Translating Interviews, Translating Lives: Ethical Considerations in Cross-Language Narrative Inquiry

ERIC Educational Resources Information Center

Li, Yi

2011-01-01

Through two narrative inquiries, in this article I explore the challenges for qualitative researchers in working with multiple languages in capturing, translating, analyzing, and representing narratives. I discuss the effect on research when we engage in these processes considering what was happening as we translated both texts and experience from…

Visualizing Community: Understanding Narrative Inquiry as Action Research

ERIC Educational Resources Information Center

Caine, Vera

2010-01-01

Throughout the school year I invited children in a Grade Two/Three learning strategies classroom to participate in a visual narrative inquiry. The intention was to explore children's knowledge of community in artful ways; the children photographed and wrote in what was often an iterative process, where writing/talking and photographing…

Opportunities and Challenges in Representing Narrative Inquiries Digitally

ERIC Educational Resources Information Center

Craig, Cheryl J.

2013-01-01

Background/Context: Within the context of four locally funded research projects, the researcher was asked to disseminate the findings of her narrative inquiries not to the research community, which had previously been the case, but to the practice and philanthropic communities. This, in turn, created a representational crisis because practitioners…

Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play

ERIC Educational Resources Information Center

Barab, Sasha A.; Sadler, Troy D.; Heiselt, Conan; Hickey, Daniel; Zuiker, Steven

2007-01-01

In this paper we describe our research using a multi-user virtual environment, "Quest Atlantis," to embed fourth grade students in an aquatic habitat simulation. Specifically targeted towards engaging students in a rich inquiry investigation, we layered a socio-scientific narrative and an interactive rule set into a multi-user virtual environment…

Erratum to: Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play

NASA Astrophysics Data System (ADS)

Barab, Sasha A.; Sadler, Troy D.; Heiselt, Conan; Hickey, Daniel; Zuiker, Steven

2010-08-01

In this paper we describe our research using a multi-user virtual environment, Quest Atlantis, to embed fourth grade students in an aquatic habitat simulation. Specifically targeted towards engaging students in a rich inquiry investigation, we layered a socio-scientific narrative and an interactive rule set into a multi-user virtual environment gaming engine to establish a virtual world through which students learned about science inquiry, water quality concepts, and the challenges in balancing scientific and socio-economic factors. Overall, students were clearly engaged, participated in rich scientific discourse, submitted quality work, and learned science content. Further, through participation in this narrative, students developed a rich perceptual, conceptual, and ethical understanding of science. This study suggests that multi-user virtual worlds can be effectively leveraged to support academic content learning.

Composing Storied Ground: Four Generations of Narrative Inquiry

ERIC Educational Resources Information Center

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

2007-01-01

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

A Narrative Inquiry into the Identity Formation of Chinese Doctoral Students in Relation to Study Abroad

ERIC Educational Resources Information Center

Ye, Lily; Edwards, Viv

2017-01-01

The present study explores a topic which has been under-studied to date, namely the identity formation of Chinese PhD students in relation to study abroad. Underpinned by Giddens' "reflexive project of the self," which privileges agency and reflexivity, and using a narrative inquiry approach, it presents four students "stories"…

A Narrative Inquiry of Teacher Retention in Supplemental Education

ERIC Educational Resources Information Center

Saint, April

2012-01-01

Teacher retention in supplemental education, or for-profit, center-based tutoring, is a concern. As yet, no studies in the past 20 years have examined teacher retention in supplemental education. The importance of this research study was to give voice to supplemental educators' experiences in center-based tutoring through narrative inquiry. The…

"Shifts in Thinking" in Arts Teachers' Narratives: Documentation as Inquiry and Artifact

ERIC Educational Resources Information Center

Meier, Mary Elizabeth

2012-01-01

In this narrative inquiry, I analyzed art and music teachers' stories of professional learning as they engaged in the study of their teaching practice in a collaborative inquiry group (CIG). During two years of data collection, I examined stories that arts teachers told when describing classroom photographs, images of student work, video…

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…

Using Narrative Inquiry to Understand Persistently Disciplined Middle School Students

ERIC Educational Resources Information Center

Kennedy-Lewis, Brianna L.; Murphy, Amy S.; Grosland, Tanetha J.

2016-01-01

Educators' persistent disciplining of a small group of students positions them as "frequent flyers." This identity prevents educators from developing an understanding that could enable them to reengage these students. Using the methodology of interpretive biography positioned within narrative inquiry and using a Gestalt-based analysis,…

Mexican American Women Pursuing Counselor Education Doctorates: A Narrative Inquiry

ERIC Educational Resources Information Center

Hinojosa, Tamara J.; Carney, JoLynn V.

2016-01-01

The authors used narrative inquiry and Anzaldúa's (1999) bordlerlands theory to understand the cultural experiences of 5 Mexican American women in doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results indicated that participants navigated multiple cultural spheres and that 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…

Tuning Frequencies of Multicultural Education Objectives to Distinct Society Perspectives: Two Teacher Candidate Interviews Transmitted through Narrative Inquiry

ERIC Educational Resources Information Center

Tan, Eloise; Lefebvre, Haidee Smith

2010-01-01

Through a qualitative approach of narrative inquiry, this paper examines how Quebec's distinct society identity interacted with objectives of a Multicultural Education course in Montreal. The authors, one of whom was a teaching assistant in the course and the other a student in the course, interviewed seven students and the professor. The…

Narrative Inquiry Assessing the Retention of Part-Time Adjunct Faculty at Private Postsecondary Education

ERIC Educational Resources Information Center

Blanton, Doris L.

2014-01-01

All institutions of higher education depend heavily on the contributions of adjunct faculty. The purpose of the qualitative narrative inquiry was to gather, analyze, and interpret stories offered by faculty members to make meaning of their experiences as adjuncts in non-traditional higher education institutions. The qualitative narrative inquiry…

A Narrative Inquiry of Identity Formation of EFL University Teachers

ERIC Educational Resources Information Center

Cheng, Xiangli

2016-01-01

Drawing on narrative inquiry, the present study aims to investigate the trajectory of identity formation of EFL university teachers. Two types of data are collected. One type comes from life histories of Hyland (2014), Nunan (2011) and Widdowson (2009), and the other type comes from semi-structured interviews with three excellent university…

A Narrative Inquiry into the Influence of Coaching Methodology on Three Specific Teacher Knowledge Communities

ERIC Educational Resources Information Center

Martindell, Peter Timothy

2012-01-01

This narrative inquiry studied the influences of coaching methodology, critical incidents, and critical relationships on three specific teacher knowledge communities--the Portfolio Group, the Houston ISD literacy coach network, and the Imperial ISD Secondary English Language Arts helping teacher workgroup. This inquiry is situated within the…

"I Need to Be Strong and Competent": A Narrative Inquiry of a Student-Teacher's Emotions and Identities in Teaching Practicum

ERIC Educational Resources Information Center

Yuan, Rui; Lee, Icy

2016-01-01

In teacher identity research, limited attention has been paid to how pre-service teachers constructed their identities by negotiating with different emotions in their practice. To fill this gap, the present study, drawing upon the approach of narrative inquiry, explores how a student-teacher--Ming--negotiated and navigated conflicting emotions in…

The stories of nursing student repeaters: A narrative inquiry study.

PubMed

Lewis, Lisa Scandale

2018-01-01

This narrative inquiry study examined community college nursing student repeaters, who failed a required nursing course and then went on to repeat the course. The purpose of this study was to learn about the experience of this group of students who are at high risk for attrition. While each participant had a unique story, common narratives emerged and were presented as storylines. Two storylines that are new to the literature were: Repeating is an Emotional Journey, and Ultimately Repeating was the Best Thing for Me. These findings suggest that there is a need for additional support for this population. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

PubMed

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

2016-01-01

The purpose of this narrative inquiry was to explore the experiences of persons who were injured in traffic collisions and seek their recommendations for the development of clinical practice guideline (CPG) for the management of minor traffic injuries. Patients receiving care for traffic injuries were recruited from 4 clinics in Ontario, Canada resulting in 11 adult participants (5 men, 6 women). Eight were injured while driving cars, 1 was injured on a motorcycle, 2 were pedestrians, and none caused the collision. Using narrative inquiry methodology, initial interviews were audiotaped, and follow-up interviews were held within 2 weeks to extend the story of experience created from the first interview. Narrative plotlines across the 11 stories were identified, and a composite story inclusive of all recommendations was developed by the authors. The research findings and composite narrative were used to inform the CPG Expert Panel in the development of new CPGs. Four recommended directions were identified from the narrative inquiry process and applied. First, terminology that caused stigma was a concern. This resulted in modified language ("injured persons") being adopted by the Expert Panel, and a new nomenclature categorizing layers of injury was identified. Second, participants valued being engaged as partners with health care practitioners. This resulted in inclusion of shared decision-making as a foundational recommendation connecting CPGs and care planning. Third, emotional distress was recognized as a factor in recovery. Therefore, the importance of early detection and the ongoing evaluation of risk factors for delayed recovery were included in all CPGs. Fourth, participants shared that they were unfamiliar with the health care system and insurance industry before their accident. Thus, repeatedly orienting injured persons to the system was advised. A narrative inquiry of 11 patients' experiences with traffic collision and their recommendations for clinical

Racial Identity Development of Transracial Adoptees during College: A Narrative Inquiry

ERIC Educational Resources Information Center

Powell, Anne-Elizabeth C.

2017-01-01

This narrative inquiry study focused on the research question: "How do lived experiences during college contribute to racial identity formation of Black or biracial students who were adopted domestically by White parents?" The purpose of the study was to better understand the racial identity development of transracial adoptees (TRA)…

Refugee Children's Adaptation to American Early Childhood Classrooms: A Narrative Inquiry

ERIC Educational Resources Information Center

Prior, Megan A.; Niesz, Tricia

2013-01-01

Researchers have suggested that a paucity of research exists on refugee youth in early childhood education settings. Arguing that children's stories provide educators a valuable resource for understanding the meaning children make of initial cross-cultural experiences, this article presents a narrative inquiry into the stories and artwork of three…

Adjunct Faculty Job Satisfaction in California Community Colleges: A Narrative Inquiry

ERIC Educational Resources Information Center

Nagle, Tonya

2016-01-01

The problem addressed in the qualitative narrative inquiry is the perceived level of adjunct faculty job satisfaction. The general problem is the inconclusive and contradictory information on job satisfaction for adjuncts nationwide. The specific problem is poor job satisfaction for adjunct faculty in California where adjuncts are 48% of the…

Adjunct English Faculty and Their Engagement in Scholarship: A Narrative Inquiry

ERIC Educational Resources Information Center

Van Lieu, Sandi Marie

2017-01-01

Two of the most significant changes in higher education over the last decade have been the reconceptualization of faculty scholarship and the increase in the hiring of adjunct faculty, yet these topics rarely merge together in the literature. The purpose of this qualitative narrative inquiry was to understand how adjunct English faculty conceive…

Qualitative Inquiry and Research Design: Choosing among Five Approaches [with CD-ROM]. Second Edition

ERIC Educational Resources Information Center

Creswell, John W.

2006-01-01

This new version explores the philosophical underpinnings, history, and key elements of each of five qualitative inquiry approaches: narrative research, phenomenology, grounded theory, ethnography, and case study. Using an accessible and engaging writing style, the author compares theoretical frameworks, ways to employ standards of quality, and…

Participatory theatre and mental health recovery: a narrative inquiry.

PubMed

Torrissen, Wenche; Stickley, Theo

2018-01-01

To identify the potential relationship between participation in theatre and mental health recovery. To give voice to the stories told by participants of Teater Vildenvei, a theatre company that has been part of the rehabilitation programme for mental health service users in Oslo since 1995. Twelve narrative interviews were conducted among participants of Teater Vildenvei, and the data were subject to a narrative analysis process following the philosophy of Paul Ricoeur and the specific methods of thematic, event and relational analysis as identified by Riessman. The narratives are considered in the theoretical light of the mental health recovery framework as identified by Leamy et al. Each participant had experienced a transformation in identity; the sense of belonging within the group was perceived as highly important to their mental health; engagement with the theatre company gives people something meaningful to do, a sense of hope and individuals feel empowered. This narrative inquiry gave opportunity for participants to elaborate on their stories of their engagement with Teater Vildenvei. It is through the richness of the data that the depth of the significance of meaning that people ascribe to their stories demonstrates the potential power of participatory theatre for mental health recovery. Because of its effects, people make life-changing and life-saving claims.

A Narrative Inquiry into Schooling in China: Three Images of the Principalship

ERIC Educational Resources Information Center

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

2015-01-01

This narrative inquiry exploring contemporary Chinese schooling involved three researchers who worked collaboratively as a team. Each researcher resonated with a different image of the principalship embedded in the storied account proffered by Xu Xiaozhang ??, leader of Hexie Elementary School in Tianjin, China. (1) Principal as the lead teacher;…

Knitting Teacher: A Narrative Inquiry of a Researcher Who Has Been Researched

ERIC Educational Resources Information Center

Heydon, Rachel

2010-01-01

From the vantages of a teacher who has been researched and an educational researcher who has researched teachers, this inquiry constructs a knitted narrative from journals, letters, and stories written about my time teaching English studies in a remote First Nations' community and articles written about me when I was a research participant in a…

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…

Narrative reflective practice in medical education for residents: composing shifting identities

PubMed Central

Clandinin, Jean; Cave, Marie Thérèse; Cave, Andrew

2011-01-01

As researchers note, medical educators need to create situations to work with physicians in training to help them attend to the development of their professional identities. While there is a call for such changes to be included in medical education, educational approaches that facilitate attention to the development of medical students’ professional identities, that is, who they are and who they are becoming as physicians, are still under development. One pedagogical strategy involves narrative reflective practice as a way to develop physician identity. Using this approach, medical residents first write narrative accounts of their experiences with patients in what are called “parallel charts”. They then engage in a collaborative narrative inquiry within a sustained inquiry group of other residents and two researcher/facilitators (one physician, one narrative researcher). Preliminary studies of this approach are underway. Drawing on the experiences of one medical resident in one such inquiry group, we show how this pedagogical strategy enables attending to physician identity making. PMID:23745070

Narrative reflective practice in medical education for residents: composing shifting identities.

PubMed

Clandinin, Jean; Cave, Marie Thérèse; Cave, Andrew

2011-01-01

As researchers note, medical educators need to create situations to work with physicians in training to help them attend to the development of their professional identities. While there is a call for such changes to be included in medical education, educational approaches that facilitate attention to the development of medical students' professional identities, that is, who they are and who they are becoming as physicians, are still under development. One pedagogical strategy involves narrative reflective practice as a way to develop physician identity. Using this approach, medical residents first write narrative accounts of their experiences with patients in what are called "parallel charts". They then engage in a collaborative narrative inquiry within a sustained inquiry group of other residents and two researcher/facilitators (one physician, one narrative researcher). Preliminary studies of this approach are underway. Drawing on the experiences of one medical resident in one such inquiry group, we show how this pedagogical strategy enables attending to physician identity making.

Learning Management Systems in Traditional Face-to-Face Courses: A Narrative Inquiry Study

ERIC Educational Resources Information Center

Washington, Gloria

2017-01-01

The purpose of the qualitative narrative inquiry study was to explore accounts of individual higher education instructors' experiences utilizing LMSs as a potential platform for teaching and learning in the traditional face-to-face classroom environment. The pedagogical use of LMSs in traditional face-to-face courses from real life experiences of…

A Narrative Inquiry of Cross-Cultural Lives: Lives in the North American Academy

ERIC Educational Resources Information Center

He, Ming Fang

2002-01-01

In a series of three papers, I examine the identity development of three Chinese women teachers as they moved back and forth between Eastern and Western cultures and languages amid the rapidly changing events of the last four decades. This life-based narrative inquiry, situated between non-fiction, fiction, and academic discourses opens up…

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 Narrative Inquiry Using Film to Teach Critical Thinking for Associate Degree Nursing Students in the Midwestern United States

ERIC Educational Resources Information Center

Mackenzie, Blair Nicole

2017-01-01

This narrative inquiry examined how students developed critical thinking skills for nursing from viewing and discussing a commercially produced film. Community of Inquiry was the theoretical model and demonstrated the development of critical thinking when the teaching presence pulled the social presence (students) into the cognitive presence with…

A Narrative Inquiry Exploring How College Communication Professors Engage Students with Public Speaking Apprehension

ERIC Educational Resources Information Center

Riedel, Derek

2012-01-01

The purpose of this qualitative study was to discover how communication professors at four-year private universities help students who exhibit public speaking apprehension (PSA) learn to cope with their anxiety. The research was framed in the narrative inquiry paradigm, interviewing eight college communication professors about their experiences…

The experience of learning to speak up: a narrative inquiry on newly graduated registered nurses.

PubMed

Law, Bernice Yee-Shui; Chan, Engle Angela

2015-07-01

To explore the process of learning to speak up in practice among newly graduated registered nurses. Speaking up is an important aspect of communication to ensure patient safety within a healthcare team. However, nurses have reported being hesitant about speaking up or being unable to be heard, despite adopting various safety tools. A power differential could be a factor in their hesitation to speak up. While a large number of new graduates are employed in the lower rungs of the hospital hierarchy to resolve local and global nursing shortages, the process of their learning to speak up remains under-explored. The narrative concept of experience is addressed through the three-dimensional space of a narrative inquiry. Eighteen new graduates were recruited. Stories of experiences of speaking up emerged naturally during repeated unstructured interviews and ongoing email conversations with three participants. The complex process of learning to speak up is schematically represented. Three interrelated narrative threads were identified: (1) learning to speak up requires more than one-off training and safety tools, (2) mentoring speaking up in the midst of educative and miseducative experiences and (3) making public spaces safe for telling secret stories. Speaking up requires ongoing mentoring to see new possibilities for sustaining professional identities in the midst of miseducative experiences under the potential shaping of the Chinese culture and generational differences. Appreciative inquiry might be a new approach that can be used to promote positive cultural changes to encourage newly graduated registered nurses to learn to speak up to ensure patient safety. Cultivating a safe and open culture of communication and mentoring new graduates to speak up will benefit patient safety now and in the future by helping to retain committed patient advocates who could mentor future generations. © 2015 John Wiley & Sons Ltd.

Factors Inhibiting ESL Learners from Passing California High School Exit Examination: A Narrative Inquiry

ERIC Educational Resources Information Center

Puente, Belinda

2017-01-01

The problem was that Hispanic English Second Language (ESL) students enrolled in the ESL program had consistently failed the California High School Exit Examination (CASHEE) in greater numbers than their cohorts. The purpose of this qualitative narrative inquiry was to explore the life stories of Hispanic ESL students in identifying the factors…

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…

Finding Their Voices: A Narrative Inquiry of Sixth-Grade Lumbee Males Who Struggle with Reading

ERIC Educational Resources Information Center

Fletcher, Michael Shane

2016-01-01

This narrative inquiry collective case study investigated the experiences of six sixth grade American Indian males of the Lumbee tribe who struggle with reading. Bounded within an asynchronous closed wiki site, students from three sixth grade classes participated in online threaded discussions and created, posted, and viewed multimedia projects…

A Narrative Inquiry about Values in a Finnish Preschool: The Case of Traffic Lights

ERIC Educational Resources Information Center

Juutinen, Jaana; Viljamaa, Elina

2016-01-01

This research explored how values are communicated in everyday life at preschool. This narrative inquiry focused on how values are conveyed through the use of a material artefact, a chart with traffic lights, as a communication and pedagogical tool. Twenty children aged 3-4 years in one Finnish preschool were involved in the initial data…

The importance of stories in understanding people's relationship to food: narrative inquiry methodology has much to offer the public health nutrition researcher and practitioner.

PubMed

O'Kane, Gabrielle; Pamphilon, Barbara

2016-03-01

Despite the usefulness of quantitative research, qualitative research methodologies are equally needed to allow researchers to better understand the important social and environmental factors affecting food choice and eating habits. The present paper contributes insights from narrative inquiry, a well-established qualitative methodology, to a food-related doctoral research study. The connections between food shoppers and the producer, family, friends and others in the food system, between eaters and the earth, and how these connections affect people's meaning-making of food and pathways to food citizenship, were explored in the research. The research used narrative inquiry methodology and focus groups for data collection. Five different food-ways in the Canberra region of Australia were selected for the present research; that is, community gardens, community-supported agriculture, farmers' markets, fresh food markets and supermarkets. Fifty-two people voluntarily attended eight focus groups with four to nine participants in each. From a practical perspective, the present paper offers a guide to the way in which narrative inquiry has been applied to one research project. The paper describes the application of narrative inquiry methodology, revealing the important place of narratives in generating new knowledge. The paper further outlines how phased narrative analysis can lead to a defensible and rigorous interpretive framework grounded in the data generated from people's stories and meaning-making. We argue that individual, social and system change will not be possible without further rigorous qualitative studies to inform and complement the empirical basis of public health nutrition practice.

Living with a Foreign Tongue: An Autobiographical Narrative Inquiry into Identity in a Foreign Language

ERIC Educational Resources Information Center

Liu, Wei

2014-01-01

Learning a second language involves the development of an identity in the target language. This study is an autobiographical narrative inquiry into the issue of identity in a foreign language. Autobiographical accounts of my relationship with, and my feelings about, English at different stages in my learning journey are developed to show how my…

African American Online Doctor of Management Students' Perceptions of Dissertation Writing and Support: Narrative Inquiry

ERIC Educational Resources Information Center

Diggs, Betty Jean

2017-01-01

The purpose of this qualitative narrative inquiry was to explore how African American Online doctor of management students perceived engaging support to maintain motivation throughout the dissertation writing process. The study involved collecting and analyzing data from 10 African American online doctoral students who matriculated into an online…

Teachers as Writers, Writers as Teachers: A Narrative Inquiry into Teachers' Perceptions of Self as Teachers, Writers, and Teachers of Writing

ERIC Educational Resources Information Center

Dillahunty, Donna Carol

2013-01-01

The purpose of this study was to explore, narratively, teachers' perceptions of self/identity as teachers, as writers, as teachers of writing, and how those perceptions shaped the instructional practices of teachers. Basing the study in research on writing theorists, identity, experience, and reflection, narrative inquiry in the tradition of…

Narrative research on mental health recovery: two sister paradigms.

PubMed

Spector-Mersel, Gabriela; Knaifel, Evgeny

2017-06-24

Despite the breadth of narrative studies on individuals with severe mental illness, the suitability of narrative inquiry to exploring mental health recovery (MHR) has not been examined. (1) Examining the appropriateness of narrative inquiry to studying MHR; (2) assessing the extent to which narrative studies on MHR conform to the unique features of narrative research, as a distinctive form of qualitative inquiry. Review of empirical, theoretical and methodological literature on recovery and narrative inquiry. Considering the perspectives of recovery and narrative as paradigms, the similarity between their ontology and epistemology is shown, evident in 10 common emphases: meaning, identity, change and development, agency, holism, culture, uniqueness, context, language and giving voice. The resemblance between these "sister" paradigms makes narrative methodology especially fruitful for accessing the experiences of individuals in recovery. Reviewing narrative studies on MHR suggests that, currently, narrative research's uniqueness, centered on the holistic principle, is blurred on the philosophical, methodological and textual levels. Well-established narrative research has major implications for practice and policy in recovery-oriented mental health care. The narrative inquiry paradigm offers a possible path to enhancing the distinctive virtues of this research, realizing its potential in understanding and promoting MHR.

Whose Stories Matter? Re-Vising, Reflecting and Re-Discovering a Researcher's Embodied Experience as a Narrative Inquirer

ERIC Educational Resources Information Center

McMahon, Jenny; McGannon, Kerry R.

2016-01-01

This paper centres on one researcher's narrative inquiry of embodied experience. The purpose of this paper is to initiate and extend dialogue which highlights potential possibilities and limitations for those researchers and participants who choose to engage with the narrative inquiry approach. Of special concern are four points or evocations that…

Collaborative Curriculum Making in the Physical Education Vein: A Narrative Inquiry of Space, Activity and Relationship

ERIC Educational Resources Information Center

Craig, Cheryl J.; You, JeongAe; Oh, Suhak

2013-01-01

Located at the intersection where teaching and curriculum meet, this narrative inquiry examines how collaborative curriculum making unfolded between and among six members of a physical education department in a middle school in the mid-southern USA. The internationally significant work takes the position that long-term relations are prerequisite…

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

ERIC Educational Resources Information Center

Martin, Jennifer L.

2014-01-01

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

Narrative Experiments and Imaginative Inquiry

ERIC Educational Resources Information Center

Gough, Noel

2008-01-01

In this semi-autobiographical essay I explore the representation and performance of imaginative inquiry practices in educational inquiry and other disciplines, with particular reference to "thought experiments" in the natural sciences and comparable practices in the arts, humanities, and social sciences. I share a number of experiences…

A Narrative Inquiry of Chinese Immigrant Students' Educational Experiences in the United States: Language, Culture, and Identity

ERIC Educational Resources Information Center

Deng, Yuwen

2017-01-01

In this dissertation research, I examined the overall educational experiences of Chinese immigrant students, particularly their educational experiences in the United States. Using narrative inquiry methodology in my study, I portrayed the stories of six Chinese immigrant students, including four undergraduates and two graduates in a Midwestern…

What students learn about professionalism from faculty stories: an "appreciative inquiry" approach.

PubMed

Quaintance, Jennifer L; Arnold, Louise; Thompson, George S

2010-01-01

To develop a method for teaching professionalism by enabling students and faculty members to share positive examples of professionalism in a comfortable environment that reflects the authentic experiences of physicians. Medical educators struggle with the teaching of professionalism. Professionalism definitions can guide what they teach, but they must also consider how they teach it, and constructs such as explicit role modeling, situated learning, and appreciative inquiry provide appropriate models. The project consisted of students interviewing faculty members about their experiences with professionalism and then reflecting on and writing about the teachers' stories. In 2004, 62 students interviewed 33 faculty members, and 193 students observed the interviews. Using a project Web site, 36 students wrote 132 narratives based on the faculty's stories, and each student offered his or her reflections on one narrative. The authors analyzed the content of the narratives and reflections via an iterative process of independent coding and discussion to resolve disagreements. Results showed that the narratives were rich and generally positive; they illustrated a broad range of the principles contained in many definitions of professionalism: humanism, accountability, altruism, and excellence. The students' reflections demonstrated awareness of the same major principles of professionalism that the faculty conveyed. The reflections served to spark new ideas about professionalism, reinforce the values of professionalism, deepen students' relationships with the faculty, and heighten students' commitment to behaving professionally. Narrative storytelling, as a variant of appreciative inquiry, seems to be effective in deepening students' understanding and appreciation of professionalism.

Taiwanese medical students' narratives of intercultural professionalism dilemmas: exploring tensions between Western medicine and Taiwanese culture.

PubMed

Ho, Ming-Jung; Gosselin, Katherine; Chandratilake, Madawa; Monrouxe, Lynn V; Rees, Charlotte E

2017-05-01

In an era of globalization, cultural competence is necessary for the provision of quality healthcare. Although this topic has been well explored in non-Western cultures within Western contexts, the authors explore how Taiwanese medical students trained in Western medicine address intercultural professionalism dilemmas related to tensions between Western medicine and Taiwanese culture. A narrative interview method was employed with 64 Taiwanese medical students to collect narratives of professionalism dilemmas. Noting the prominence of culture in students' narratives, we explored this theme further using secondary analysis, identifying tensions between Western medicine and Taiwanese culture and categorizing students' intercultural professionalism dilemmas according to Friedman and Berthoin Antal's 'intercultural competence' framework: involving combinations of advocacy (i.e., championing one's own culture) and inquiry (i.e., exploring one's own and others' cultures). One or more intercultural dilemmas were identified in nearly half of students' professionalism dilemma narratives. Qualitative themes included: family relations, local policy, end-of-life care, traditional medicine, gender relations and Taiwanese language. Of the 62 narratives with sufficient detail for further analysis, the majority demonstrated the 'suboptimal' low advocacy/low inquiry approach (i.e., withdrawal or inaction), while very few demonstrated the 'ideal' high advocacy/high inquiry approach (i.e., generating mutual understanding, so 'intercultural competence'). Though nearly half of students' professionalism narratives concerned intercultural dilemmas, most narratives represented disengagement from intercultural dilemmas, highlighting a possible need for more attention on intercultural competence training in Taiwan. The advocacy/inquiry framework may help educators to address similar disconnects between Western medicine and non-Western cultures in other contexts.

From Attrition to Retention: A Narrative Inquiry of Why Beginning Teachers Leave and Then Rejoin the Profession

ERIC Educational Resources Information Center

Harfitt, Gary James

2015-01-01

The issue of beginning teachers leaving the profession in the first few years of their career represents a global problem, and while discrepancies exist over precise numbers, there is consensus that the attrition rate of new teachers is high. This paper reports on a narrative inquiry into two beginning teachers who left the profession after just…

Multiple Identities, Negotiations, and Agency across Time and Space: A Narrative Inquiry of a Foreign Language Teacher Candidate

ERIC Educational Resources Information Center

Kayi-Aydar, Hayriye

2015-01-01

Drawing on the post-structural views and the literature on teacher identity and agency, and using narrative inquiry, this paper describes how one teacher candidate majoring in Spanish negotiated her identities across time and space and how her identity negotiations interacted with her agency. The recursive analysis of qualitative data sources…

Perceptions of Multigrade Teaching: A Narrative Inquiry into the Voices of Stakeholders in Multigrade Contexts in Rural Zambia

ERIC Educational Resources Information Center

Kivunja, Charles; Sims, Margaret

2015-01-01

Multigrade teaching is used widely in primary schools throughout the Majority World. This study reports the findings of a narrative inquiry undertaken to answer the question: what are the perceptions of stakeholders in rural Zambian multigrade contexts about multigrade teaching as an education strategy? We were interested in exploring the reality…

The narrative approach to personalisation

NASA Astrophysics Data System (ADS)

Conlan, Owen; Staikopoulos, Athanasios; Hampson, Cormac; Lawless, Séamus; O'keeffe, Ian

2013-06-01

This article describes the narrative approach to personalisation. This novel approach to the generation of personalised adaptive hypermedia experiences employs runtime reconciliation between a personalisation strategy and a number of contextual models (e.g. user and domain). The approach also advocates the late binding of suitable content and services to the generated personalised pathway resulting in an interactive composition that comprises services as well as content. This article provides a detailed definition of the narrative approach to personalisation and showcases the approach through the examination of two use-cases: the personalised digital educational games developed by the ELEKTRA and 80Days projects; and the personalised learning activities realised as part of the AMAS project. These use-cases highlight the general applicability of the narrative approach and how it has been applied to create a diverse range of real-world systems.

Mentoring and Community: Inquiry as Stance and Science as Inquiry

ERIC Educational Resources Information Center

Melville, Wayne; Bartley, Anthony

2010-01-01

In this article, we investigate how mentoring relationships founded on inquiry as stance can work to emphasize the conditions that promote the development of teachers of science as inquiry. Drawing on data collected through semi-structured interviews, we have developed two narrative case studies based on the two mentoring relationships that exist…

The Northern Experience of Street-Involved Youth: A Narrative Inquiry

ERIC Educational Resources Information Center

George, Serena D.; O'Neill, Linda K.

2011-01-01

This research explored the experiences of 8 street-involved youth (4 male, 4 female) between the ages of 20 and 27 living in north-central British Columbia. The analysis was carried out in 3 phases based on the narrative approach developed by Lieblich, Tuval-Mashiach, and Zilber (1998). The narratives represented the holistic experiences of the…

Discourse on Narrative Research: The Construction Zone--Literary Elements in Narrative Research

ERIC Educational Resources Information Center

Coulter, Cathy A.; Smith, Mary Lee

2009-01-01

Narrative research has become part of the landscape of education inquiry, yet its theory and practice are still debated and evolving. This article addresses the construction of narratives using literary elements common to nonfiction and fiction writings. The authors discuss these elements and use four narratives to illustrate them. They address…

"Better to Be a Pessimist": A Narrative Inquiry into Mathematics Teachers' Experience of the Transition to the Common Core

ERIC Educational Resources Information Center

Martinie, Sherri L.; Kim, Jeong-Hee; Abernathy, Deborah

2016-01-01

The Common Core State Standards (CCSS) are a focus of state education policy today influencing curriculum implementation and assessment in public schools. The purpose of this narrative inquiry is to understand how high school mathematics teachers experience the transition period. Based on interviews with mathematics teachers in a high school in…

Methodological Pluralism and Narrative Inquiry

ERIC Educational Resources Information Center

Michie, Michael

2013-01-01

This paper considers how the integral theory model of Nancy Davis and Laurie Callihan might be enacted using a different qualitative methodology, in this case the narrative methodology. The focus of narrative research is shown to be on "what meaning is being made" rather than "what is happening here" (quadrant 2 rather than…

Playing with Moon Sand: A Narrative Inquiry into a Teacher's Experiences Teaching Alongside a Student with a Chronic Illness

ERIC Educational Resources Information Center

Davis, Beth; Murphy, M. Shaun

2016-01-01

This paper inquires into the experiences of an early childhood educator named Claire who taught a young girl with a chronic illness at East Willows Elementary School, a western Canadian elementary school. Using narrative inquiry as the methodology, Claire's experiences in her curriculum making alongside Madeline a young girl with Turner syndrome…

The Calling Canvas, Weaving Together Words and Images: A Narrative Inquiry into the Creative Voice of Students with Autism Participating in a Creative Lunchtime Program

ERIC Educational Resources Information Center

Kotowski, Kelly

2013-01-01

This narrative chronicles the story of the Lunch Bunch, a group of 4 students with autism, 1 student with a specific learning disability and their art educator/researcher as they ate lunch together and discussed creativity and at times made art. A chronological story of the Lunch Bunch was crafted utilizing narrative inquiry as the overarching…

The Secret between Storytelling and Retelling: Tea, School, & Narrative

ERIC Educational Resources Information Center

Yu, Jie

2014-01-01

In this paper, I will tell two of my personal stories to try to explore the secret or opaque space between the original telling and retelling of stories in narrative inquiry. Based upon my difficult struggles with the two stories of tea, school, and narrative, I suggest that narrative inquiry has to be a complex loop of relationship, reflexivity,…

An International Inquiry: Stories of Poverty--Poverty Stories

ERIC Educational Resources Information Center

Ciuffetelli Parker, Darlene; Craig, Cheryl J.

2017-01-01

This article features an international inquiry of two high-poverty urban schools, one Canadian and one American. The article examines poverty in terms of "small stories" that educators and students live and tell, often on the edges, unheard and unaccounted for in grand narratives. It also expands the story constellations approach to…

Voices of Identity in a Chicana Teacher's Occupational Narratives of the Self

ERIC Educational Resources Information Center

Galindo, Rene

2007-01-01

The research area of teacher narrative inquiry has identified links between the personal and professional identities of teachers. Although teacher narrative inquiry takes narrative texts as its data, insufficient attention has been given to the functions of narratives as forms of discourse that are utilized in the construction of identity. In the…

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

PubMed

Madsen, William C

2016-06-01

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

Conducting a narrative analysis.

PubMed

Emden, C

1998-07-01

This paper describes the process of narrative analysis as undertaken within a nursing study on scholars and scholarship. If follows an earlier paper titled: Theoretical perspectives on narrative inquiry that described the influencing ideas of Bruner (1987) and Roof (1994) upon the same study. Analysis procedures are described here in sufficient detail for other researchers wishing to implement a similar approach to do so. The process as described has two main components: (A) strategies of 'core story creation' and 'employment'; and (B) issues and dilemmas of narrative analysis, especially relating to rigour. The ideas of Polkinghorne (1988), Mishler (1986), and Labov (in Mishler 1986a) are introduced in so far as they impinge upon the analysis process. These relate especially to the development of key terms, and to the analysis strategies of core story creation and employment. Outcomes of the study in question are termed 'Signposting the lived-world of scholarship'.

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…

Seeking Effectiveness and Equity in a Large College Chemistry Course: An HLM Investigation of Peer-Led Guided Inquiry

ERIC Educational Resources Information Center

Lewis, Scott E.; Lewis, Jennifer E.

2008-01-01

This study employed hierarchical linear models (HLM) to investigate Peer-Led Guided Inquiry (PLGI), a teaching practice combining cooperative learning and inquiry and tailored for a large class. Ultimately, the study provided an example of the effective introduction of a reform pedagogical approach in a large class setting. In the narrative, the…

Young African American Boys Narrating Identities in Science

ERIC Educational Resources Information Center

Kane, Justine M.

2016-01-01

The goal of this study is to bring the voices of African American boys front and center in science education research in an effort to strengthen our understandings of their experiences of school and science. Using an interpretivist perspective within a narrative inquiry approach, I focus on the student and science-student identities two African…

Youth Practitioner Professional Narratives: Changing Identities in Changing Times

ERIC Educational Resources Information Center

Price, Mark

2018-01-01

This paper examines youth practitioner professionality responses to neo-liberal policy changes in youth work and the youth support sector in the UK, from New Labour to Conservative-led administrations. Using a narrative inquiry approach, six early career practitioners explore and recount their experiences of moving into the field during changing…

Awareness and Awakening: A Narrative-Oriented Inquiry of Undergraduate Students' Development of Mindful Agency in China

PubMed Central

Wang, Qing; Law, Ho Chung; Li, Yan; Xu, Zhanfei; Pang, Weiguo

2017-01-01

The article explores undergraduate students' experiences of developing mindful agency as a positive learning disposition, their perceived change as a learner, and the possible impact of mindful agency coaching on students' learning and personal growth, using a narrative research method. Seventy Chinese undergraduate students generated personal reflective journals and eight participants' journals were selected to enter into the narrative-oriented inquiry. Our analysis revealed a number of primary themes based on which we produced a meta-story. The supplements of the story were exacted for further critical cross-case discussion. The finding indicated that the multifaceted development of mindful agency involved learning methods, emotional regulation, strategic thinking, and awareness of planning, openness to experience, self-acceptance and self-esteem, and learning engagement, with enhanced sense of personal awareness and awakening. The coaching was supportive for students to foster positive self-identities and become more reflective, mindful, and self-determined. PMID:29209260

Combining Historical Research and Narrative Inquiry to Create Chronicles and Narratives

ERIC Educational Resources Information Center

Wilson, Richard A.

2007-01-01

Stories about the Idaho State Library, chronicles and narratives, are reported in my doctoral dissertation (Wilson, 2005). The chronicles, reconstructed from documents and records, provided a presentation of the people, events, and activities to frame the stories. The narratives, excerpted from interviews, provided the rich description and unique…

Understanding Mathematics Classroom Teaching: Hermeneutics Inquiry

ERIC Educational Resources Information Center

Wang, Xiong

2015-01-01

In order to understand meaning of mathematics classroom teaching, this paper uses narrative to present the meaning through hermeneutics inquiry from the author's research experiences. There are two threads in the research experience: research on classroom teaching and students' understanding in classroom teaching. The narrative provides not only a…

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

ERIC Educational Resources Information Center

Szalay, L.; Tóth, Z.

2016-01-01

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

Contrasting stories of life-threatening illness: a narrative inquiry.

PubMed

Sheilds, L; Molzahn, A; Bruce, A; Schick Makaroff, K; Stajduhar, K; Beuthin, R; Shermak, S

2015-01-01

Advances in science and technology have resulted in longer lives for people with life-threatening illnesses. However, little research compares the stories of people with different life-threatening illnesses. The objectives of this study were to explore and contrast how people story and re-story life-threatening illness specifically cancer, chronic kidney disease (CKD) and HIV. Narrative inquiry within a social constructionist perspective was used. A total of 113 in-depth interviews were conducted with 32 participants over a period of three years. Study participants included 32 people: 10 with cancer, 14 with CKD and 8 with HIV/AIDS. Participants varied in age (37-83 years old, mean=61.2 years), gender (17 men and 14 women), location (urban and rural), time post-diagnosis (median=8 years), intensity or invasiveness of treatment, and prognosis (continuous treatment, remission, cure, palliative). Participants described living with a life-threatening illness as a delicate balance. They focused on living their lives yet were fully and acutely aware of their own mortality. There was an undercurrent of sustained uncertainty that permeated their lives. Stories of life-threatening illness differed across the three illness groups and shifted over time as disease trajectories changed. Each disease brought specific challenges. With cancer, turning points and uncertainty were prominent. With CKD, a stealthy beginning to life-extending treatment through dialysis or transplant was evident, and with HIV, a shift from a perceived death sentence to a focus on hope and living was notable. Findings revealed that trajectories of illness for participants living with cancer, CKD and HIV are complex and differ markedly across the groups. Narratives shifted across all of the illness groups as participants navigated and re-storied the terrains of their life-threatening illness. Findings illuminated the need for health care providers to focus on person specific and contextualized aspects of

Embodied Theater Ecology: Illuminating the Gap through Bridging Depth Psychology's Encounter with Performative Inquiry

ERIC Educational Resources Information Center

Frantzich, Kirsten; Fels, Lynn

2018-01-01

This article presents a new approach to psychological practice that dwells within the somatic, expressive, imaginal, poetic, narrative, and performative. Embodied Theater Ecology (ETE) as a form of Performative Inquiry is introduced and presented. This approach involves the performative unfolding of unlanguaged stories that lie at the heart of our…

A Narrative Inquiry of International Adoption Stories

ERIC Educational Resources Information Center

Pryor, Christin; Pettinelli, J. Douglas

2011-01-01

The international adoption entrance story is an unexplored topic in the adoption literature. The stories that families tell of beginning life with their new children has important implications for the development of an autobiographical narrative of an adopted child. A coherent autobiographical narrative is vital for healthy childhood development.…

Work Transitions as Told: A Narrative Approach to Biographical Learning

ERIC Educational Resources Information Center

Hallqvist, Anders; Hyden, Lars-Christer

2013-01-01

In this article, we introduce a narrative approach to biographical learning; that is, an approach that considers autobiographical storytelling as a practice through which claims about life history are performed and negotiated. Using insights from narrative theory, we highlight evaluations in those narratives and suggest their crucial role in…

Indigenous cardiac patients' and relatives' experiences of hospitalisation: A narrative inquiry.

PubMed

Mbuzi, Vainess; Fulbrook, Paul; Jessup, Melanie

2017-12-01

To explore Indigenous people's experiences of hospitalisation for acute cardiac care. Indigenous Australians suffer a higher burden of cardiovascular ill health and hospitalisation rates in comparison with other Australians, but there is little research that explores their perspectives of hospitalisation. Narrative inquiry. Interviews were undertaken using storytelling to facilitate participants' descriptions of their hospital experience. Data were collected during 2014-2015. A purposive sample of Indigenous cardiac patients that were admitted to hospital and their relatives participated. The narrative revealed three linked themes that characterised Indigenous people's hospitalisation experiences: The impact of the past; The reality of the present; and Anticipating the future. Hospitalisation was challenging for participants due to their sense of dislocation and disorientation, a lack of cultural and spiritual aspects to care practices, and the poor interpersonal relationships they experienced. Findings revealed that there were many unmet needs during hospitalisation for Indigenous people. Past experiences and future expectations were connected in a way that impacted on participants' current hospitalisation experience. Understanding this context, with incorporation of cultural and spiritual aspects of care may help nurses and other healthcare professionals to provide more positive interactions that in turn may contribute to improved cardiac care experiences of Indigenous people during hospitalisation. Healthcare professionals need to be aware and focused on person-specific and contextualised aspects of Indigenous people's experience of hospitalisation for cardiac care in order to impact outcomes. Healthcare professionals need to understand Indigenous people's perspectives that contribute to improved health outcomes. Stories of participants' experiences may assist in the identification of aspects which might further the development of culturally appropriate

Narratives of Inquiry Learning in Middle-School Geographic Inquiry Class

ERIC Educational Resources Information Center

Kuisma, Merja

2018-01-01

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

Understanding the Learning Experiences of Postgraduate Latin American Students in a UK Context: A Narrative Approach

ERIC Educational Resources Information Center

James, Gwyneth

2013-01-01

Researching the learning experiences of postgraduate students requires a different type of qualitative research to enable access to areas of their lives which may well remain hidden with more conventional methods of research. Narrative inquiry as both method and methodology allows such access. In this article, I focus on the use, appropriateness,…

Narrative Constructions of Whiteness among White Undergraduates

ERIC Educational Resources Information Center

Foste, Zak

2017-01-01

This critical narrative inquiry was guided by two overarching research questions. First, this study examined how white undergraduates interpreted and gave meaning to their white racial identities. This line of inquiry sought to understand how participants made sense of their white racial selves, the self in relation to people of color, and the…

An Investigation into the Community of Inquiry Model in the Malaysian ESL Learners' Context

ERIC Educational Resources Information Center

Annamalai, Nagaletchimee

2017-01-01

Purpose: This study aims to explore how the Community of Inquiry (CoI) model (2000) is used to categorize students' and teachers' interactions in an asynchronous discussion and how these interactions are able to help students add quality to their narrative writing. Design/methodology/approach: The interactions were categorized based on teaching,…

Using Narrative Approach for Anticipatory Grief Among Family Caregivers at Home

PubMed Central

Toyama, Hiroko; Honda, Akiko

2016-01-01

Family caregivers of patients with terminal-stage cancer have numerous roles as caregivers, which can influence their anticipatory grief. The purpose of this study was to clarify how talking to family caregivers of patients with terminal illness using the narrative approach can influence such caregivers’ process of anticipatory grief. We conducted the narrative approach as an intervention with two family caregivers several times and qualitatively analyzed their narratives. The results indicated that these family caregivers had two primary roles—family member and caregiver—and that family caregivers felt trapped in their caregiver role. The narrative approach helped them transition into the role needed for coping with the loss. PMID:28462354

A Multi-Faceted Approach to Inquiry-Based Learning

NASA Astrophysics Data System (ADS)

Brudzinski, M. R.; Sikorski, J.

2009-12-01

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

A narrative inquiry into the Hong Kong Chinese adults' concepts of health through their cultural stories.

PubMed

Chan, Engle Angela; Cheung, Kin; Mok, Esther; Cheung, Sharon; Tong, Edmond

2006-03-01

Abundant studies have investigated how health concepts held by individuals shape and are shaped by psychosocial and cultural factors, though many were limited to the conceptual level. The meaning and significance of health behaviours are better understood as an expression of something occurring over time. This narrative study explores how Hong Kong Chinese adults understand the meaning of health and the ways by which they construct and express these meanings in their lives. Additionally, by recognizing the central features of temporality, personal-social interactions within a place/culture in narrative thinking, this narrative inquiry may help health-care professionals to revisit the meaning of health promotion within the context of an individual's life situation. Five participants were recruited for the study. Data were collected through a series of audio-taped unstructured interviews and conversations with each participant. Findings underscore several features of participants' concepts and expressions of health: the significance of Confucian teachings on roles and responsibilities, Eastern view of self, Western biomedical orientation, and Hong Kong's unique work culture. Their responses not only express the attitudes and behaviours of individuals, but also the ways they engage in their constructed identity. Participants' concepts of health evolved over time according to the personal meanings attached to them at various life stages. While participants recognized the interconnectedness of the mind and body, the physical foci of traditional Western medicine remained salient in their health stories. Furthermore, there is a clear delineation of personal management of the psychological health and professional management of physical health.

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

NASA Astrophysics Data System (ADS)

Ødegaard, Marianne; Haug, Berit; Mork, Sonja M.; Ove Sørvik, Gard

2014-12-01

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning.

Limitations of Language: Developing Arts-Based Creative Narrative in Stories of Teachers' Identities

ERIC Educational Resources Information Center

Leitch, Ruth

2006-01-01

This paper is based on a multidimensional study employing a heuristic methodology termed "creative narrative" that combines arts-based methods with narrative inquiry. Six female teachers' narratives of identity are explored through artistic, visual images to illuminate if and how they story "unconscious". The creative narratives, illuminated…

Leadership and followership in the healthcare workplace: exploring medical trainees’ experiences through narrative inquiry

PubMed Central

Gordon, Lisi J; Rees, Charlotte E; Ker, Jean S; Cleland, Jennifer

2015-01-01

Objectives To explore medical trainees’ experiences of leadership and followership in the interprofessional healthcare workplace. Design A qualitative approach using narrative interviewing techniques in 11 group and 19 individual interviews with UK medical trainees. Setting Multisite study across four UK health boards. Participants Through maximum variation sampling, 65 medical trainees were recruited from a range of specialties and at various stages of training. Participants shared stories about their experiences of leadership and followership in the healthcare workplace. Methods Data were analysed using thematic and narrative analysis. Results We identified 171 personal incident narratives about leadership and followership. Participants most often narrated experiences from the position of follower. Their narratives illustrated many factors that facilitate or inhibit developing leadership identities; that traditional medical and interprofessional hierarchies persist within the healthcare workplace; and that wider healthcare systems can act as barriers to distributed leadership practices. Conclusions This paper provides new understandings of the multiple ways in which leadership and followership is experienced in the healthcare workplace and sets out recommendations for future leadership educational practices and research. PMID:26628525

"People Are Messy": Complex Narratives of Supervising New Professionals in Student Affairs

ERIC Educational Resources Information Center

Davis, Tiffany J.; Cooper, Diane L.

2017-01-01

This study explored how supervisors in student affairs narrate their experiences of supervising new professionals. Utilizing narrative inquiry methodology, data were obtained through in-depth interviews of 13 supervisors and analyzed using thematic and narrative analysis methods. Implications for graduate preparation programs, professional…

Taking a narrative approach to grief research: finding meaning in stories.

PubMed

Gilbert, Kathleen R

2002-04-01

This article explores the concepts of narrative as story, of storytelling, and of the narrative approach to qualitative research. Within this, I will also examine the social nature of narrative and the implications of this for research. I will look at the process of conducting a narrative study and the implications for participation in such a project and for the researcher investigating a phenomenon through this frame. In particular, the need to create stories to make order of disorder and find meaning in the meaningless is particularly relevant to the study of grief. In looking at the process of conducting a narrative study, questions about what can be analyzed and how it might be presented, some strengths and limitations of the narrative approach, and ethical questions also are considered.

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

ERIC Educational Resources Information Center

Rangseechatchawan, Dusadee

2012-01-01

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

The Truth about Abuse? A Comparative Approach to Inquiry Narratives on Historical Institutional Child Abuse

ERIC Educational Resources Information Center

Sköld, Johanna

2016-01-01

In recent decades, the history of childhood and history of education have gained status as political concerns through the establishment of numerous truth commissions and inquiries into historical institutional child abuse. This article discusses the methodological and ethical dilemmas that arise when writing the history of abused children with the…

Leadership and followership in the healthcare workplace: exploring medical trainees' experiences through narrative inquiry.

PubMed

Gordon, Lisi J; Rees, Charlotte E; Ker, Jean S; Cleland, Jennifer

2015-12-01

To explore medical trainees' experiences of leadership and followership in the interprofessional healthcare workplace. A qualitative approach using narrative interviewing techniques in 11 group and 19 individual interviews with UK medical trainees. Multisite study across four UK health boards. Through maximum variation sampling, 65 medical trainees were recruited from a range of specialties and at various stages of training. Participants shared stories about their experiences of leadership and followership in the healthcare workplace. Data were analysed using thematic and narrative analysis. We identified 171 personal incident narratives about leadership and followership. Participants most often narrated experiences from the position of follower. Their narratives illustrated many factors that facilitate or inhibit developing leadership identities; that traditional medical and interprofessional hierarchies persist within the healthcare workplace; and that wider healthcare systems can act as barriers to distributed leadership practices. This paper provides new understandings of the multiple ways in which leadership and followership is experienced in the healthcare workplace and sets out recommendations for future leadership educational practices and research. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Narratives of Success: A Retrospective Trajectory Analysis of Men of Color Who Successfully Transferred from the Community College

ERIC Educational Resources Information Center

Urias, Marissa Vasquez; Falcon, Vannessa; Harris, Frank, III; Wood, J. Luke

2016-01-01

With the use of a narrative approach to inquiry, this chapter seeks to reframe deficit-oriented research on men of color, which often focuses on patterns of failure and underachievement, by exploring the pathways of community college men of color who successfully transferred to 4-year institutions.

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.

Exploring Second-Language Teachers' Identities through Multimodal Narratives: Gender and Race Discourses

ERIC Educational Resources Information Center

Vitanova, Gergana

2016-01-01

This article has several interconnected goals. First, it foregrounds the role of narratives and narrative inquiry in the research of second language teaching practices. It illustrates how multimodal narrativity could be used in analyzing the formation of personal and professional identities of several female teachers of English. Specifically, it…

Narratives in family medicine: a global perspective

PubMed Central

Gibson, Christine; Woollard, Robert; Kapoor, Videsh; Ponka, David

2017-01-01

Abstract Objective To explore the development of family medicine postgraduate training in countries with varying levels of resources at different stages of development of the discipline. Composition of the committee Since 2012, the College of Family Physicians of Canada has hosted the Besrour Conferences to reflect on its role in advancing the discipline of family medicine globally. The Besrour Narrative Working Group was conceived in 2012 at the first Besrour Conference. Their mandate was to use narrative and appreciative inquiry to gather stories of family medicine worldwide. The working group comprised members of various academic departments of family medicine in Canada and abroad who attended the conferences. Methods A consultation process with our partners from lower-middle–income countries was undertaken from 2012 to 2014. Stories were sought from each global partner institute with ties to Canadian family medicine departments. An appreciative inquiry approach was chosen to elicit narratives. Thematic analysis was used to search for common threads and important elements of success that could serve to inform other initiatives in other nations and, in turn, offer hope for greater effect. Report Sixteen narrative stories have been collected so far. These stories highlight insightful solutions, foresight, perseverance, and ultimately a steadfast belief that family medicine will improve the health system and the care provided to the citizens of each nation. Seventeen themes were elucidated by 3 independent Canadian readers. At a subsequent workshop, these themes were validated by Besrour Centre members from Canada and elsewhere. The linkage between the thematic analysis and the experiences of various schools helps to illustrate both the robustness and the usefulness of the narratives in exploring generalizable observations and the features supporting success in each institute. Conclusion If we are to understand, and contribute to, the development of family

Management Approaches to Stomal and Peristomal Complications: A Narrative Descriptive Study.

PubMed

Beitz, Janice M; Colwell, Janice C

2016-01-01

The purpose of this study was to identify optimal interventions for selected complications based on WOC nurse experts' judgment/expertise. A cross-sectional quantitative descriptive design with qualitative, narrative-type components was used for this study. Following validation rating of appropriateness of interventions and quantitative rankings of first-, second-, and third-line approaches, participants provided substantive handwritten narrative comments about listed interventions. Comments were organized and prioritized using frequency count. Narrative comments reflected the quantitative rankings of efficacy of approaches. Clinicians offered further specific suggestions regarding product use and progression of care for selected complications. Narrative analysis using descriptive quantitative frequency count supported the rankings of most preferred treatments of selected stomal and peristomal complications. Findings add to the previous research on prioritized approaches and evidence-based practice in ostomy care.

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…

How a Verbatim Drama Based on the Lived Experience of Women Casual Academics in Australia Resonated with Its Audience and Transformed a Narrative Inquiry into an Action Research Project

ERIC Educational Resources Information Center

Crimmins, Gail

2017-01-01

This article discusses how a performed drama based on a narrative inquiry into the lived experience of women casual academics in Australian universities is understood by an audience. The audience, principally comprised of casual and ongoing academics, described the drama as authentic and personally recognised many of the main scenarios and…

From Stories to Scientific Models and Back: Narrative Framing in Modern Macroscopic Physics

ERIC Educational Resources Information Center

Fuchs, Hans U.

2015-01-01

Narrative in science learning has become an important field of inquiry. Most applications of narrative are extrinsic to science--such as when they are used for creating affect and context. Where they are intrinsic, they are often limited to special cases and uses. To extend the reach of narrative in science, a hypothesis of narrative framing of…

Spaces and Physical Education Pre-Service Teachers' Narrative Identities

ERIC Educational Resources Information Center

Wrench, Alison

2017-01-01

Stories or narratives are integral to meaning making in relation to selves, others and the choices we make in living. It follows that pre-service teachers' narratives can provide a means for understanding experiences and processes of becoming teachers of physical education (PE). This paper reports on an interview-based inquiry from which…

Design of a Three-Dimensional Cognitive Mapping Approach to Support Inquiry Learning

ERIC Educational Resources Information Center

Chen, Juanjuan; Wang, Minhong; Dede, Chris; Grotzer, Tina A.

2017-01-01

The use of external representations has the potential to facilitate inquiry learning, especially hypothesis generation and reasoning, which typically present difficulties for students. This study describes a novel three-dimensional cognitive mapping (3DCM) approach that supports inquiry learning by allowing learners to combine the information on a…

Interwoven Story: A Narrative Study of Textiles as Educators

ERIC Educational Resources Information Center

Tremblay-Dion, Catherine-Laura

2017-01-01

Drawing from both narrative research and Joe Kincheloe's work of research bricolage this study inquired into how textiles have served as educator throughout my life. Weaving, as the earliest and most integral of textile fabrications, is particularly featured in this narrative inquiry. A loom, in its most basic form, consists of three components; a…

Civic Narratives: Exploring the Civic Identity of Community College Students

ERIC Educational Resources Information Center

Walkuski, Christy Burke

2017-01-01

This narrative inquiry brings together a re-emerging interest in the civic mission of higher education and inquiry about individual civic identity development, with a lens focused on the currently underrepresented voices of community college students. The purpose of this study is to increase our understanding of the meaning that community college…

"Structured Discovery": A Modified Inquiry Approach to Teaching Social Studies.

ERIC Educational Resources Information Center

Lordon, John

1981-01-01

Describes structured discovery approach to inquiry teaching which encourages the teacher to select instructional objectives, content, and questions to be answered. The focus is on individual and group activities. A brief outline using this approach to analyze Adolf Hitler is presented. (KC)

Using Case-Based Pedagogy in the Philippines: A Narrative Inquiry

NASA Astrophysics Data System (ADS)

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

2001-04-01

This study features use of case-based pedagogy as a context for exploring science teacher education reform. A central premise of the study is that science teacher education reform is a complex process characterised by the individual and collective narrative histories of teachers. The study was conducted at West Visayas State University in the Philippines as a collaborative research endeavour involving two US and four Filipino science teacher educators. The centrepiece of this study was a case experience prompted by reflection on prospective and practicing elementary teachers' written cases. Results of the study are presented here as a layered narrative. An initial layer explores how a case, written by a prospective teacher, was interwoven with her past and future life history. A second layer looks at sociocultural and professional tensions that mediated the participants' case experience. A third layer represents how the case experience provided a community that supported critical reflection among the research team members. Implications from the study emphasise that case-based pedagogy can serve as a basis for critical reflection to inform community-based approaches to science teacher education pedagogical and research reform.

Point-of-Care Testing in Bathhouses: A Narrative Inquiry into the Experience of Receiving a Positive Preliminary HIV Test Result.

PubMed

Genoway, Shyla; Caine, Vera; Singh, Ameeta E; Estefan, Andrew

2016-01-01

With a call to increase the accessibility of HIV testing, point-of-care testing for HIV is being readily adopted, but little attention has been paid to the experiences of people being tested at HIV point-of-care sites. Some testing environments, such as bathhouses, promote testing for HIV in higher-risk groups. In this narrative inquiry study we explored the experiences of people testing positive for HIV through point-of-care while at a bathhouse. Three narrative threads for reconsidering the practice were identified: (a) seeing complexities, understanding testing decisions in relation to time, place, and social context; (b) recognizing the impact and significance of secret and silent stories; and (c) tentative and tension-filled connections to care. It is important to understand testing experiences across time, place, and in diverse social contexts. These experiences are embedded within the larger life histories of people and raise questions about adequate support, follow-up, and counseling. Copyright © 2016 Association of Nurses in AIDS Care. Published by Elsevier Inc. All rights reserved.

Experience and Reflection: Preservice Science Teachers' Capacity for Teaching Inquiry

NASA Astrophysics Data System (ADS)

Melville, Wayne; Fazio, Xavier; Bartley, Anthony; Jones, Doug

2008-10-01

In this article, we investigate the relationship between preservice teachers’ inquiry experience and their capacity to reflect on the challenges involved in implementing inquiry into classrooms. For data, we draw on the personal narratives of preservice science teachers enrolled in science instruction courses. Preservice teachers with extensive inquiry experiences perceive implementation challenges principally in terms of teaching and student learning. This contrasts with the perceptions of preservice teachers with limited inquiry experience for whom the main concerns relate to the negative perceptions of others, time, the curriculum, and materials. By identifying these perceptions, it may be possible to develop courses that assist limited and moderate-experience preservice teachers’ move toward the perceptions of their more inquiry experienced colleagues.

Exploring the Possibilities and Limitations of Service-Learning: A Critical Analysis of College Student Narratives about HIV/AIDS

ERIC Educational Resources Information Center

Jones, Susan Robb; LePeau, Lucy A.; Robbins, Claire K.

2013-01-01

This article reports the results of a study that explored the possibilities and limitations of service-learning by deconstructing the narratives about HIV/AIDS that emerged from five college students who participated in an alternative spring break program. Employing a critical (Rhoads, 1997) and anti-foundational (Butin, 2010) approach to inquiry,…

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…

The SAGE Handbook for Research in Education: Engaging Ideas and Enriching Inquiry

ERIC Educational Resources Information Center

Conrad, Clifton F., Ed.; Serlin, Ronald C., Ed.

2005-01-01

This guide is designed to encourage students, faculty, and policymakers to become more self-reflective in their inquiry. Placing the pursuit of ideas at the epicenter of research, K-12 and higher education scholars advance ideas for enhancing educational inquiry, relying extensively on narratives, vignettes, and examples of key episodes in…

New Science Teachers' Descriptions of Inquiry Enactment

ERIC Educational Resources Information Center

Dreon, Oliver, Jr.

2008-01-01

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

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…

Designing With Empathy: Humanizing Narratives for Inspired Healthcare Experiences.

PubMed

Carmel-Gilfilen, Candy; Portillo, Margaret

2016-01-01

Designers can and should play a critical role in shaping a holistic healthcare experience by creating empathetic design solutions that foster a culture of care for patients, families, and staff. Using narrative inquiry as a design tool, this case study shares strategies for promoting empathy. Designing for patient-centered care infuses empathy into the creative process. Narrative inquiry offers a methodology to think about and create empathetic design that enhances awareness, responsiveness, and accountability. This article shares discoveries from a studio on empathetic design within an outpatient cancer care center. The studio engaged students in narrative techniques throughout the design process by incorporating aural, visual, and written storytelling. Benchmarking, observations, and interviews were merged with data drawn from scholarly evidence-based design literature reviews. Using an empathy-focused design process not only motivated students to be more engaged in the project but facilitated the generation of fresh and original ideas. Design solutions were innovative and impactful in supporting the whole person. Similarities as well as differences defined empathetic cancer care across projects and embodied concepts of design empowerment, design for the whole person, and design for healing. By becoming more conscious of empathy, those who create healthcare environments can better connect holistically to the user to take an experiential approach to design. Explicitly developing a mind-set that raises empathy to the forefront of the design process offers a breakthrough in design thinking that bridges the gap between what might be defined as "good design" and patient-centered care. © The Author(s) 2015.

The Edge of Messy: Interplays of Daily Storytelling and Grand Narratives in Teacher Learning

ERIC Educational Resources Information Center

Selland, Makenzie K.

2017-01-01

This paper examines the interplay of daily storytelling and societal narratives of teaching in one student teacher's experience. Drawing on narrative and post-structural theories, I conducted a case study using narrative inquiry and ethnographic methods to examine the moment-to-moment storytelling of one student teacher across a range of teaching…

Investigating Public trust in Expert Knowledge: Narrative, Ethics, and Engagement.

PubMed

Camporesi, Silvia; Vaccarella, Maria; Davis, Mark

2017-03-01

"Public Trust in Expert Knowledge: Narrative, Ethics, and Engagement" examines the social, cultural, and ethical ramifications of changing public trust in the expert biomedical knowledge systems of emergent and complex global societies. This symposium was conceived as an interdisciplinary project, drawing on bioethics, the social sciences, and the medical humanities. We settled on public trust as a topic for our work together because its problematization cuts across our fields and substantive research interests. For us, trust is simultaneously a matter of ethics, social relations, and the cultural organization of meaning. We share a commitment to narrative inquiry across our fields of expertise in the bioethics of transformative health technologies, public communications on health threats, and narrative medicine. The contributions to this symposium have applied, in different ways and with different effects, this interdisciplinary mode of inquiry, supplying new reflections on public trust, expertise, and biomedical knowledge.

Challenges and Support When Teaching Science through an Integrated Inquiry and Literacy Approach

ERIC Educational Resources Information Center

Ødegaard, Marianne; Haug, Berit; Mork, Sonja M.; Sørvik, Gard Ove

2014-01-01

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible…

Understanding Teacher Identity from a Symbolic Interactionist Perspective: Two Ethnographic Narratives

ERIC Educational Resources Information Center

Smit, Brigitte; Fritz, Elzette

2008-01-01

In this ethnographic inquiry we portray two teacher narratives reflecting educational change in the context of two South African schools. The study was conducted as part of a larger inquiry into ten schools in urban South Africa. A decade of democracy begs some attention to educational progress and reform, from the viewpoint of teachers and with…

The Cinematic Narrator: The Logic and Pragmatics of Impersonal Narration.

ERIC Educational Resources Information Center

Burgoyne, Robert

1990-01-01

Describes "impersonal narration," an approach that defends the concept of the cinematic narrator as a logical and pragmatic necessity. Compares this approach with existing theories of the cinematic narrator, addressing disagreements in the field of film narrative theory. (MM)

Approaches to Inquiry Teaching: Elementary Teachers' Perspectives

ERIC Educational Resources Information Center

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

2014-01-01

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…

Success, Difficulty, and Instructional Strategy to Enact an Argument-Based Inquiry Approach: Experiences of Elementary Teachers

ERIC Educational Resources Information Center

Choi, Aeran; Klein, Vanessa; Hershberger, Susan

2015-01-01

This study aimed to investigate the successes and difficulties that teachers perceived as they enacted an argument-based inquiry approach; and instructional strategies that teachers used within an argument-based inquiry approach. Nineteen elementary teachers from 14 Midwestern elementary schools were enrolled in an intensive 2-week professional…

Linking Science Inquiry Skills in a Holistic Approach.

ERIC Educational Resources Information Center

Gabel, Connie

The quest for the inclusion of science inquiry in the curriculum now spans three centuries. In the late 1800s and early 1900s, Armstrong, Dewey, and others espoused the teaching of science inquiry. The launch of Sputnik in 1957 began the strong emphasis on inquiry. Renewed interest in inquiry occurred in the late 1980s and 1990s with science…

Personal narrative approaches in rehabilitation following traumatic brain injury: A synthesis of qualitative research.

PubMed

D'Cruz, Kate; Douglas, Jacinta; Serry, Tanya

2017-08-09

Although narrative storytelling has been found to assist identity construction, there is little direct research regarding its application in rehabilitation following traumatic brain injury (TBI). The aim of this review was to identify published evidence on the use of personal narrative approaches in rehabilitation following TBI and to synthesise the findings across this literature. A systematic search of four databases was conducted in December 2016. No limit was set on the start date of the search. Personal narrative approaches were defined as direct client participation in sharing personal stories using written, spoken or visual methods. The search retrieved 12 qualitative research articles on the use of personal narrative approaches in TBI rehabilitation. Thematic synthesis of the narrative data and authors' reported findings of the 12 articles yielded an overall theme of building a strengths-based identity and four sub-themes: 1) expressing and communicating to others; 2) feeling validated by the act of someone listening; 3) reflecting and learning about oneself; and 4) being productive. The findings of this review support the use of personal narrative approaches in addressing loss of identity following TBI. Healthcare professionals and the community are encouraged to seek opportunities for survivors of TBI to share their stories.

The Development of Scientific Literacy through Nature of Science (NoS) within Inquiry Based Learning Approach

NASA Astrophysics Data System (ADS)

Widowati, A.; Widodo, E.; Anjarsari, P.; Setuju

2017-11-01

Understanding of science instructional leading to the formation of student scientific literacy, seems not yet fully understood well by science teachers. Because of this, certainly needs to be reformed because science literacy is a major goal in science education for science education reform. Efforts of development science literacy can be done by help students develop an information conception of the Nature of Science (NoS) and apply inquiry approach. It is expected that students’ science literacy can develop more optimal by combining NoS within inquiry approach. The purpose of this research is to produce scientific literacy development model of NoS within inquiry-based learning. The preparation of learning tools will be maked through Research and Development (R & D) following the 4-D model (Define, Design, Develop, and Disseminate) and Borg & Gall. This study is a follow-up of preliminary research results about the inquiry profile of junior high school students indicating that most categories are quite good. The design of the model NoS within inquiry approach for developing scientific literacy is using MER Model in development educational reconstruction. This research will still proceed to the next stage that is Develop.

Opening the black-box of person-centred care: An arts-informed narrative inquiry into mental health education and practice.

PubMed

Schwind, Jasna K; Lindsay, Gail M; Coffey, Sue; Morrison, Debbie; Mildon, Barb

2014-08-01

Nursing education has a history of encouraging students to know their patients and to negotiate the in-between of art/science, person/profession, and intuition/evidence. Nurse-teachers know that students may abandon some values and practices when they encounter practice environments that are complex and have competing agendas. We are concerned that nursing knowledge is black-boxed, invisible and taken-for-granted, in healthcare settings. Our research explores how nursing students and nurses are constructing and enacting person-centred care in mental health education and practice. We want to understand the nursing standpoint on this significant ontological issue and to make nursing knowledge construction and utilization visible; illuminating how person-centred theory emerges from practice. The process involved four 3-hour group meetings and an individual follow-up telephone conversation. Students and nurses met at a tertiary-care mental health organization. Fourteen nurses (Registered Nurses and Registered Practical Nurses) and nursing students (Bachelor of Science in Nursing and Practical Nursing) participated in our inquiry. We used arts-informed narrative inquiry to explore experience through the arts such as metaphor, collage, poems, letters, and group conversations. The black-box is opened as the inquiry reveals how nursing knowledge is constructed, assumptions are challenged and new practices emerge. Our research is significant for education and for practice and is transferable to other populations and settings. Nurses are affirmed in person-centred values and practices that include partnership with those in their care, role modeling for colleagues and mentoring students and new nurses. Students participate in transferring their learning from school to practice, in the company of experienced colleagues; together they open the black-box to show how nurses conceptualize and enact person-centred care. Copyright © 2014 Elsevier Ltd. All rights reserved.

Instructional Approaches on Science Performance, Attitude and Inquiry Ability in a Computer-Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Chen, Ching-Huei; Chen, Chia-Ying

2012-01-01

This study examined the effects of an inquiry-based learning (IBL) approach compared to that of a problem-based learning (PBL) approach on learner performance, attitude toward science and inquiry ability. Ninety-six students from three 7th-grade classes at a public school were randomly assigned to two experimental groups and one control group. All…

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

ERIC Educational Resources Information Center

Dreon, Oliver; McDonald, Scott

2012-01-01

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

Engaging racial autoethnography as a teaching tool for womanist inquiry.

PubMed

Taylor, Janette Y; Mackin, Melissa A Lehan; Oldenburg, Angela M

2008-01-01

Racial autobiography, self-narratives on how one learned about the idea of race, has been underutilized as a tool to familiarize and orient students in the process of critical inquiry for nursing research. The aims of this article are to explore how racial autoethnography: (1) repositions students to effect an epistemological change, (2) challenges dominant ideology, and (3) functions as a link between the student and critical theories for use in nursing research. Students engage in and share reflective narrative about a variety of instructional materials used in the course. Reflective narratives are presented in a framework that addresses white racial identity development.

Research studies on patients' illness experience using the Narrative Medicine approach: a systematic review

PubMed Central

Fioretti, Chiara; Mazzocco, Ketti; Oliveri, Serena; Masiero, Marianna; Pravettoni, Gabriella

2016-01-01

Objective Since its birth about 30 years ago, Narrative Medicine approach has increased in popularity in the medical context as well as in other disciplines. This paper aims to review Narrative Medicine research studies on patients' and their caregivers' illness experience. Setting and participants MEDLINE, Psycinfo, EBSCO Psychological and Behavioural Science, The Cochrane Library and CINAHL databases were searched to identify all the research studies which focused on the Narrative Medicine approach reported in the title, in the abstract and in the keywords the words ‘Narrative Medicine’ or ‘Narrative-based Medicine’. Primary and secondary outcome measures: number of participants, type of disease, race and age of participants, type of study, dependent variables, intervention methods, assessment. Results Of the 325 titles screened, we identified 10 research articles fitting the inclusion criteria. Our systematic review showed that research on Narrative Medicine has no common specific methodology: narrative in Medicine is used as an intervention protocol as well as an assessment tool. Patients' characteristics, types of disease and data analysis procedures differ among the screened studies. Conclusions Narrative Medicine research in medical practice needs to find clear and specific protocols to deepen the impact of narrative on medical practice and on patients' lives. PMID:27417197

Rural and Urban Teaching Experiences: Narrative Expressions

ERIC Educational Resources Information Center

Preston, Jane P.

2012-01-01

This qualitative exploration of rural and urban teaching experiences encapsulates the experiences of 8 Western Canadian teachers. A literature review outlines the benefits and challenges of rural and urban education. Stemming from narrative inquiry data, I present the study's results in the form of two composite stories, which depict the lived…

Modeling Narrative Discourse

ERIC Educational Resources Information Center

Elson, David K.

2012-01-01

This thesis describes new approaches to the formal modeling of narrative discourse. Although narratives of all kinds are ubiquitous in daily life, contemporary text processing techniques typically do not leverage the aspects that separate narrative from expository discourse. We describe two approaches to the problem. The first approach considers…

Narratives as Zones of Dialogic Constructions: A Bakhtinian Approach to Data in Qualitative Research

ERIC Educational Resources Information Center

Vitanova, Gergana

2013-01-01

Narratives have become increasingly important in the field of applied linguistics, as recent publications have illustrated, yet narrative analysis could still be considered undertheorized. This article outlines a specific, dialogical approach to the narrative analysis of data in qualitative research. Building on Bakhtin's notion of dialogue,…

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

PubMed

Dixon, Kathleen A

2013-08-01

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

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…

Appreciative Inquiry and Student Affairs: A Positive Approach to Change

ERIC Educational Resources Information Center

Lehner, Rachelle; Hight, Donna L.

2006-01-01

Appreciative Inquiry (AI) is an organization development (OD) philosophy that utilizes and builds on past successes, using these as positive momentum for future change. AI provides student affairs with an alternative and generative approach to improving their organizations' processes and culture. As student affairs professionals look to the future…

Teachers' Practices, Values and Beliefs for Successful Inquiry-Based Teaching in the International Baccalaureate Primary Years Programme

ERIC Educational Resources Information Center

Twigg, Vani Veikoso

2010-01-01

Through narrative inquiry, this study investigated the role of personal and professional aspects of teaching and learning which teachers have developed and practiced, in relation to the dispositions, values, beliefs and knowledge that may assist them in successfully transforming to inquiry-based teaching, specifically in the implementation of the…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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…

The Inquiry Approach in Dental Hygiene Education.

ERIC Educational Resources Information Center

Scott, Ruth Lois; And Others

1985-01-01

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

Gender, Narratives and Intersectionality: can Personal Experience Approaches to Research Contribute to "Undoing Gender"?

NASA Astrophysics Data System (ADS)

Cole, Barbara Ann

2009-11-01

This paper examines narrative methodologies as one approach to exploring issues of gender, education and social justice and, particularly, insights into "undoing gender". It furthermore examines the possibilities of exploring gender and its multiple intersections in a range of global and policy contexts through the use of personal experience approaches. The "storying" of lived experience is examined as a means of challenging dominant discourses which can construct and other individuals and groups in relation to many aspects of gender and education. Drawing on intersectionality, as a complex and developing feminist theory, the paper considers ways in which narrative can illuminate often hidden complexities while seeking to avoid generalisations and essentialisms. The difficulties of using narrative in relation to these aims are explored in the light of the warnings of feminist writers such as Michele Fine and bell hooks. The paper briefly considers narrative as both methodology and phenomenon, and finally, drawing on critical discourse analysis, discusses the potential of intersectionality and narrative in relation to undoing gender.

Action Research Study. A Framework To Help Move Teachers toward an Inquiry-Based Science Teaching Approach.

ERIC Educational Resources Information Center

Staten, Mary E.

This action research study developed a framework for moving teachers toward an inquiry-based approach to teaching science, emphasizing elements, strategies, and supports necessary to encourage and sustain teachers' use of inquiry-based science instruction. The study involved a literature review, participant observation, focus group discussions,…

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…

Understanding Principal Leadership: An International Perspective and a Narrative Approach

ERIC Educational Resources Information Center

Slater, Charles L.

2011-01-01

This article reviews recent literature in educational administration that supports the argument that leadership matters. School principals exert influence on teachers, who in turn affect student achievement. There is a need for an international approach both to replicate large studies and to use a narrative approach to study leaders in their…

"Why Am I the Way I Am?" Narrative Work in the Context of Stigmatized Identities.

PubMed

Rance, Jake; Gray, Rebecca; Hopwood, Max

2017-12-01

There are particular complexities faced by people attempting to tell their stories in the context of social stigma, such as the hostility which often surrounds injecting drug use. In this article, we identify some of the distinct advantages of taking a narrative approach to understanding these complexities by exploring a single case study, across two life-history interviews, with "Jimmy," a young man with a history of social disadvantage, incarceration, and heroin dependence. Drawing on Miranda Fricker's notion of "hermeneutical injustice," we consider the effects of stigmatization on the sociocultural practice of storytelling. We note the way Jimmy appears both constrained and released by his story-how he conforms to but also resists the master narrative of the "drug user." Narrative analysis, we conclude, honors the complex challenges of the accounting work evident in interviews such as Jimmy's, providing a valuable counterpoint to other forms of qualitative inquiry in the addictions field.

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

NASA Astrophysics Data System (ADS)

Zuiker, Steven; Reid Whitaker, J.

2014-04-01

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

Approaches of Inquiry Learning With Multimedia Resources in Primary Classrooms

ERIC Educational Resources Information Center

So, Wing-Mui Winnie; Kong, Siu-Cheung

2007-01-01

This study aims to examine the design of approaches for inquiry learning with multimedia resources in primary classrooms. The study describes the development of a multimedia learning unit that helps learners understand the natural phenomenon of the movement of the Earth. An analysis of the use of the multimedia learning unit by a teacher in two…

A narrative inquiry into novice science mentor teachers' mentoring practices

NASA Astrophysics Data System (ADS)

Naseem, Samina

Many teacher education programs hire new mentors every year to work with their student teacher population. The literature about teacher mentoring suggests the importance of relevant and ongoing professional development (PD) for teacher mentors at all levels. However, it is much more commonly the case that most teacher mentors volunteer and do not have access to PD. Past research about mentoring provides a descriptive sense of the practices of experienced mentors, especially within a PD context, but little is known about how novice mentors, who are mentoring for the first or the second time, with no prior PD related to mentoring articulate their work as mentors. Using the telling form of narrative inquiry, my study documented how four novice science mentors (NSMs) who had no prior mentoring-related PD articulated the work of mentoring through the stories they told about their past experiences as learners and teachers. The term learner included experiences that the NSMs had before school through K-12 and in their teacher education programs. The experiences as a teacher referred to NSMs' in-service experiences -- teaching, coaching, and mentoring (if any). Each NSM was interviewed once a month for a period of five months. The interviews captured experiences of the NSMs since their childhood to present day experiences as teachers to summarize the experiences that informed their current mentoring practices; to document salient mentoring practices they employed; to identify sources and factors that shaped those practices, and to understand mentoring from mentor teachers' perspectives. Clandinin and Connelly's (2000) three commonplaces (temporality- sociality- place ) framework was used for structuring interview questions and analyzing data. The NSMs employed number of practices discussed in the literature. The study found that the most influential life experiences were upbringing, student teaching, teaching, prior mentoring, and coaching. By taking temporality into

A Narrative Approach to Exploring TGfU-GS

ERIC Educational Resources Information Center

Stolz, Steven A.; Pill, Shane

2016-01-01

This paper uses a narrative approach in the form of a fictional dialogue between a physical education teacher educator (PETE) and an enquiring physical education teacher (EPET) in order to both contextualise the problem posed by Almond, that Teaching Games for Understanding-Game Sense (TGfU-GS) has been better accepted in academia than in the…

From Knowing to Understanding Student Empowerment: A Narrative Approach to Research in a Middle School

ERIC Educational Resources Information Center

Horn, Brian R.

2015-01-01

This paper examines how, as a teacher researcher, I employed a narrative approach to research to better understand my 8th grade Language Arts students' empowerment in school. Drawing on sociocultural theory, critical pedagogy and a narrative approach to teacher research, students' voices were privileged and compared to the systemic assumptions…

Listening through narratives: using a narrative approach when discussing fertility preservation options with young cancer patients

PubMed Central

Roher, S.I.G.; Gibson, J.; Gibson, B.E.; Gupta, A.A.

2017-01-01

Despite clinical practice guideline recommendations mandating that fertility preservation be discussed with young cancer patients, many providers fail to initiate such discussions with adolescents. Researchers and clinicians often focus on system-level changes to improve access to fertility preservation for adolescents and young adults in Canada. However, little of the available information considers the way in which health care providers approach those discussions. Research has shown that, even when fertility preservation options are broached with adolescents, survivors often report dissatisfaction with those conversations, thus raising additional concerns about their content and quality. Here, we consider how a narrative approach—and the Frank narrative typology in particular—could improve the quality of such conversations by helping providers to more accurately and thoughtfully respond to the needs of adolescent patients when discussing the possibility of fertility preservation. Based on findings from a qualitative research project, we provide concrete suggestions for how to more sensitively approach fertility preservation conversations with male adolescent cancer patients and survivors. PMID:28270719

The Transforming Power of Narrative in Teacher Education

ERIC Educational Resources Information Center

Chan, Esther Yim-mei

2012-01-01

The focus of this study is to examine pre-service teachers' experiences of learning through narrative inquiry that gives insight into how teachers' development and knowledge construction can be improved. The article begins by inquiring into the learning culture in the Hong Kong context and explaining how the examination system affects knowledge…

A Narrative-Expectation-Based Approach to Temporal Update in Discourse Comprehension

ERIC Educational Resources Information Center

Dery, Jeruen E.; Koenig, Jean-Pierre

2015-01-01

This study concerns the mechanisms involving temporal update in discourse comprehension, comparing traditional approaches based on "Aktionsart" and Iconicity against an approach based on narrative expectations. Our experiments suggest that readers pay more attention to fine-grained discourse properties (such as salient temporal…

Understanding personal narratives: an approach to practice.

PubMed

Gaydos, H Lea

2005-02-01

This paper explores the need for and nature of personal narratives and their relevance to nursing practice. It proposes that the co-creative aesthetic process can be used to understand and co-create personal narratives through an emphasis on self-defining memories and metaphor. Many authors in nursing and other human sciences have recognized the need for and importance of personal narrative, its relationship to aesthetic knowing and its value in qualitative research and in practice. The role of memory and metaphor in the creation of meaning in personal narratives, however, has not been sufficiently explored in nursing literature. The nature of personal narrative is explored, focusing on the way meaning is created from self-defining memories using metaphor. Then, the importance of personal narratives in nursing practice is considered, followed by discussion about how meaning in personal narratives may be co-created between clients and nurses using an aesthetic process developed by the author. The co-creative aesthetic process is an example of nursing as art and can be used to co-create personal narratives in practice. The experience of co-creating a self story with a nurse can be healing, as the self story is heard by a caring person, memories are understood in new ways, and the self story is both confirmed and recreated.

Treating alcoholism through a narrative approach. Case study and rationale.

PubMed Central

Kaminsky, D.; Rabinowitz, S.; Kasan, R.

1996-01-01

A case study illustrates the narrative or story-telling approach to treating alcoholism. We discuss the rationale for this method and describe how it could be useful in family practice for treating people with alcohol problems. PMID:8653035

Narrativity and enaction: the social nature of literary narrative understanding

PubMed Central

Popova, Yanna B.

2014-01-01

This paper proposes an understanding of literary narrative as a form of social cognition and situates the study of such narratives in relation to the new comprehensive approach to human cognition, enaction. The particular form of enactive cognition that narrative understanding is proposed to depend on is that of participatory sense-making, as developed in the work of Di Paolo and De Jaegher. Currently there is no consensus as to what makes a good literary narrative, how it is understood, and why it plays such an irreplaceable role in human experience. The proposal thus identifies a gap in the existing research on narrative by describing narrative as a form of intersubjective process of sense-making between two agents, a teller and a reader. It argues that making sense of narrative literature is an interactional process of co-constructing a story-world with a narrator. Such an understanding of narrative makes a decisive break with both text-centered approaches that have dominated both structuralist and early cognitivist study of narrative, as well as pragmatic communicative ones that view narrative as a form of linguistic implicature. The interactive experience that narrative affords and necessitates at the same time, I argue, serves to highlight the active yet cooperative and communal nature of human sociality, expressed in the many forms than human beings interact in, including literary ones. PMID:25202286

Narrativity and enaction: the social nature of literary narrative understanding.

PubMed

Popova, Yanna B

2014-01-01

This paper proposes an understanding of literary narrative as a form of social cognition and situates the study of such narratives in relation to the new comprehensive approach to human cognition, enaction. The particular form of enactive cognition that narrative understanding is proposed to depend on is that of participatory sense-making, as developed in the work of Di Paolo and De Jaegher. Currently there is no consensus as to what makes a good literary narrative, how it is understood, and why it plays such an irreplaceable role in human experience. The proposal thus identifies a gap in the existing research on narrative by describing narrative as a form of intersubjective process of sense-making between two agents, a teller and a reader. It argues that making sense of narrative literature is an interactional process of co-constructing a story-world with a narrator. Such an understanding of narrative makes a decisive break with both text-centered approaches that have dominated both structuralist and early cognitivist study of narrative, as well as pragmatic communicative ones that view narrative as a form of linguistic implicature. The interactive experience that narrative affords and necessitates at the same time, I argue, serves to highlight the active yet cooperative and communal nature of human sociality, expressed in the many forms than human beings interact in, including literary ones.

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…

The Lived Experiences of L2 Chinese Graduate Students in American Higher Education: A Phenomenological Narrative Inquiry

ERIC Educational Resources Information Center

Zhou, Yalun

2010-01-01

The dilemmas, struggles, and conflicts of international students are ongoing research topics across disciplines. Utilizing a small culture approach that understands the "making and remaking" process (Holliday, 1999, p.247) of second language users/learners, this phenomenological narrative study explores the experiences of five L2 Chinese graduate…

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,…

Reframing Professional Development for South African Schools: An Appreciative Inquiry Approach

ERIC Educational Resources Information Center

Steyn, G. M.

2012-01-01

Often research on the professional development (PD) of staff is framed within a problem-based context that focuses on the PD-related problems experienced by staff. This study pursued a different approach by using the appreciative inquiry (AI) theoretical perspective to study the positive experiences of staff in respect of PD and their desire to…

A Narrative Inquiry into Rural School Leadership in South Africa

ERIC Educational Resources Information Center

Smit, Brigitte

2017-01-01

This article attends to rural school leadership in two South African schools through the lens of the concepts of relational leadership and emotional labour. The inquiry draws on five years of guided conversations and observations that speak to leadership experiences of hope and anticipation as well as despair and disillusionment. I worked with one…

Spiritual Exchange in Pluralistic Contexts: Sharing Narratives across Worldview Differences

ERIC Educational Resources Information Center

Rockenbach, Alyssa Bryant; Bachenheimer, Aaron; Conley, Abigail Holland; Grays, Shaefny

2014-01-01

Grounded in narrative inquiry, this study explored the ways in which graduate and undergraduate students representing different worldview identities come together in dyads to share stories that reflect their existential and spiritual development. The study revealed two contrasting types of exchange: (1) deep, personal exchanges that involved a…

Chronicles of Change: The Narrative Turn and E-Learning Research

ERIC Educational Resources Information Center

Friesen, Norm

2008-01-01

Narrative case research has been widely utilized in educational inquiry to investigate different and changing positions and perspectives on questions of identity, curriculum and classroom practice. Despite the fact that case-study research of this kind is well suited to the investigation of changing technologies and their interpretation in…

The Ground They Walk on: Photography and Narrative Inquiry

ERIC Educational Resources Information Center

Ketelle, Diane

2010-01-01

In this project, the author explores a novel variation on an established social science research method, photo-elicitation. The author photographed eight school principals during a two-year period and asked the principals to respond to the photographs by writing narratives below each. The author uses photography, reflections, and her own memories…

"Someone Just Like Me:" Narrative, Figured World, and Uptake in Therapeutic Books for Youths With Mental Health Disorders

ERIC Educational Resources Information Center

Smart, Graham; Thompson, Richard

2017-01-01

This study extends a line of inquiry established by researchers using narrative theory to investigate the discourses of psychiatry. Drawing primarily on theories of narrative and genre, the study analyzes a series of autobiographical books intended for an audience of youth suffering from mental illness. Our research investigates how the rhetorical…

A Phenomenologicial Narrative Study of African American Male Community College Instructors

ERIC Educational Resources Information Center

Wallace, Jerry L.

2014-01-01

This qualitative phenomenological research study used narrative inquiry to explore the lived experiences of African American male community college instructors using interviews, classroom observations, and personal testimonies conducted at a Southeast Texas community college. Brown (2009) previously conducted a study on African American male…

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

PubMed

Stone, Elisa M

2014-01-01

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

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

PubMed Central

Stone, Elisa M.

2014-01-01

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

Is Inquiry the Answer?

ERIC Educational Resources Information Center

Booth, Gregory

2001-01-01

Conducts an action research investigation to determine which type of student benefits more from inquiry-based science laboratories. Designs two labs on diffusion and osmosis using both traditional and inquiry-based approaches and assesses student learning in these settings. (YDS)

Integrated argument-based inquiry with multiple representation approach to promote scientific argumentation skill

NASA Astrophysics Data System (ADS)

Suminar, Iin; Muslim, Liliawati, Winny

2017-05-01

The purpose of this research was to identify student's written argument embedded in scientific inqury investigation and argumentation skill using integrated argument-based inquiry with multiple representation approach. This research was using quasi experimental method with the nonequivalent pretest-posttest control group design. Sample ot this research was 10th grade students at one of High School in Bandung using two classes, they were 26 students of experiment class and 26 students of control class. Experiment class using integrated argument-based inquiry with multiple representation approach, while control class using argument-based inquiry. This study was using argumentation worksheet and argumentation test. Argumentation worksheet encouraged students to formulate research questions, design experiment, observe experiment and explain the data as evidence, construct claim, warrant, embedded multiple modus representation and reflection. Argumentation testinclude problem which asks students to explain evidence, warrants, and backings support of each claim. The result of this research show experiment class students's argumentation skill performed better than control class students that of experiment class was 0.47 and control class was 0.31. The results of unequal variance t-test for independent means show that students'sargumentationskill of experiment class performed better significantly than students'sargumentationskill of control class.

A Comparison of Human Narrative Coding of Redemption and Automated Linguistic Analysis for Understanding Life Stories.

PubMed

Weston, Sara J; Cox, Keith S; Condon, David M; Jackson, Joshua J

2016-10-01

The majority of life narrative research is performed using trained human coders. In contrast, automated linguistic analysis is oft employed in the study of verbal behaviors. These two methodological approaches are directly compared to determine the utility of automated linguistic analysis for the study of life narratives. In a study of in-person interviews (N = 158) and a second study of life stories collected online (N = 242), redemption scores are compared to the output of the Linguistic Inquiry and Word Count (Pennebaker, Francis & Booth, 2001). Additionally, patterns of language are found using exploratory principal components analysis. In both studies, redemption scores are modestly correlated with some LIWC categories and unassociated with the components. Patterns of language do not replicate across samples, indicating that the structure of language does not extend to a broader population. Redemption scores and linguistic components are independent predictors of life satisfaction up to 3 years later. These studies converge on the finding that human-coded redemption and automated linguistic analysis are complementary and nonredundant methods of analyzing life narratives, and considerations for the study of life narratives are discussed. © 2015 Wiley Periodicals, Inc.

A Narrative of Two Preservice Music Teachers with Visual Impairment

ERIC Educational Resources Information Center

Parker, Elizabeth Cassidy; Draves, Tami J.

2017-01-01

The purpose of this narrative inquiry was to re-story the student teaching experience of two preservice music education majors who are visually impaired or blind. While music education scholars have devoted attention to P-12 students with disabilities, research with preservice music teachers with impairments is seemingly nonexistent. Using a…

Reflections of Diverse Voices: A Narrative Study Exploring the Relationship between Multicultural Dual Language Experiences and Cultural Competence

ERIC Educational Resources Information Center

Tinsley, Helen M.

2017-01-01

The purpose of this qualitative, narrative inquiry was to explore and analyze the narrative stories of native English speaking adults who matriculated through a multicultural, dual language program from prekindergarten to 6th grade to understand the influence of the program on their lives, and the relationship between those experiences and their…

The Effect of Student-Centered Approaches on Students' Interest and Achievement in Science: Relevant Topic-Based, Open and Guided Inquiry-Based, and Discussion-Based Approaches

NASA Astrophysics Data System (ADS)

Kang, Jingoo; Keinonen, Tuula

2017-04-01

Since students have lost their interest in school science, several student-centered approaches, such as using topics that are relevant for students, inquiry-based learning, and discussion-based learning have been implemented to attract pupils into science. However, the effect of these approaches was usually measured in small-scale research, and thus, the large-scale evidence supporting student-centered approaches in general use is insufficient. Accordingly, this study aimed to investigate the effect of student-centered approaches on students' interest and achievement by analyzing a large-scale data set derived from Program for International Student Assessment (PISA) 2006, to add evidence for advocating these approaches in school science, and to generalize the effects on a large population. We used Finnish PISA 2006 data, which is the most recent data that measures science literacy and that contains relevant variables for the constructs of this study. As a consequence of the factor analyses, four teaching methods were grouped as student-centered approaches (relevant topic-based, open and guided inquiry-based, and discussion-based approaches in school science) from the Finnish PISA 2006 sample. The structural equation modeling result indicated that using topics relevant for students positively affected students' interest and achievement in science. Guided inquiry-based learning was also indicated as a strong positive predictor for students' achievement, and its effect was also positively associated with students' interest. On the other hand, open inquiry-based learning was indicated as a strong negative predictor for students' achievement, as was using discussion in school science. Implications and limitations of the study were discussed.

An inquiry approach to science and language teaching

NASA Astrophysics Data System (ADS)

Rodriguez, Imelda; Bethel, Lowell J.

The purpose of this study was to determine the effectiveness of an inquiry approach to science and language teaching to further develop classification and oral communication skills of bilingual Mexican American third graders. A random sample consisting of 64 subjects was selected for experimental and control groups from a population of 120 bilingual Mexican American third graders. The Solomon Four-Group experimental design was employed. Pre- and posttesting was performed by use of the Goldstein-Sheerer Object Sorting Test, (GSOST) and the Test of Oral Communication Skills, (TOCS). The experimental group participated in a sequential series of science lessons which required manipulation of objects, exploration, peer interaction, and teacher-pupil interaction. The children made observations and comparisons of familiar objects and then grouped them on the basis of perceived and inferred attributes. Children worked individually and in small groups. Analysis of variance procedures was used on the posttest scores to determine if there was a significant improvement in classification and oral communication skills in the experimental group. The results on the posttest scores indicated a significant improvement at the 0.01 level for the experimental group in both classification and oral communication skills. It was concluded that participation in the science inquiry lessons facilitated the development of classification and oral communication skills of bilingual children.

Energy Exchange by Thermal Radiation: Hints and Suggestions for an Inquiry Based Lab Approach

NASA Astrophysics Data System (ADS)

Battaglia, Onofrio Rosario; Fazio, Claudio; Pizzolato, Nicola; Mineo, Rosa Maria Sperandeo

In this paper we present some laboratory activities developed in the framework of an inquiry-based approach to the study of energy exchange by thermal radiation. These activities were developed in the context of "Establish", a FP7 European Project aimed at promoting and developing Inquiry Based Science Education in European Secondary Schools. By starting from real life students are engaged in designing and carrying out laboratory activities by collecting, processing and analysing data. Particular attention is paid in building data interpretation by taking into account the effects of parameters like the environmental temperature.

Sharing Outsider Thinking: Thinking (Differently) with Deleuze in Educational Philosophy and Curriculum Inquiry

ERIC Educational Resources Information Center

Sellers, Warren; Gough, Noel

2010-01-01

This essay performs a number of our collaborative responses to thinking (differently) with Deleuze in educational philosophy and curriculum inquiry. Deleuze "and Guattari" have inspired each of us in distinctive ways. Single-authored products include a series of narrative experiments or "rhizosemiotic play" in writing…

Visualization rhetoric: framing effects in narrative visualization.

PubMed

Hullman, Jessica; Diakopoulos, Nicholas

2011-12-01

Narrative visualizations combine conventions of communicative and exploratory information visualization to convey an intended story. We demonstrate visualization rhetoric as an analytical framework for understanding how design techniques that prioritize particular interpretations in visualizations that "tell a story" can significantly affect end-user interpretation. We draw a parallel between narrative visualization interpretation and evidence from framing studies in political messaging, decision-making, and literary studies. Devices for understanding the rhetorical nature of narrative information visualizations are presented, informed by the rigorous application of concepts from critical theory, semiotics, journalism, and political theory. We draw attention to how design tactics represent additions or omissions of information at various levels-the data, visual representation, textual annotations, and interactivity-and how visualizations denote and connote phenomena with reference to unstated viewing conventions and codes. Classes of rhetorical techniques identified via a systematic analysis of recent narrative visualizations are presented, and characterized according to their rhetorical contribution to the visualization. We describe how designers and researchers can benefit from the potentially positive aspects of visualization rhetoric in designing engaging, layered narrative visualizations and how our framework can shed light on how a visualization design prioritizes specific interpretations. We identify areas where future inquiry into visualization rhetoric can improve understanding of visualization interpretation. © 2011 IEEE

The Implementation of Open-Inquiry Approach to Improve Students' Learning Activities, Responses, and Mathematical Creative Thinking Skills

ERIC Educational Resources Information Center

Kadir; Lucyana; Satriawati, Gusni

2017-01-01

This study aims to reveal the improvement of the students' learning activities, responses, and mathematical creative thinking skills (MCTS) through open-inquiry approach (OIA). Other relevant studies in mathematics learning tend to focus on guided inquiry, and especially in Indonesia, OIA is still less applied. This study is conducted at State…

Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

NASA Astrophysics Data System (ADS)

Haglund, Jesper; Jeppsson, Fredrik; Schönborn, Konrad J.

2016-10-01

Integration of technology, social learning and scientific models offers pedagogical opportunities for science education. A particularly interesting area is thermal science, where students often struggle with abstract concepts, such as heat. In taking on this conceptual obstacle, we explore how hand-held infrared (IR) visualization technology can strengthen students' understanding of thermal phenomena. Grounded in the Swedish physics curriculum and part of a broader research programme on educational uses of IR cameras, we have developed laboratory exercises around a thermal storyline, in conjunction with the teaching of a heat-flow model. We report a narrative analysis of how a group of five fourth-graders, facilitated by a researcher, predicts, observes and explains (POE) how the temperatures change when they pour hot water into a ceramic coffee mug and a thin plastic cup. Four chronological episodes are described and analysed as group interaction unfolded. Results revealed that the students engaged cognitively and emotionally with the POE task and, in particular, held a sustained focus on making observations and offering explanations for the scenarios. A compelling finding was the group's spontaneous generation of multiple "what-ifs" in relation to thermal phenomena, such as blowing on the water surface, or submerging a pencil into the hot water. This was followed by immediate interrogation with the IR camera, a learning event we label instant inquiry. The students' expressions largely reflected adoption of the heat-flow model. In conclusion, IR cameras could serve as an access point for even very young students to develop complex thermal concepts.

Teacher Technology Narratives: Native Hawaiian Views on Education and Change

ERIC Educational Resources Information Center

Yong, D. Lilinoe; Hoffman, Ellen S.

2014-01-01

Narrative inquiry is a method by which "silenced voices" may be heard. In this study, eight Native Hawaiian teachers share their experiences of the Hawaiian Language Immersion Program (HLIP), or Papahana Kaiapuni, within the Hawai'i public school system. The teachers describe change over time in HLIP with a focus on technology and…

Teaching HIV/AIDS through a Child-to-Child Approach: A Teacher's Perspective

ERIC Educational Resources Information Center

Mwebi, Bosire Monari

2012-01-01

This paper draws from a larger study conducted in Kenya, which was a narrative inquiry into a teacher's experiences of teaching the HIV/AIDS curriculum using a child-to-child approach. The two major research questions of this study were: 1) What are the experiences of a teacher teaching the HIV/AIDS curriculum using a child-to-child curriculum…

Analysis of patient diaries in Danish ICUs: a narrative approach.

PubMed

Egerod, Ingrid; Christensen, Doris

2009-10-01

The objective was to describe the structure and content of patient diaries written for critically ill patients in Danish intensive care units (ICUs). Critical illness is associated with physical and psychological aftermath including cognitive impairment and post-traumatic stress. Patient diaries written in the intensive care unit are used to help ICU-survivors come to terms with their illness. The study had a qualitative, descriptive and explorative design, using a narrative approach of analysis. Data were analysed on several levels: extra-case level, case level, diary-entry level, and sub-entry level. The sample consisted of 25 patient diaries written by critical care nurses in 2007 for patients at a general ICU in Denmark. The base narrative describes three stages: crisis, turning point, and normalisation. Each case includes parallel plots of nurse, patient and family, which converge during normalisation. Each diary is structured by: summary, daily entries and end note. Each diary entry is structured by: greeting, narrator status, patient status, family status/contextual cues and sign-off note. Patient diaries acknowledge the patient experience and provide new insights into nursing performance. This study offers a framework for understanding ICU patient diaries, which may facilitate cross-unit comparisons and support future guideline development. The dual perspectives of patient diaries and the ambiguous ownership of the narratives may pave the way for insights to improve critical care nursing and ICU rehabilitation.

Injecting Inquiry-Oriented Modules into Calculus

ERIC Educational Resources Information Center

Shelton, Therese

2017-01-01

Implementing inquiry-based modules within a course can be effective and enable instructor experimentation, without completely transforming an entire course. For instructors new to inquiry-based learning (IBL), we state hallmarks of the practice and point out the merits of strong IBL communities. An inquiry-based approach may alleviate some current…

New science teachers' descriptions of inquiry enactment

NASA Astrophysics Data System (ADS)

Dreon, Oliver, Jr.

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

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…

Red balloon: approaching dreams as self-narratives.

PubMed

Androutsopoulou, Athena

2011-10-01

In this article, dreams are seen as stories within a self-narrative. Dream stories, like all other stories, are told in an effort to make sense of experiences. Here, dream content is linked to current concerns, some aspects of which are not given voice in waking. Dreams depict restricting themes but also openings in self-narratives. Several examples are provided of how dreams can be linked to early, middle, and late therapy phases associated with recognizing, challenging, revising, and maintaining a revising stance. It is further suggested that dream stories can be used to trace, facilitate, and evaluate the process of reconstructing self-narratives. Finally, a number of therapeutic interventions are briefly presented to facilitate the work of narrative-informed family therapists working with individuals, families, and groups. © 2011 American Association for Marriage and Family Therapy.

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

NASA Astrophysics Data System (ADS)

Lehtinen, Antti; Lehesvuori, Sami; Viiri, Jouni

2017-09-01

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

Informal Learning of Social Workers: A Method of Narrative Inquiry

ERIC Educational Resources Information Center

Gola, Giancarlo

2009-01-01

Purpose: The purpose of this paper is to investigate social workers' processes of informal learning, through their narration of their professional experience, in order to understand how social workers learn. Informal learning is any individual practice or activity that is able to produce continuous learning; it is often non-intentional and…

Creating stories for learning about the neonatal care experience through the eyes of student nurses: An interpretive, narrative study.

PubMed

Petty, Julia

2017-01-01

Storytelling is an increasingly well recognised and valued platform to learn about the human experience within healthcare. Little is known however about how stories can enhance understanding in neonatal care, a specialised field offering rich opportunities for learning. This study focuses on the creation of stories based on the experiences of student nurses to inform teaching and learning strategies in the neonatal field. The study aimed to create stories from the narratives of student nurses working within the neonatal field and identify what key themes for learning emerged in order to develop a storytelling resource to share experiences with their peers. An interpretive, constructivist approach was used to collect, analyse and create stories from student nurse's experiences, in line with narrative inquiry. Six pre-registration children's nursing students were selected by purposive sampling. Interviews were undertaken within six weeks following placement completion in an agreed location. Narratives were obtained by semi-structured interviews. Narrative analysis and core story creation was undertaken to construct stories and key learning themes emerged which provided the pedagogical basis for subsequent digital resource development. Key themes emerged relating to the insight and observances of student nurses and the neonatal journey they had experienced, including the nature of neonatal care, experiences of the neonate and parents, the environment and their own learning transition. Preliminary peer evaluation of the storytelling resource revealed storytelling as an interesting and novel approach to teaching & learning, learning from ones' peers, preparation for practice and a valuable insight into a new specialist area. The study has value to teaching and learning by enabling an appreciation of how narrative can be used to portray the experiences of learners. Findings also support an approach to analysing narrative to create stories for learning and inform

Narrative Inquiry for Science Education: Teachers' repertoire-making in the case of environmental curriculum

NASA Astrophysics Data System (ADS)

Hwang, Seyoung

2011-04-01

This paper considers how the school science curriculum can be conceptualised in order to address the contingent and complex nature of environmental and sustainability-related knowledge and understanding. A special concern lies in the development of research perspectives and tools for investigating ways, in which teachers are faced with complex and various situations in the sense-making of science-related issues, and subsequent pedagogic issues. Based on an empirical examination of Korean teachers' sense-making of their curricular practice, the paper develops a narrative approach to teachers' perspectives and knowledge by considering the value of stories as sense-making tools for reflective questioning of what is worth teaching, how and why. By employing the idea of 'repertoire', the study regards teachers' stories about their environment-related personal and teaching experiences as offering angles with which to understand teachers' motivation and reflection in curricular development and implementation. Furthermore, three empirical cases present ways in which the nature of knowledge and understanding is recognised and potentially integrated into pedagogies through teachers' narratives. Finally, the paper argues for the need to reconsider the role of the science teacher in addressing environmental and sustainability-related issues, in ways that facilitate teachers' reflexive interpretation of meanings in cultural texts and the construction of pedagogic text.

Shifting to an Inquiry-Based Experience

ERIC Educational Resources Information Center

Corder, Gregory; Slykhuis, Julie

2011-01-01

Teaching science with an inquiry-based approach can seem like an impossible challenge. However, it is achievable. One way to begin is by converting a cookbook-style lab (from the internet or a textbook) into an inquiry-based science experience. To convert a cookbook lab into an inquiry-based science experience, the authors propose the following…

Culture Tales: A Narrative Approach to Thinking, Cross-Cultural Psychology, and Psychotherapy.

ERIC Educational Resources Information Center

Howard, George S.

1991-01-01

Discusses the narrative, or storytelling, approach to understanding human action and character. Cites several authors who view identity as life-story construction, psychopathology as life stories gone awry, and psychotherapy as exercises in story repair. (DM)

A Critical Reflection on Integrating Informational Technology into EFL Curriculum: An EFL Teacher's Inquiry

ERIC Educational Resources Information Center

Chen, Jin-Shan

2011-01-01

This paper examines the reflective practices of integrating informational technology into English curriculum of an EFL (English as a foreign language) teacher in Taiwan over a decade. The teaching experiences have been reconstructed and represented through first person narrative inquiry, highlighting the conflicts the teacher encountered, the…

Leadership Narratives in Postsecondary Dance Administration: Voices, Values and Gender Variations

ERIC Educational Resources Information Center

Risner, Doug; Musil, Pamela S.

2017-01-01

Dance in the U.S. university finds its beginnings in the visionary leadership of women. Since the mid-1910s, dance faculty and students in higher education have been predominantly female. Gender in postsecondary dance today remains much the same, with the exception of dance leadership, which is increasingly male. This narrative inquiry is drawn…

Narrative research in psychotherapy: a critical review.

PubMed

Avdi, Evrinomy; Georgaca, Eugenie

2007-09-01

This paper is a review of studies which utilise the notion of narrative to analyse psychotherapy. Its purpose is to systematically present this diverse field of research, to highlight common themes and divergences between different strands and to further the development and integration of narrative research in psychotherapy. The paper reviews studies which employ an applied textual analysis of narratives produced in the context of psychotherapy. Criteria for inclusion of studies are, firstly, the analysis of therapeutic and therapy-related texts and, secondly, the adoption of a narrative psychological perspective. The studies were examined on the basis of the notion of narrative they employ and the aspects of client narratives they focus on, and were grouped accordingly in the review. The majority of the studies reviewed assume a constructivist approach to narrative, adopt a representational view of language, focus primarily on client micro-narratives and relate to cognitive-constructivist and process-experiential psychotherapeutic approaches. A smaller group of studies assume a social constructionist approach to narrative and a functional view of language, focus on micro-narratives, highlight the interactional and wider social aspects of narrative and relate to postmodern trends in psychotherapy. The range of conceptualisations of narrative in the studies reviewed, from a representational psychological view to a constructionist social view, reflects tensions within narrative psychology itself. Moreover, two trends can be discerned in the field reviewed, narrative analysis of therapy, which draws from narrative theory and utilises the analytic approaches of narrative research to study psychotherapy, and analyses of narrative in therapy, which study client narratives using non-narrative qualitative methods. Finally, the paper highlights the need for integration of this diverse field of research and urges for the development of narrative studies of psychotherapy

Comparing an Inquiry-Based Approach Known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are There Differences?

ERIC Educational Resources Information Center

Akkus, Recai; Gunel, Murat; Hand, Brian

2007-01-01

Many state and federal governments have mandated in such documents as the National Science Education Standards that inquiry strategies should be the focus of the teaching of science within school classrooms. The difficult part for success is changing teacher practices from perceived traditional ways of teaching to more inquiry-based approaches.…

An Inquiry-Based Approach to Teaching Photosynthesis & Cellular Respiration

ERIC Educational Resources Information Center

O'Connell, Dan

2008-01-01

Recent studies of American science education have highlighted the need for more inquiry-based lessons. For example, when the National Research Counsel evaluated the Advanced Placement (AP) Biology program, it pointed out, "AP laboratory exercises tend to be "cookbook" rather than inquiry based. This criticism is particularly apt for the lab…

Narrative Interest Standard: A Novel Approach to Surrogate Decision-Making for People With Dementia.

PubMed

Wilkins, James M

2017-06-17

Dementia is a common neurodegenerative process that can significantly impair decision-making capacity as the disease progresses. When a person is found to lack capacity to make a decision, a surrogate decision-maker is generally sought to aid in decision-making. Typical bases for surrogate decision-making include the substituted judgment standard and the best interest standard. Given the heterogeneous and progressive course of dementia, however, these standards for surrogate decision-making are often insufficient in providing guidance for the decision-making for a person with dementia, escalating the likelihood of conflict in these decisions. In this article, the narrative interest standard is presented as a novel and more appropriate approach to surrogate decision-making for people with dementia. Through case presentation and ethical analysis, the standard mechanisms for surrogate decision-making for people with dementia are reviewed and critiqued. The narrative interest standard is then introduced and discussed as a dementia-specific model for surrogate decision-making. Through incorporation of elements of a best interest standard in focusing on the current benefit-burden ratio and elements of narrative to provide context, history, and flexibility for values and preferences that may change over time, the narrative interest standard allows for elaboration of an enriched context for surrogate decision-making for people with dementia. More importantly, however, a narrative approach encourages the direct contribution from people with dementia in authoring the story of what matters to them in their lives.

Unpacking the Narrative of Non-Positional Leadership in Academia: Hero and/or Victim?

ERIC Educational Resources Information Center

Juntrasook, Adisorn; Nairn, Karen; Bond, Carol; Spronken-Smith, Rachel

2013-01-01

This article, based on narrative inquiry, explores how academics with/out formal leadership positions experience and understand themselves as leaders in their everyday working contexts. A single case of a fixed-term academic was chosen to illustrate how different analytical lenses -- "plot analysis" and "discourse analysis" --…

The Impact of an Inquiry Approach to Learning in a Technology-Rich Environment.

ERIC Educational Resources Information Center

Peck, Jacqueline K.; Hughes, Sharon V.

The impact of an inquiry approach on both teaching and learning in a technology-rich grade-1 classroom participating in the Cooperative Alliance for Gifted Education (CAGE) is described. CAGE is a partnership project that combines the resources of the Cleveland (Ohio) public schools, Kent State University, and International Business Machines Corp.…

Narratives of Experiential Learning: Students' Engagement in a Physical Activity-Based Service-Learning Course

ERIC Educational Resources Information Center

Whitley, Meredith A.; Walsh, David; Hayden, Laura; Gould, Daniel

2017-01-01

Purpose: Three undergraduate students' experiences in a physical activity-based service learning course are chronicled using narrative inquiry. Method: Data collection included demographics questionnaires, pre- and postservice interviews, reflection journals, postservice written reflections, and participant observations. The data were analyzed…

Elective surgical patients' narratives of hospitalization: the co-construction of safety.

PubMed

Doherty, Carole; Saunders, Mark N K

2013-12-01

This research explores how elective surgical patients make sense of their hospitalization experiences. We explore sensemaking using longitudinal narrative interviews (n=72) with 38 patients undergoing elective surgical procedures between June 2010 and February 2011. We consider patients' narratives, the stories they tell of their prior expectations, and subsequent post-surgery experiences of their care in a United Kingdom (UK) hospital. An emergent pre-surgery theme is that of a paradoxical position in which they choose to make themselves vulnerable by agreeing to surgery to enhance their health, this necessitating trust of clinicians (doctors and nurses). To make sense of their situation, patients draw on technical (doctors' expert knowledge and skills), bureaucratic (National Health Service as a revered institution) and ideological (hospitals as places of safety), discourses. Post-operatively, themes of 'chaos' and 'suffering' emerge from the narratives of patients whose pre-surgery expectations (and trust) have been violated. Their stories tell of unmet expectations and of inability to make shared sense of experiences with clinicians who are responsible for their care. We add to knowledge of how patients play a critical part in the co-construction of safety by demonstrating how patient-clinician intersubjectivity contributes to the type of harm that patients describe. Our results suggest that approaches to enhancing patients' safety will be limited if they fail to reflect patients' involvement in the negotiated process of healthcare. We also provide further evidence of the contribution narrative inquiry can make to patient safety. Copyright © 2013 Elsevier Ltd. All rights reserved.

Narrative medicine in surgical education.

PubMed

Pearson, A Scott; McTigue, Michael P; Tarpley, John L

2008-01-01

Narrative medicine is a patient-centered approach to the practice of medicine that rescues the patients' stories and integrates what is important to them into decisions regarding their health care. Our hypothesis is that narrative understanding enhances the patient-provider relationship and contributes to optimizing patient care. We propose to use written narrative reflection to capture and measure the general competencies of systems-based practice, practice-based learning, communication skills, and professionalism. DEVELOPMENT/METHODS: The development of this narrative-based project is based on a pilot study that we conducted at our institution with third-year surgical clerkship students. In the pilot, students produced in-depth narrative write-ups on a patient they had had the opportunity to "know." We plan a similar approach for surgical resident education. After a brief discussion of narrative medicine during our scheduled didactic conference, the residents are asked to initiate a written narrative reflection on a patient of their choosing. The narratives will be collected 1 week later. Our plan is to repeat this assessment quarterly so that 4 narratives will be generated annually from internship through the chief resident year. The narratives will be analyzed for content and recurring themes that capture the resident's communication skills, professionalism, as well as self-critique (practice-based learning) and value attributed to health-care teams (systems-based practice). After completion of the narratives, a 5-point Likert response survey will be given to the residents to assess their experience and the perceived value of written reflection. The written narratives will become part of the resident's ongoing portfolio. IMPLEMENTATION/EXPERIENCE TO DATE: Feedback from the medical student pilot study was favorable. When asked in a follow-up questionnaire, most students reported the experience to be valuable and recommended the use of narrative reflection in

Practical inquiry/theory in nursing.

PubMed

Stevenson, Chris

2005-04-01

This paper explores a social constructionist, pragmatist approach to inquiry and theory-building with a view to exploring its relevance for nursing as a practical discipline. Positivist and postpositivist inquiry approaches in practical disciplines have produced "detached" theories that lack relevance for everyday practice and so sustain the theory-practice gap. Both meta- and mid-range theories tend to see practice as fixed or fixable rather than being enacted in a state of flux. Practical inquiry and theory are described structurally and as co-dependent processes. The research process is sensitive to the influence of context and consists of construction rather than capture. Practical theory is judged in terms of whether it helps people to "go on with" their lives. Practical inquiry/practical theory is superimposed on a previous nursing study in the field of mental health to illustrate how it can account for the processes of clinical research. In particular, the illustration demonstrates the surrender of researcher objectivity in the interests of collaborative understanding that occurs with practical inquiry/theory. Shared meaning arises as rich constructs of the research situation are developed that point to future possibilities for action for all those engaged in the research process. Practical inquiry/theory offers the means to conduct cogent, collaborative, developmental research, although further "trying out" is required.

Complementary therapies in rehabilitation: stroke patients' narratives. Part 2.

PubMed

van der Riet, Pamela; Dedkhard, Saowapa; Srithong, Kannapatch

2012-03-01

To document the narratives of nursing staff and patients in a Thailand Rehabilitation Centre where complementary therapies are used and to discuss perceived progress of these stroke patients. Specific complementary therapies used at this Rehabilitation Centre include Thai massage and herbal therapies. Whilst there has been a small amount of quantitative research on stroke patients and complementary therapies there has been no qualitative research on the experience of stroke patients and the use of complementary therapies. Qualitative pilot study using narrative inquiry and discourse analysis framed by poststructural theory. Six stroke patients were interviewed about their involvement in complementary therapy practice and treatments and their experiences of these therapies in rehabilitation. This study represents a reflective mining of patients' stories and captures the main theme of changes in stroke patients' embodiment and a main discourse of attending to and enabling progress. Throughout the storylines there are many other discourses such as hope, desire, helplessness, despair, fear, motivation, gratefulness, gladness and fragility. Threaded throughout the stroke patients' stories of their rehabilitation there is a layering of discourses involving tensions and a longing to overcome their disability. There are twists and detours in their stories that show the complexity of the illness experience. Progress is not straightforward with a quick recovery. Many contexts or variables influence progress such as spatiality, temporality and people. What is offered here is the reality of the rehabilitation process for stroke patients. Through the use of narrative inquiry the contexts of people, spatiality (environment) and temporality (time) are an important part of rehabilitation process. © 2011 Blackwell Publishing Ltd.

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…

Effect of synergetic implementation of inquiry activities across three subjects in comparison to more traditional approach to teaching

NASA Astrophysics Data System (ADS)

Balogová, Brigita; Ješková, Zuzana; Hančová, Martina; Kireš, Marián

2017-01-01

Science education standards for grammar schools (ISCED 3) urge more emphasis on students' investigations in order to develop understanding but also scientific process skills (inquiry skills). It is true for not only science, but also mathematics and informatics. This approach is promoted to increase scientific literacy and inquiry skills development, however, there has not been many studies carried out in Slovakia to show the effect on students' achievements. In cooperation with Institutes of mathematics and informatics there was a research designed in order to study the effect of synergetic implementation of inquiry activities across the three subjects of physics, mathematics and informatics. The effect was identified with the help of inquiry skills' test and results were compared to those achieved by students subjected to more traditional teaching. In the contribution there are results of the study analyzed and discussed in details.

The Effect of the Inquiry-Based Learning Approach on Student's Critical-Thinking Skills

ERIC Educational Resources Information Center

Duran, Meltem; Dökme, Ilbilge

2016-01-01

The purpose of this study is to determine the effect of an activity set developed according to the inquiry-based learning (IBL) approach in the unit "Particulate Structure of Matter" on students' critical-thinking skills in science and technology courses. The study was conducted with 90 students from the 6th grade attending four, 6th…

Self-Authoring Gender outside the Binary: A Narrative Analysis of (Trans)gender Undergraduates

ERIC Educational Resources Information Center

Ashton, Kasey

2013-01-01

This narrative inquiry explored how transgender college students construct, experience, and make meaning of gender. Gender is not constructed or understood in isolation; it is therefore essential to consider how personal cognition intersects with and is influenced by an internal sense of self and relationships with others when exploring how…

Body and Narrative as Cultural Text: Toward a Curriculum of Continuity and Connection.

ERIC Educational Resources Information Center

Gough, Noel; Kesson, Kathleen

As suggested by current work being done in narrative inquiry, modern environmental educators participate in numerous stories by which they construct and reconstruct their personal and professional worlds. Modernist discourses have cultivated stories of the earth in which the earth is depicted as an object of instrumental value, a machine, rather…

Narrative therapy with an emotional approach for people with depression: Improved symptom and cognitive-emotional outcomes.

PubMed

Seo, M; Kang, H S; Lee, Y J; Chae, S M

2015-08-01

Narrative therapy is a useful approach in the treatment of depression that allows that person to 're-author' his/her life stories by focusing on positive interpretations, and such focus on positive emotions is a crucial component of treatment for depression. This paper evaluates narrative therapy with an emotional approach (NTEA) as a therapeutic modality that could be used by nurses for persons with depression. A nurse-administered NTEA intervention for people with depression appears effective in increasing cognitive-emotional outcomes, such as hope, positive emotions and decreasing symptoms of depression. Thus, NTEA can be a useful nursing intervention strategy for people with depression. Narrative therapy, which allows a person to 're-author' his/her life stories by focusing on positive interpretations, and emotion-focused therapy, which enables the person to realize his/her emotions, are useful approaches in the treatment of depression. Narrative therapy with an emotional approach (NTEA) aims to create new positive life narratives that focus on alternative stories instead of negative stories. The purpose of this study was to evaluate the effects of the NTEA programme on people with depression utilizing a quasi-experimental design. A total of 50 patients (experimental 24, control 26) participated in the study. The experimental group completed eight sessions of the NTEA programme. The effects of the programme were measured using a self-awareness scale, the Nowotny Hope Scale, the Positive Affect and Negative Affect Scale, and the Center for Epidemiological Studies-Depression Scale. The two groups were homogeneous. There were significant differences in hope, positive and negative emotions, and depression between the experimental and control group. The results established that NTEA can be a useful nursing intervention strategy for people with depression by focusing on positive experiences and by helping depressed patients develop a positive identity through

Competing and Conflicting Identity Plotlines: Navigating Personal Narratives of Entering Teaching

ERIC Educational Resources Information Center

Rice, Mary

2011-01-01

This self-study explores the range of stories I tell about coming to teach, my perceptions of the various audiences as I engage in the telling of such stories, and the competing and conflicting plotlines entailed in the set of stories. Using positioning theory and narrative inquiry tools, I identify and unpack a canon of stories that have one of…

Computational Inquiry in Introductory Statistics

ERIC Educational Resources Information Center

Toews, Carl

2017-01-01

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

Appreciative Inquiry as an intervention to change nursing practice in in-patient settings: An integrative review.

PubMed

Watkins, Sarah; Dewar, Belinda; Kennedy, Catriona

2016-08-01

High profile accounts of failures in patient care reflect an urgent need for transformational development in healthcare. Appreciative Inquiry is promoted as an approach to exploring and bringing about change in social systems. Appreciative Inquiry has been used extensively in North American business since the late 1980s. The application of Appreciative Inquiry may have merit in the complex world of human health experiences. To identify, evaluate and synthesise the evidence about the impact of Appreciative Inquiry on changing clinical nursing practice in in-patient settings. An integrative review and narrative synthesis. In-patient settings including paediatrics, maternity and mental health. Nurses of all grades, patients, carers, relatives, other healthcare professionals including allied healthcare staff, management and students. An electronic search of the following electronic databases was performed in January 2015 and updated in July 2015: MEDLINE, EMBASE, Cochrane Library (Cochrane database of systematic reviews), Cumulative Index of Nursing and Allied Health Literature, PsychINFO, PsychARTICLES, Amed, Assia, Scopus and Web of Science. Hand searching of reference lists of included studies was undertaken. Limits were set to include literature published in English only and publications from 1990 to July 2015. Three reviewers independently assessed eligibility for inclusion and extracted data. Full text articles were systematically appraised using a standardised data extraction instrument in conjunction with criteria to assess whether change using Appreciative Inquiry is transformational. Eight studies (reported in 11 papers) met the inclusion criteria. Overall, these studies demonstrate poor application of Appreciative Inquiry criteria in a nursing context. This makes judgement of the impact difficult. One study achieved transformation against agreed criteria for Appreciative Inquiry. Other included studies demonstrated that Appreciative Inquiry is being

Teacher Research: Exploring Teachers' Personal Epistemology through Narrative Lens. A Colombian Case

ERIC Educational Resources Information Center

Casallas, Diego Fernando Ubaque

2017-01-01

This narrative inquiry study looked into four teachers' life stories regarding their teaching practice. The study explored teachers' experiences in pre-while and after stages when being observed by an academic supervisor in a binational but non-profit English center in Bogota, Colombia. By attempting to explore the possible forms of teachers'…

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

Personal Narratives of Genetic Testing: Expectations, Emotions, and Impact on Self and Family.

PubMed

Anderson, Emily E; Wasson, Katherine

2015-01-01

The stories in this volume shed light on the potential of narrative inquiry to fill gaps in knowledge, particularly given the mixed results of quantitative research on patient views of and experiences with genetic and genomic testing. Published studies investigate predictors of testing (particularly risk perceptions and worry); psychological and behavioral responses to testing; and potential impact on the health care system (e.g., when patients bring DTC genetic test results to their primary care provider). Interestingly, these themes did not dominate the narratives published in this issue. Rather, these narratives included consistent themes of expectations and looking for answers; complex emotions; areas of contradiction and conflict; and family impact. More narrative research on patient experiences with genetic testing may fill gaps in knowledge regarding how patients define the benefits of testing, changes in psychological and emotional reactions to test results over time, and the impact of testing on families.

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

ERIC Educational Resources Information Center

Beach, Pamela; Cleovoulou, Yiola

2014-01-01

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

In Her Own Voice: A Narrative Study of the Persistence Strategies of Eight African American Women Vice Presidents for Student Affairs at Predominately White Institutions

ERIC Educational Resources Information Center

Hylton, Dahlia Gabrielle

2012-01-01

This narrative study explored the personal and professional experiences of eight African American women vice presidents for student affairs (VPSA) employed at predominately White institutions (PWIs) and the persistence strategies they used while working at a PWI. Through the use of narrative inquiry methods, I utilized a purposeful sample of eight…

Visual narrative structure.

PubMed

Cohn, Neil

2013-04-01

Narratives are an integral part of human expression. In the graphic form, they range from cave paintings to Egyptian hieroglyphics, from the Bayeux Tapestry to modern day comic books (Kunzle, 1973; McCloud, 1993). Yet not much research has addressed the structure and comprehension of narrative images, for example, how do people create meaning out of sequential images? This piece helps fill the gap by presenting a theory of Narrative Grammar. We describe the basic narrative categories and their relationship to a canonical narrative arc, followed by a discussion of complex structures that extend beyond the canonical schema. This demands that the canonical arc be reconsidered as a generative schema whereby any narrative category can be expanded into a node in a tree structure. Narrative "pacing" is interpreted as a reflection of various patterns of this embedding: conjunction, left-branching trees, center-embedded constituencies, and others. Following this, diagnostic methods are proposed for testing narrative categories and constituency. Finally, we outline the applicability of this theory beyond sequential images, such as to film and verbal discourse, and compare this theory with previous approaches to narrative and discourse. Copyright © 2012 Cognitive Science Society, Inc.

Narratives of Developing Counsellors' Preferred Theories of Counselling Storied through Text, Metaphor, and Photographic Images

ERIC Educational Resources Information Center

Wong-Wylie, Gina

2006-01-01

Reflective practice is integral for developing counsellors to maintain self-awareness and to recognize influences upon ones personal theory of counselling. In this exploratory narrative inquiry research, four doctoral level counselling psychologists participated to uncover "What are the personal stories of developing counsellors and in what…

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

ERIC Educational Resources Information Center

Stone, Elisa M.

2014-01-01

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific…

Learning and teaching science as inquiry: A case study of elementary school teachers' investigations of light

NASA Astrophysics Data System (ADS)

van Zee, Emily H.; Hammer, David; Bell, Mary; Roy, Patricia; Peter, Jennifer

2005-11-01

This case study documents an example of inquiry learning and teaching during a summer institute for elementary and middle school teachers. A small group constructed an explanatory model for an intriguing optical phenomenon that they were observing. Research questions included: What physics thinking did the learners express? What aspects of scientific inquiry were evident in what the learners said and did? What questions did the learners ask one another as they worked? How did these learners collaborate in constructing understanding? How did the instructor foster their learning? Data sources included video- and audio- tapes of instruction, copies of the participants' writings and drawings, field notes, interviews, and staff reflections. An interpretative narrative of what three group members said and did presents a detailed account of their learning process. Analyses of their utterances provide evidence of physics thinking, scientific inquiry, questioning, collaborative sense making, and insight into ways to foster inquiry learning.

Narrative Accounts of US Teachers' Collaborative Curriculum Making in a Physical Education Department

ERIC Educational Resources Information Center

You, JeongAe; Craig, Cheryl J.

2015-01-01

Through the use of narrative inquiry, this research study explores the collaborative curriculum making experiences of six teachers (three males; three females) in one physical education (PE) department in an urban middle school in the U.S. Collaboration; as defined in this work, this has to do with teachers' voluntary interactions and their shared…

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

ERIC Educational Resources Information Center

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

2010-01-01

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

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

ERIC Educational Resources Information Center

Liu, Laura Blythe

2017-01-01

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

Black Women Students at Predominantly White Universities: Narratives of Identity Politics, Well-Being and Leadership Mobility

ERIC Educational Resources Information Center

Hotchkins, Bryan

2017-01-01

This narrative inquiry study uses personal experiences as a method of ethnographic research among Black women student leaders. The collegiate life stories of six African American women undergraduates experiencing gendernoir racial battle fatigue are described and analyzed. Combined are participant journaling, lived experiential interviews, and…

Best Practices Inquiry: A Multidimensional, Value-Critical Framework

ERIC Educational Resources Information Center

Petr, Christopher G.; Walter, Uta M.

2005-01-01

This article offers a multidimensional framework that broadens current approaches to "best practices" inquiry to include (1) the perspectives of both the consumers of services and professional practitioners and (2) a value-based critique. The predominant empirical approach to best practices inquiry is a necessary, but not sufficient, component of…

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…

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

NASA Astrophysics Data System (ADS)

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

2017-01-01

This study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers' attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of teachers' attitudes. Teachers felt less anxious about teaching science and felt less dependent on contextual factors compared to the control group. With regard to attitude towards conducting inquiry, teachers felt less anxious and more able to conduct an inquiry project. There were no effects on other attitude components, such as self-efficacy beliefs or relevance beliefs, or on self-reported science teaching behaviour. These results indicate that practitioner research may have a partially positive effect on teachers' attitudes, but that it may not be sufficient to fully change primary teachers' attitudes and their actual science teaching behaviour. In comparison, a previous study showed that attitude-focused professional development in science education has a more profound impact on primary teachers' attitudes and science teaching behaviour. In our view, future interventions aiming to stimulate science teaching should combine both approaches, an explicit focus on attitude change together with familiarisation with inquiry, in order to improve primary teachers' attitudes and classroom practices.

Narrative, emotion and action: analysing 'most memorable' professionalism dilemmas.

PubMed

Rees, Charlotte E; Monrouxe, Lynn V; McDonald, Laura A

2013-01-01

Although previous studies have explored medical learners''most memorable' experiences, these have typically focused on patient deaths or mistakes. Drawing on multiple theoretical perspectives to understand the interplay between narrative, emotion and action, this paper aims to explore the whats and hows of written narratives of most memorable professionalism dilemmas: what types of dilemma are most memorable? When and where do they take place? How do students act? What characteristics relate to these dilemmas? How are dilemmas narrated? A total of 680 students from 29 of 32 UK medical schools provided a written narrative of their most memorable dilemma as part of their responses to an online questionnaire exploring the impact of professionalism dilemmas on moral distress. We employed quantitative thematic and discourse analysis of all narratives using Linguistic Inquiry Word Count software (LIWC) and conducted a narrative analysis of one exemplar. The most common themes across all narratives concerned dilemmas that related to issues of patient care with reference to the actions of health care professionals or students, student abuse, and consent and intimate examination. A total of 41.1% of experiences had occurred over 6 months previously and 80.1% had taken place in hospital settings. Overall, 54.9% of narrators reported having done something in the face of their dilemma, although only 13.2% described taking obvious or direct action. Numerous characteristics were related to most memorable dilemmas (e.g. narratives citing intimate examinations were more likely to take place in surgical settings). A total of 92.6% of narratives included negative emotion talk and numerous significant relationships emerged between types of emotion talk and most memorable dilemmas (e.g. more anger talk in abuse narratives). Our narrative analysis of one exemplar illustrates the richness of emotion talk and more subtle devices to establish emotional tone. Findings extend previous

An Investigation of Primary School Teachers' PCK towards Science Subjects Using an Inquiry-Based Approach

ERIC Educational Resources Information Center

Alkis Küçükaydin, Mensure; Uluçinar Sagir, Safak

2016-01-01

In this study, the pedagogical content knowledge (PCK) of four experienced primary school teachers was investigated within the "Let's Solve the Riddle of Our Body Unit". The PCK investigation adopted a learning approach based on inquiry, content representation and pedagogical and professional-experience repertoires (PaP-eRs), and…

A Guided-Inquiry Approach to the Sodium Borohydride Reduction and Grignard Reaction of Carbonyl Compounds

ERIC Educational Resources Information Center

Rosenberg, Robert E.

2007-01-01

The guided-inquiry approach is applied to the reactions of sodium borohydride and phenyl magnesium bromide with benzaldehyde, benzophenone, benzoic anhydride, and ethyl benzoate. Each team of four students receives four unknowns. Students identify the unknowns and their reaction products by using the physical state of the unknown, an…

Telling a (good?) counterstory of aging: natural bodybuilding meets the narrative of decline.

PubMed

Phoenix, Cassandra; Smith, Brett

2011-09-01

In Western society, the narrative of decline dominates the aging process. We know very little about the complexities of how people resist this narrative. The purpose of this article is to understand how a group of mature natural bodybuilders resisted the narrative of decline. In-depth life story interviews were conducted with 13 natural bodybuilders aged between 50 and 73 years. Verbatim transcripts were produced and the data analyzed using a structural narrative analysis. A dialogical analysis was also utilized. The participants' experiences did not fit with stereotypical assumptions about decline and deterioration in older age. They all told counterstories to "natural" aging, yet what differed was how the participants' counterstories resisted the narrative of decline and the level of resistance that they provided. We advance knowledge in the fields of aging and narrative inquiry by revealing the multidimensionality of resistance. We demonstrated how participants storied resistance in different ways and the important implications this had for the way aging was understood and acted upon-by themselves and potentially by others. In addition to advancing theoretical knowledge, in this article, we also significantly contribute to understandings of the potential of narrative for changing human lives and behavior across the life course in more positive and nuanced ways.

The Pedagogical Orientations of South African Physical Sciences Teachers towards Inquiry or Direct Instructional Approaches

ERIC Educational Resources Information Center

Ramnarain, Umesh; Schuster, David

2014-01-01

In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school…

The Effects of Prior-Knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

ERIC Educational Resources Information Center

Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

2015-01-01

This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students…

Effect of Inquiry-Based Learning Approach on Student Resistance in a Science and Technology Course

ERIC Educational Resources Information Center

Sever, Demet; Guven, Meral

2014-01-01

The aim of this study was to identify the resistance behaviors of 7th grade students exhibited during their Science and Technology course teaching-learning processes, and to remove the identified resistance behaviors through teaching-learning processes that were constructed based on the inquiry-based learning approach. In the quasi-experimentally…

My Pocket Technology: Introducing a Mobile Assisted Inquiry Learning Environment (MAILE) to Promote Inquiries among Secondary Students

ERIC Educational Resources Information Center

Leelamma, Sreelekha; Indira, Uma Devi

2017-01-01

This paper introduces the Mobile Assisted Inquiry Learning Environment (MAILE), an Experimental Instructional Strategy (EIS) which employs an inquiry-based learning approach to guide secondary school students to learn environmental science in an engaging way supported by mobile phones. The students are situated in both the real world and the…

The Spaces between Us: A Queer?Intersectional Analysis of the Narratives of Black Gay International Students

ERIC Educational Resources Information Center

Hubain, Bryan S.

2017-01-01

The experiences of international students along the lines of race and ethnicity, sexuality, gender, and nationality are virtually unknown. This study utilizes experience-centered narrative inquiry to explore the experiences of Black gay international students, and how they are racialized and sexualized in American higher education. Using a Queer…

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…

Composing Self on Narrative Landscapes of Sexual Difference: A Story of Wisdom and Resilience

ERIC Educational Resources Information Center

Estefan, Andrew; Roughley, Robert A.

2013-01-01

This study draws upon recent narrative inquiry research that explored the resilience experiences of 6 young same-sex-attracted men and women (4 men, 2 women; age range = 21-27). This article elucidates the story of one participant, Joseph, a 25-year-old Canadian man. As we conducted the research, Joseph's story stood out for us as having something…

Inquiry-Based Approach to Understanding Common Descent

ERIC Educational Resources Information Center

Parker, Monica

2010-01-01

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

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

NASA Astrophysics Data System (ADS)

Lee, Eun Ah; Brown, Matthew J.

2018-03-01

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

A Structured-Inquiry Approach to Teaching Neurophysiology Using Computer Simulation

PubMed Central

Crisp, Kevin M.

2012-01-01

Computer simulation is a valuable tool for teaching the fundamentals of neurophysiology in undergraduate laboratories where time and equipment limitations restrict the amount of course content that can be delivered through hands-on interaction. However, students often find such exercises to be tedious and unstimulating. In an effort to engage students in the use of computational modeling while developing a deeper understanding of neurophysiology, an attempt was made to use an educational neurosimulation environment as the basis for a novel, inquiry-based research project. During the semester, students in the class wrote a research proposal, used the Neurodynamix II simulator to generate a large data set, analyzed their modeling results statistically, and presented their findings at the Midbrains Neuroscience Consortium undergraduate poster session. Learning was assessed in the form of a series of short term papers and two 10-min in-class writing responses to the open-ended question, “How do ion channels influence neuronal firing?”, which they completed on weeks 6 and 15 of the semester. Students’ answers to this question showed a deeper understanding of neuronal excitability after the project; their term papers revealed evidence of critical thinking about computational modeling and neuronal excitability. Suggestions for the adaptation of this structured-inquiry approach into shorter term lab experiences are discussed. PMID:23494064

The Dragon in School Backyards: The Influence of Mandated Testing on School Contexts and Educators' Narrative Knowing

ERIC Educational Resources Information Center

Craig, Cheryl J.

2004-01-01

Researched in the narrative inquiry tradition, this article examines the influence of state-mandated accountability testing on Eagle High School's dramatically shifting context and the embodied knowledge held and expressed by principal, Henry Richards, and the Eagle teachers. Through carefully unpacking Richards's dragon in school backyards…

Storybridging: Four steps for constructing effective health narratives

PubMed Central

Boeijinga, Anniek; Hoeken, Hans; Sanders, José

2017-01-01

Objective: To develop a practical step-by-step approach to constructing narrative health interventions in response to the mixed results and wide diversity of narratives used in health-related narrative persuasion research. Method: Development work was guided by essential narrative characteristics as well as principles enshrined in the Health Action Process Approach. Results: The ‘storybridging’ method for constructing health narratives is described as consisting of four concrete steps: (a) identifying the stage of change, (b) identifying the key elements, (c) building the story, and (d) pre-testing the story. These steps are illustrated by means of a case study in which an effective narrative health intervention was developed for Dutch truck drivers: a high-risk, underprivileged occupational group. Conclusion: Although time and labour intensive, the Storybridging approach suggests integrating the target audience as an important stakeholder throughout the development process. Implications and recommendations are provided for health promotion targeting truck drivers specifically and for constructing narrative health interventions in general. PMID:29276232

Leadership for Social Justice: Promoting Equity and Excellence through Inquiry and Reflective Practice. Educational Leadership for Social Justice

ERIC Educational Resources Information Center

Normore, Anthony H., Ed.

2008-01-01

Within this book Leadership for Social Justice: Promoting Equity and Excellence Through Inquiry and Reflective Practice the contributors provide a variety of rich perspectives to the social justice phenomenon from the lens of empirical, historical, narrative, and conceptual designs. These designs reiterate the importance of bridging theory and…

Exploring Metaskills of Knowledge-Creating Inquiry in Higher Education

ERIC Educational Resources Information Center

Muukkonen, Hanni; Lakkala, Minna

2009-01-01

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

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.

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

NASA Astrophysics Data System (ADS)

Avraamidou, Lucy

2017-06-01

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

Narrative Counseling for Professional School Counselors

ERIC Educational Resources Information Center

Nafziger, Jacinta; DeKruyf, Lorraine

2013-01-01

This article introduces narrative counseling concepts and techniques for professional school counselors. The authors provide a case study of narrative school counseling with an elementary student struggling with selective mutism. Examples also demonstrate how a narrative approach could be used at elementary, middle, and high school levels within…

An industrial educational laboratory at Ducati Foundation: narrative approaches to mechanics based upon continuum physics

NASA Astrophysics Data System (ADS)

Corni, Federico; Fuchs, Hans U.; Savino, Giovanni

2018-02-01

This is a description of the conceptual foundations used for designing a novel learning environment for mechanics implemented as an Industrial Educational Laboratory - called Fisica in Moto (FiM) - at the Ducati Foundation in Bologna. In this paper, we will describe the motivation for and design of the conceptual approach to mechanics used in the lab - as such, the paper is theoretical in nature. The goal of FiM is to provide an approach to the teaching of mechanics based upon imaginative structures found in continuum physics suitable to engineering and science. We show how continuum physics creates models of mechanical phenomena by using momentum and angular momentum as primitive quantities. We analyse this approach in terms of cognitive linguistic concepts such as conceptual metaphor and narrative framing of macroscopic physical phenomena. The model discussed here has been used in the didactical design of the actual lab and raises questions for an investigation of student learning of mechanics in a narrative setting.

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

ERIC Educational Resources Information Center

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

2009-01-01

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

An Examination of Police Officers' Perceptions of Effective School Responses to Active Shooter Scenarios: A Phenomenological Narrative Study

ERIC Educational Resources Information Center

Adkins, Florence E.

2015-01-01

This qualitative phenomenological research study used narrative inquiry to examine police officer perceptions of effective school responses to active shooting scenarios. Creswell's (2013) six step process for analyzing and interpreting qualitative data was used to examine the interview information. The study results support the idea that changes…

Appreciative inquiry: a radically different approach to change.

PubMed

2002-07-01

Appreciative Inquiry, or Al, seeks to identify what went right and duplicate the experience. Adjustment in thinking may be difficult for defensive-minded health care professionals. Likelihood of success appears greater when smaller groups are involved.

The Impact of Professional Development on Poverty, Schooling, and Literacy Practices: Teacher Narratives and Reformation of Mindset

ERIC Educational Resources Information Center

Ciuffetelli Parker, Darlene

2017-01-01

The study examines the impact of professional development on the topic of poverty in one high poverty school community located in a small city in southern Ontario, Canada. It considers narrative-based experiences of teachers' collaborative inquiry on literacy practices after a significant amount of professional development was provided to…

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

NASA Astrophysics Data System (ADS)

Ramnarain, Umesh; Schuster, David

2014-08-01

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

Using Inquiry Effectively.

ERIC Educational Resources Information Center

Bibens, Robert F.

1980-01-01

The inquiry approach to learning is based on three phases. The exploratory phase encourages students to investigate a particular topic; the invention phase asks students to consider what they have learned; the final phase assists students in discovering the inadequacies of their inventions. (JN)

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.

Different Approaches to Assessing the Quality of Explanations Following a Multiple-Document Inquiry Activity in Science

ERIC Educational Resources Information Center

Wiley, Jennifer; Hastings, Peter; Blaum, Dylan; Jaeger, Allison J.; Hughes, Simon; Wallace, Patricia; Griffin, Thomas D.; Britt, M. Anne

2017-01-01

This article describes several approaches to assessing student understanding using written explanations that students generate as part of a multiple-document inquiry activity on a scientific topic (global warming). The current work attempts to capture the causal structure of student explanations as a way to detect the quality of the students'…

Investigating inquiry teaching and learning: The story of two teachers

NASA Astrophysics Data System (ADS)

Barnett, George Michael

Current national and state science standards emphasize inquiry as the central strategy to teaching science. Yet, these standards do not give specific prescriptions for how to conduct inquiry in within the context of a K--12 classroom. Fortunately, many teachers are creative and intelligent decision makers who have their own perspectives on and definitions of inquiry and will no doubt attempt to implement inquiry in ways that they feel best benefits their students given the constraints of their context. This study balanced "insider" and "outsider" perspectives to examine how two teachers' conceptions of inquiry changed over time, how those changes evolved, and how these teachers overcame the difficulties inherent with inquiry-based teaching. A naturalistic and interpretive research approach was used to collect and analyze the data. This approached entailed classroom observations, interviews, field notes, and analysis of teachers' journals. Findings indicate that inquiry-based teaching practices are inherently a local phenomenon that emerges within and through the interplay among a teacher's beliefs, student questions and goals, the teacher's goals, and the social context of the teacher's classroom. Results also indicate that teachers' conceptions of inquiry change gradually over time and not as of the result of single critical events or stages and are intimately tied to their teaching context.

Identify the Cracks; That's Where the Light Slips In: The Narratives of Latina/o Bilingual Middle-Class Youth

ERIC Educational Resources Information Center

Lapayese, Yvette V.

2016-01-01

In this qualitative study, I examine the intersections of learner identity, power, and language through the experiences and insights of Latina/o 2nd-generation middle-class children who occupy a unique positionality between the discourses surrounding bilingual education. Through narrative inquiry, emerging bilingual middle-class students actualize…

Authentic Leadership Development in the Classroom: A Narrative Approach

ERIC Educational Resources Information Center

Albert, Joseph F.; Vadla, Kaitlin

2009-01-01

This paper examines how a classroom designed process of constructing narratives about oneself, a group, and others helps students develop an authentic leadership voice. We begin by describing the theoretical framework behind our paper, which includes an overview of the notion of authenticity and the linkage between narrative and authentic…

Student Inquiry in the Research Process, Part 4: Inquiry Research Investigation.

ERIC Educational Resources Information Center

Preddy, Leslie B.

2003-01-01

Explains a hands-on, classroom teacher/library media specialist collaborative model for implementing the inquiry approach to the research process into the classroom and school library media center. Topics include the investigation phase; source notes; primary sources; interviews; community resources; storyboards; and peer conferences. (LRW)

Teaching about Theory-Laden Observation to Secondary Students through Manipulated Lab Inquiry Experience

ERIC Educational Resources Information Center

Lau, Kwok-chi; Chan, Shi-lun

2013-01-01

This study seeks to develop and evaluate a modified lab inquiry approach to teaching about nature of science (NOS) to secondary students. Different from the extended, open-ended inquiry, this approach makes use of shorter lab inquiry activities in which one or several specific NOS aspects are manipulated deliberately so that students are compelled…

Narrating the self-injured body

PubMed Central

Chandler, Amy

2014-01-01

Illness narratives have traditionally been used as a conceptual tool for exploring experiences of chronic illness or disease. In this paper, I suggest that Frank's typology of illness narratives (chaos, restitution and quest) also offers an illuminating approach to analysing accounts of self-injury, demonstrating the diverse ways in which self-injury is practiced, experienced and narrated. Drawing on 24 narrative interviews with 12 people who had self-injured, I focus on participants’ accounts of their self-injured bodies. The approach is phenomenological, and concerned with talk about the experience of living with and in a body that has been marked by self-injury. Thus, the act of self-injury is not the sole focus, and particular attention is paid to accounts of the bodily aftermath: scars, marks and wounds. Scars left by self-injury can be seen as communicative, and the analysis developed here demonstrates some of the various ways that these marks may be read. Attending to these diverse narratives can contribute to the provision of compassionate, non-judgemental care for patients who have self-injured. Further, highlighting the existence of different ways of narrating the self-injured body may offer an optimistic resource for people who have self-injured. PMID:24812335

An Appreciative Inquiry Approach to Evaluating Culture, Structure, and Power in Agricultural Teacher Education Program Reform

ERIC Educational Resources Information Center

Anderson, James C., II.; Thorson, Candi J.; Kelinsky, Lia R.

2016-01-01

This case study outlines an appreciative inquiry approach to program reform using an agricultural teacher education program at a land-grant university that had begun to suffer from a large decline in student enrollment. Documents were analyzed that provided recommendations toward a master plan for reform made by 23 key agents based on their…

Storybridging: Four Steps for Constructing Effective Health Narratives

ERIC Educational Resources Information Center

Boeijinga, Anniek; Hoeken, Hans; Sanders, José

2017-01-01

Objective: To develop a practical step-by-step approach to constructing narrative health interventions in response to the mixed results and wide diversity of narratives used in health-related narrative persuasion research. Method: Development work was guided by essential narrative characteristics as well as principles enshrined in the Health…

Narrative methods in quality improvement research

PubMed Central

Greenhalgh, T; Russell, J; Swinglehurst, D

2005-01-01



 This paper reviews and critiques the different approaches to the use of narrative in quality improvement research. The defining characteristics of narrative are chronology (unfolding over time); emplotment (the literary juxtaposing of actions and events in an implicitly causal sequence); trouble (that is, harm or the risk of harm); and embeddedness (the personal story nests within a particular social, historical and organisational context). Stories are about purposeful action unfolding in the face of trouble and, as such, have much to offer quality improvement researchers. But the quality improvement report (a story about efforts to implement change), which is common, must be distinguished carefully from narrative based quality improvement research (focused systematic enquiry that uses narrative methods to generate new knowledge), which is currently none. We distinguish four approaches to the use of narrative in quality improvement research—narrative interview; naturalistic story gathering; organisational case study; and collective sense-making—and offer a rationale, describe how data can be collected and analysed, and discuss the strengths and limitations of each using examples from the quality improvement literature. Narrative research raises epistemological questions about the nature of narrative truth (characterised by sense-making and emotional impact rather than scientific objectivity), which has implications for how rigour should be defined (and how it might be achieved) in this type of research. We offer some provisional guidance for distinguishing high quality narrative research in a quality improvement setting from other forms of narrative account such as report, anecdote, and journalism. PMID:16326792

Gender, Narratives and Intersectionality: Can Personal Experience Approaches to Research Contribute to "Undoing Gender"?

ERIC Educational Resources Information Center

Cole, Barbara Ann

2009-01-01

This paper examines narrative methodologies as one approach to exploring issues of gender, education and social justice and, particularly, insights into "undoing gender". It furthermore examines the possibilities of exploring gender and its multiple intersections in a range of global and policy contexts through the use of personal…

Using Technology to Support Science Inquiry Learning

ERIC Educational Resources Information Center

Williams, P. John; Nguyen, Nhung; Mangan, Jenny

2017-01-01

This paper presents a case study of a teacher's experience in implementing an inquiry approach to his teaching over a period of two years with two different classes. His focus was on using a range of information technologies to support student inquiry learning. Data was collected over the two year period by observation, interview and student work…

Advance directives in psychiatric care: a narrative approach

PubMed Central

Widdershoven, G.; Berghmans, R.

2001-01-01

Advance directives for psychiatric care are the subject of debate in a number of Western societies. By using psychiatric advance directives (or so-called "Ulysses contracts"), it would be possible for mentally ill persons who are competent and with their disease in remission, and who want timely intervention in case of future mental crisis, to give prior authorisation to treatment at a later time when they are incompetent, have become non-compliant, and are refusing care. Thus the devastating consequences of recurrent psychosis could be minimised. Ulysses contracts raise a number of ethical questions. In this article the central issues of concern and debate are discussed from a narrative perspective. Ulysses contracts are viewed as elements of an ongoing narrative in which patient and doctor try to make sense of and get a hold on the recurrent crises inherent in the patient's psychiatric condition. Key Words: Medical ethics • narrative ethics • advance directives • psychiatry PMID:11314165

Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach

ERIC Educational Resources Information Center

Promyod, Nattida

2013-01-01

The purpose of this study was to investigate the shift of Thai teachers' views of learning and their pedagogical practices from the traditional approach to be more centered on an argument-based inquiry approach (ABI) in Thai classrooms, where teachers and learners have long been familiar with the lecture-based tradition. Other than examining the…

Understanding the Person through Narrative

PubMed Central

Hall, Joanne M.; Powell, Jill

2011-01-01

Mental health nurses need to know their clients at depth, and to comprehend their social contexts in order to provide holistic care. Knowing persons through their stories, narratives they tell, provides contextual detail and person-revealing characteristics that make them individuals. Narratives are an everyday means of communicating experience, and there is a place for storytelling in nearly all cultures. Thus narrative is a culturally congruent way to ascertain and understand experiences. This means the nurse should ask questions such as “How did that come about?” versus why questions. A narrative approach stands in contrast to a yes/no algorithmic process in conversing with clients. Eliciting stories illustrates the social context of events, and implicitly provides answers to questions of feeling and meaning. Here we include background on narrative, insights from narrative research, and clinical wisdom in explaining how narratively understanding the person can improve mental health nursing services. Implications for theory, practice, and research are discussed. PMID:21994820

Examining the Value of a Scaffolded Critique Framework to Promote Argumentative and Explanatory Writings within an Argument-Based Inquiry Approach

ERIC Educational Resources Information Center

Jang, Jeong-yoon; Hand, Brian

2017-01-01

This study investigated the value of using a scaffolded critique framework to promote two different types of writing--argumentative writing and explanatory writing--with different purposes within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach. A quasi-experimental design with sixth and seventh grade…

Using Narratives to Develop Standards for Leaders: Applying an Innovative Approach in Western Australia

ERIC Educational Resources Information Center

Wildy, Helen; Pepper, Coral

2005-01-01

Dissatisfaction with long lists of duties as substitutes for standards led to the innovative application of narratives as an alternative approach to the generation and use of standards for school leaders. This paper describes research conducted over nearly a decade in collaboration with the state education authority in Western Australia,…

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…

An Exploration into First-Year University Students' Approaches to Inquiry and Online Learning Technologies in Blended Environments

ERIC Educational Resources Information Center

Ellis, Robert A.; Bliuc, Ana-Maria

2016-01-01

The use of online learning technologies in experiences of inquiry is increasingly ubiquitous in university contexts. In blended environments, research into university experiences suggests that student approaches to learning are a key determiner of the quality of outcomes. The purpose of this study was to develop relevant measures which help…

Regulating Emotion and Identity by Narrating Harm

PubMed Central

Pasupathi, Monisha; Billitteri, Jacob; Mansfield, Cade D.; Wainryb, Cecilia; Hanley, Grace E.; Taheri, Kiana

2015-01-01

This study examined how narration of harm experiences can regulate self and emotions in ways relevant to well-being. Participants (n = 88, 65% female) were asked to provide 6 narratives about instances when they were victims of harm and 6 narratives about instances when they were perpetrators of harm. Narratives were coded for extent of exploration, growth, damage conclusions and resolution. Participants drew damage conclusions more frequently in victim narratives and growth conclusions more frequently in perpetrator narratives. Both the type of experience (victim or perpetrator) and the way the experience was narrated (references to damage conclusions and resolution) predicted emotion and identity implications, which were, in turn, related to well-being. Implications for narrative approaches to self-regulation are discussed. PMID:26392641

"It Was the Best of Times, It Was the Worst of Times": A Qualitative Investigation of Perfectionism and Drinking Narratives in Undergraduate Students.

PubMed

Nealis, Logan J; Mackinnon, Sean P

2017-01-01

Perfectionism is a transdiagnostic risk factor for mental health and interpersonal difficulties, but research on perfectionism and alcohol use in emerging adults remains equivocal. Qualitative research methods are underutilized in this area, and inductive analysis of drinking narratives in undergraduate perfectionists may help clarify conflicting results and support novel approaches to quantitative inquiry in this area. We interviewed 20 undergraduates high in perfectionism (6 adaptive perfectionists and 14 maladaptive perfectionists) using a narrative interview, with analyses focusing on a situation involving alcohol use. We coded interviews for emergent themes using thematic analysis. Five themes emerged as follows: (1) drinking as a social experience, (2) suffering consequences, (3) learning from alcohol, (4) alcohol use as escapism, and (5) reluctance and moderation. Our results add to existing literature by highlighting the interpersonal conflict in perfectionistic people's experience in relation to alcohol use during emerging adulthood. Results also suggest perfectionistic people may use alcohol and intoxication as a way to facilitate a "release" from unpleasant situations or emotions. Perfectionists reported both positive and negative experiences, which lends support for using a narrative perspective to help overcome preexisting assumptions about adaptive and maladaptive qualities of perfectionism.

Banning Corporal Punishment in Taiwan: A Narrative Exploration of Teacher Change and Critical Examination of the Legal Ban

ERIC Educational Resources Information Center

Chung, Wen-Ting

2013-01-01

Employing narrative ways of inquiry, this study interrogated how a reform action--legal banning corporal punishment in schools, which was intentionally introduced into Taiwanese society by advocates as a social movement strategy at a time when the incidence rate of school corporal punishment was high--could contribute to ending educators' use of…

Inquiry-Based Approach to a Carbohydrate Analysis Experiment

NASA Astrophysics Data System (ADS)

Senkbeil, Edward G.

1999-01-01

The analysis of an unknown carbohydrate in an inquiry-based learning format has proven to be a valuable and interesting undergraduate biochemistry laboratory experiment. Students are given a list of carbohydrates and a list of references for carbohydrate analysis. The references contain a variety of well-characterized wet chemistry and instrumental techniques for carbohydrate identification, but the students must develop an appropriate sequential protocol for unknown identification. The students are required to provide a list of chemicals and procedures and a flow chart for identification before the lab. During the 3-hour laboratory period, they utilize their accumulated information and knowledge to classify and identify their unknown. Advantages of the inquiry-based format are (i) students must be well prepared in advance to be successful in the laboratory, (ii) students feel a sense of accomplishment in both designing and carrying out a successful experiment, and (iii) the carbohydrate background information digested by the students significantly decreases the amount of lecture time required for this topic.

Narrative ARTifice and women's agency.

PubMed

Kalbian, Aline H

2005-04-01

The choice to pursue fertility treatments is a complex one. In this paper I explore the issues of choice, agency, and gender as they relate to assisted reproductive technologies (ARTs). I argue that narrative approaches to bioethics such as those by Arthur Frank and Hilde Lindemann Nelson clarify judgments about autonomy and fertility medicine. More specifically, I propose two broad narrative categories that help capture the experience of encounters with fertility medicine: narratives of hope and narratives of resistance. This narrative typology captures the inevitable conflict that women feel when they become subjects of fertility medicine. On the one hand, they must remain hopeful; on the other, they must not surrender themselves completely. Nelson's account of counterstories as narratives of resistance helps us see how women can reconcile the experience of a strong desire to have children with the desire to remain authentic and whole.

An Autobiographical Narrative towards Critical Practitioner Inquiry and a Counter Hegemonic Southern Network

ERIC Educational Resources Information Center

Dahlström, Lars

2016-01-01

This paper is an autobiographical narrative to demonstrate how educational practices and ideas travel through time. It demonstrates how pedagogy based on solidarity and counter hegemonic ideas combined with scholastic perspectives build coherent practices in different social contexts. The work as a teacher, teacher educator, and researcher in…

Illuminating exemplary professionalism using appreciative inquiry dialogues between students and mentors.

PubMed

Butani, Lavjay; Bogetz, Alyssa; Plant, Jennifer

2018-05-25

To explore the types of exemplary professional behaviors and the facilitators and barriers to professional behavior discussed by student-mentor dyads during appreciative inquiry (AI) dialogs. We conducted a qualitative analysis of AI narratives discussing exemplary professional practice written by third-year medical students following a dialog with mentors. Narratives were thematically analyzed using directed content analysis to explore the types of exemplary professional behaviors discussed and the facilitators and barriers to professional practice. Narratives were coded independently by two investigators; codes were finalized, themes were derived, and a model on how exemplary professional behaviors are nurtured and reinforced was developed. Themes addressed humanism toward others and excellence, with altruism being an underlying implicit guiding principle behind professional behavior. Humanism toward self was infrequently discussed as an aspect of professionalism, but when discussed, was perceived to foster resilience. Principle-based attitudes and emotional intelligence facilitated professional behaviors. Programmatic scaffolds facilitated professional behavior and included curricula on reflective practice, mentorship, promoting learner autonomy and connectedness, and a safe environment. AI is an effective strategy that can be used to stimulate learner reflection on professionalism, humanism, and wellness and promote learner acknowledgement of positive aspects of the learning environment.

Teaching About Theory-Laden Observation to Secondary Students Through Manipulated Lab Inquiry Experience

NASA Astrophysics Data System (ADS)

Lau, Kwok-chi; Chan, Shi-lun

2013-10-01

This study seeks to develop and evaluate a modified lab inquiry approach to teaching about nature of science (NOS) to secondary students. Different from the extended, open-ended inquiry, this approach makes use of shorter lab inquiry activities in which one or several specific NOS aspects are manipulated deliberately so that students are compelled to experience and then reflect on these NOS aspects. In this study, to let students experience theory-laden observation, they were provided with different "theories" in order to bias their observations in the lab inquiry. Then, in the post-lab discussion, the teacher guided students to reflect on their own experience and explicitly taught about theory-ladenness. This study employs a quasi-experimental pretest-posttest design using the historical approach as the control group. The results show that the manipulated lab inquiry approach was much more effective than the historical approach in fostering students' theory-laden views, and it was even more effective when the two approaches were combined. Besides, the study also sought to examine the practical epistemological beliefs of students concerning theory-ladenness, but limited evidence could be found.

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

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.

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…

Using an Inquiry Approach to Teach Science to Secondary School Science Teachers

ERIC Educational Resources Information Center

McBride, John W.; Bhatti, Muhammad I.; Hannan, Mohammad A.; Feinberg, Martin

2004-01-01

Leaders in science education have actively promoted inquiry science since the 1960s and continue to do so today. The US National Science Education Standards recommend that science instruction and learning should be well grounded in inquiry. In spite of these efforts, however, little has changed in the way science is taught. Teacher-talk and…

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

NASA Astrophysics Data System (ADS)

Hutchins, Kristen L.; Friedrichsen, Patricia J.

2012-12-01

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

Strategies for Values Inquiry: An Exploratory Case Study

ERIC Educational Resources Information Center

Renger, Ralph; Bourdeau, Beth

2004-01-01

Values inquiry refers to systematic investigation of the values relevant to a program, including understanding those outcomes most prized by stakeholders. Although much attention has been given to stakeholder involvement, the literature on value inquiries per se as an approach is limited. This paper demonstrates how several of the steps used in…

A multidisciplinary approach to scars: a narrative review

PubMed Central

Zanier, Emiliano; Bordoni, Bruno

2015-01-01

The purpose of this article is to carry out a narrative review regarding the approach to scars through complementary and alternative medicine focusing on osteopathy, naturopathy, and other minor methods and traditional rehabilitative medicines, such as physiotherapy and manual therapies. We analyzed the existing literature regarding the possible influences of techniques relaxing the diaphragm – both manual and psychophysical relaxing techniques – and the consequent local response to events leading to scar tissue healing. The objective of the study is to become a useful instrument of knowledge for those manual therapists and professionals who deal with patients affected by discontinuity of the skin surface due to trauma or surgery. This article also intends to stimulate research in order to find and propose new methods of scar treatment, taking into consideration the information gained so far from other complementary and alternative disciplines. PMID:26316774

Critical and Creative Reflective Inquiry: Surfacing Narratives to Enable Learning and Inform Action

ERIC Educational Resources Information Center

Cardiff, Shaun

2012-01-01

Narratives are being increasingly used in nursing and action research. In this participatory action research study, nurse leaders of an acute care of the older person unit collectively, critically and creatively reflected on lived experiences in order to explore the concept of person-centred leadership within their own practice. This paper…

Professional Learning in Action: An Inquiry Approach for Teachers of Literacy. Common Core State Standards in Literacy Series

ERIC Educational Resources Information Center

Riski, Victoria J.; Vogt, Mary Ellen

2016-01-01

Risko and Vogt provide a unique and progressive approach for engaging the professional learning of teachers of literacy, reading specialists, literacy coaches and instructional leaders, content specialists, and administrators. Their deliberate use of Professional Learning signals the importance of educators engaging in authentic and inquiry-based…

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

ERIC Educational Resources Information Center

Pretorius, Rudi; Lombard, Andrea; Khotoo, Anisa

2016-01-01

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

Hello, stranger: building a healing narrative that includes everyone.

PubMed

Inui, Thomas S; Frankel, Richard M

2006-05-01

The authors use the concept of "samaritan medicine" to tie together papers by Klitzman, by Wear and colleagues, and by Branch appearing in this issue of Academic Medicine on the physician-patient relationship. Practicing physicians and trainees alike must confront the challenge of acknowledging and connecting to otherness or difference in patients and in themselves, and practice based in "samaritan medicine" can help to bridge the gaps between self and other. The authors present three vignettes that highlight physicians' and patients' differing perspectives on the stories in which they are mutually involved. The authors then suggest three approaches that operate at the organization as well as the individual level and that speak to establishing and sustaining health-supporting relationships between patients and doctors: video review and replay, Appreciative Inquiry, and self-disclosure. The aim of such approaches is that physicians and physician-trainees be able to ask-and answer-questions about the "narratives" they are enacting, such as "In this story, where am I? Where is the other? Where is the common good? What, then, should I do?" in order that they may develop a robust appreciation of patient interactions and understanding of self that fosters the practice of "samaritan medicine."

Project CUES: A New Middle-School Earth System Science Curriculum Being Developed by the American Geological Institute

NASA Astrophysics Data System (ADS)

Smith, M. C.; Smith, M. J.; Lederman, N.; Southard, J. B.; Rogers, E. A.; Callahan, C. N.

2002-12-01

Project CUES is a middle-school earth systems science curriculum project under development by the American Geological Institute (AGI) and funded by the National Science Foundation (ESI-0095938). CUES features a student-centered, inquiry pedagogy and approaches earth science from a systems perspective. CUES will use the expanded learning cycle approach of Trowbridge and Bybee (1996), known as the 5E model (engage-explore-explain-elaborate-evaluate). Unlike AGI's Investigating Earth Systems (IES) curriculum modules, CUES will include a single hard-bound textbook, and will take one school-year to complete. The textbook includes a prologue that addresses systems concepts and four main units: Geosphere, Hydrosphere, Atmosphere, and Biosphere. Each eight-week unit takes students through a progression from guided inquiry to open-ended, student-driven inquiry. During first 4 to 5 weeks of each unit, students explore important earth science phenomena and concepts through scripted investigations and narrative reading passages written by scientists as "inquiry narratives". The narratives address the development of scientific ideas and relay the personal experiences of a scientist during their scientific exploration. Aspects of the nature of science will be explicitly addressed in investigations and inquiry narratives. After the guided inquiry, students will develop a research proposal and conduct their own inquiry into local or regional scientific problems. Each unit culminates with a science conference at which students present their research. CUES will be the first NSF-funded, comprehensive earth systems textbook for middle school that is based on national standards. CUES will be pilot tested in 12 classrooms in January 2003, with a national field test of the program in 50 classrooms during the 2003-2004 school year.

Developing Climate Change Literacy With the Humanities: A Narrative Approach

NASA Astrophysics Data System (ADS)

Siperstein, S.

2015-12-01

Teaching the science and policy of climate change is necessary but insufficient for helping students to develop a robust climate literacy. Climate change educators must also teach students how to evaluate historical trends, to unpack the assumptions in shared cultural narratives, to grapple with ethical dilemmas, and more generally to traverse the turbulence of feeling that is a hallmark of living in a time of global climate chaos. In short, climate literacy must include the skills and strategies of the humanities, and specifically literary and cultural studies. After providing an overview of how literary and cultural studies scholars from around the world are developing innovative pedagogical methods for addressing climate change (drawing on the presenter's experience editing the forthcoming volume Teaching Climate Change in the Humanities), the presentation will then report on a specific Literary Genres course taught at the University of Oregon. The course, offered to undergraduate non-majors who entered the class with little or no knowledge of climate change, constituted a case study of action research into the transdisciplinary teaching of climate change. The presentation will thus draw on quantitative course assessments, student coursework, and the instructor's own experiences in arguing that three key narratives underpin the work we do as multidisciplinary climate change educators: narratives of observation, narratives of speculation, and narratives of conversion. That is, we guide students through the processes of witnessing climate change, imagining more just and sustainable futures, and by so doing, transforming themselves and their communities. In the particular Literary Genres course under consideration, students used the tools of literary and cultural studies first to analyze existing versions of these narratives and then to compose their own versions of these narratives based on their local communities and ecologies. In the context of multidisciplinary

Student Outcomes in Inquiry Instruction: A Literature-Derived Inventory

ERIC Educational Resources Information Center

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

2012-01-01

Curricular reform efforts are underway in many countries, focused on adopting inquiry-based approaches to teaching and learning. Therefore, it is increasingly important to understand what outcomes students attain in inquiry environments. Derived from a literature review, a 23-item, criterion-referenced inventory is presented for theoretically…

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

NASA Astrophysics Data System (ADS)

Foster, Hyacinth Carmen

Science educators and administrators support the idea that inquiry-based and didactic-based instructional strategies have varying effects on students' acquisition of science concepts. The research problem addressed whether incorporating the two approaches covered the learning requirements of all students in science classes, enabling them to meet state and national standards. The purpose of this quasiexperimental, posttest design research study was to determine if student learning and achievement in high school biology classes differed for each type of instructional method. Constructivism theory suggested that each learner creates knowledge over time because of the learners' interactions with the environment. The optimal teaching method, didactic (teacher-directed), inquiry-based, or a combination of two approaches instructional method, becomes essential if students are to discover ways to learn information. The research question examined which form of instruction had a significant effect on student achievement in biology. The data analysis consisted of single-factor, independent-measures analysis of variance (ANOVA) that tested the hypotheses of the research study. Locally, the results indicated greater and statistically significant differences in standardized laboratory scores for students who were taught using the combination of two approaches. Based on these results, biology instructors will gain new insights into ways of improving the instructional process. Social change may occur as the science curriculum leadership applies the combination of two instructional approaches to improve acquisition of science concepts by biology students.

Turning Teachers into Designers: The Case of the Ark of Inquiry

ERIC Educational Resources Information Center

De Vries, Bregje; Schouwenaars, Ilona; Stokhof, Harry

2017-01-01

The Ark of Inquiry seeks to support inquiry-based science education (IBSE) in different countries and school systems across Europe by teachers that may differ in light of their prior experiences with IBSE. Given the differences, the assumption is that teachers need to make adaptations to the approach and materials of the Ark of Inquiry. This study…

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

ERIC Educational Resources Information Center

Spronken-Smith, Rachel; Walker, Rebecca

2010-01-01

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

Short-Term Intercultural Psychotherapy: Ethnographic Inquiry

ERIC Educational Resources Information Center

Seeley, Karen M.

2004-01-01

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

A Guided Inquiry Activity for Teaching Ligand Field Theory

ERIC Educational Resources Information Center

Johnson, Brian J.; Graham, Kate J.

2015-01-01

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

Inquiry-Based Science: Turning Teachable Moments into Learnable Moments

ERIC Educational Resources Information Center

Haug, Berit S.

2014-01-01

This study examines how an inquiry-based approach to teaching and learning creates teachable moments that can foster conceptual understanding in students, and how teachers capitalize upon these moments. Six elementary school teachers were videotaped as they implemented an integrated inquiry-based science and literacy curriculum in their…

Disciplinary Literacy and Inquiry: Teaching for Deeper Content Learning

ERIC Educational Resources Information Center

Spires, Hiller A.; Kerkhoff, Shea N.; Graham, Abbey C. K.

2016-01-01

Disciplinary literacy is gaining momentum as an approach to adolescent literacy. Believing that a key aspect of disciplinary literacy is knowledge construction, the authors introduce a model for relating disciplinary literacy with project-based inquiry. Rather than merely exploring topics during inquiry, students use practices of a discipline to…

Writing Out of the Unexpected: Narrative Inquiry and the Weight of Small Moments

ERIC Educational Resources Information Center

Gordon, Erick; McKibbin, Kerry; Vasudevan, Lalitha; Vinz, Ruth

2007-01-01

In this tale of a single event told from the perspectives of multiple narrators, Erick Gordon, Kerry McKibbin, Lalitha Vasudevan, and Ruth Vinz write about their work together on a Student Press Initiative (SPI) writing project at Horizon Academy, the Department of Correction/Department of Education high school at Rikers Island Jail in New York…

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

ERIC Educational Resources Information Center

Psycharis, Sarantos

2016-01-01

In this study, an instructional design model, based on the computational experiment approach, was employed in order to explore the effects of the formative assessment strategies and scientific abilities rubrics on students' engagement in the development of inquiry-based pedagogical scenario. In the following study, rubrics were used during the…

Lipman, Dewey, and Philosophical Inquiry in the Mathematics Classroom

ERIC Educational Resources Information Center

Kennedy, Nadia Stoyanova

2012-01-01

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

Redesigning a Curriculum for Inquiry: An Ecology Case Study

ERIC Educational Resources Information Center

Spronken-Smith, R. A.; Walker, R.; Dickinson, K. J. M.; Closs, G. P.; Lord, J. M.; Harland, T.

2011-01-01

This article reports on an interdisciplinary ecology degree that was redesigned to provide more research activity for undergraduates. A case study approach explored how the teaching team constructed a curriculum that used inquiry activities. The development of an inquiry curriculum was enabled by a University audit focusing on the links between…

Reflective Practice and Inquiry: Let's Talk More about Inquiry

ERIC Educational Resources Information Center

Earl, Kerry; Ussher, Bill

2016-01-01

Reflective practice and inquiry are aspects of teacher professional practice that characterise teachers as learners. Reflective practice in some form is considered in contemporary education as an essential activity for teachers and teacher educators. "Inquiry as professional development" and "inquiry as research", on the other…

Disrupted narrative and narrative symbol.

PubMed

Vuletić, Georgije

2018-02-01

In this article a specific type of narrative, which often appears in analytic sessions, is discussed. It is characterized by a seemingly ordinary, everyday topic and by a peculiar disruption of the narrative flow. The threefold structure of this type of narrative is described, along with its main characteristics. One element of this type of narrative is very similar to symbolic content or complex symbolic structures, e.g. dreams, the sort of material that can be used for the purpose of interpretation. The similarities as well as the differences are elaborated in the article. Thanks to the observed general structure and 'symbolic' nature of some parts of the narrative, it is easy to notice some of the unconscious elements, which are not familiar to the patient's ego, and to make an interpretation. Because these elements are close to the threshold of consciousness, the patient willingly accepts an interpretation based on them. This is especially true for patients whose dominant function is thinking. A temporary, working name for this type of narrative is proposed in the article: 'disrupted narrative' - and for its disruptive part 'narrative symbol'. © 2018, The Society of Analytical Psychology.

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

ERIC Educational Resources Information Center

Preddy, Leslie B.

2002-01-01

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

The Challenges and Possibilities of a Narrative Learning Approach in the Finnish Early Childhood Education System

ERIC Educational Resources Information Center

Hakkarainen, Pentti

2008-01-01

Finnish curriculum guidelines for early education emphasise play and creative activities as significant factors in healthy child development. Constructivist theory loosely frames the guidelines, but the recommended approach lacks precise developmental goals. Since 1996, we have carried out a narrative learning project with vertically integrated…

A process-oriented guided inquiry approach to teaching medicinal chemistry.

PubMed

Brown, Stacy D

2010-09-10

To integrate process-oriented guided-inquiry learning (POGIL) team-based activities into a 1-semester medicinal chemistry course for doctor of pharmacy (PharmD) students and determine the outcomes. Students in the fall 2007 section of the Medicinal Chemistry course were taught in a traditional teacher-centered manner, with the majority of class time spent on lectures and a few practice question sets. Students in the fall 2008 and fall 2009 sections of Medicinal Chemistry spent approximately 40% of class time in structured self-selected teams where they worked through guided-inquiry exercises to supplement the lecture material. The mean examination score of students in the guided-inquiry sections (fall 2008 and fall 2009) was almost 3 percentage points higher than that of students in the fall 2007 class (P < 0.05). Furthermore, the grade distribution shifted from a B-C centered distribution (fall 2007 class) to an A-B centered distribution (fall 2008 and fall 2009 classes). The inclusion of the POGIL style team-based learning exercises improved grade outcomes for the students, encouraged active engagement with the material during class time, provided immediate feedback to the instructor regarding student-knowledge deficiencies, and created a classroom environment that was well received by students.

Narrative change, narrative stability, and structural constraint: The case of prisoner reentry narratives

PubMed Central

Harding, David J.; Dobson, Cheyney C.; Wyse, Jessica J. B.; Morenoff, Jeffrey D.

2016-01-01

Cultural sociologists and other social scientists have increasingly used the concept of narrative as a theoretical tool to understand how individuals make sense of the links between their past, present, and future, how individuals construct social identities from cultural building blocks, and how culture shapes social action and individual behavior. Despite its richness, we contend that the narratives literature has yet to grapple with narrative change and stability when structural constraints or barriers challenge personal narratives and narrative identities. Particularly for marginalized groups, the potential incompatibility of personal narratives with daily experiences raises questions about the capacity of narratives to influence behavior and decision-making. In this study we draw on prospective longitudinal data on the reentry narratives and narrative identities of former prisoners to understand how narratives do and not change when confronted with contradictory experiences and structural constraints. We identify and describe the processes generating narrative change and stability among our subjects. These findings inform a framework for studying narrative change and stability based on four factors: the content of the narrative itself, the structural circumstances experienced by the individual, the institutional contexts in which the individual is embedded, and the social networks in which the individual is embedded. PMID:28316785

Examining narrative transportation to anti-alcohol narratives

PubMed Central

Banerjee, Smita C.; Greene, Kathryn

2016-01-01

This study examined the transportation effects of alcohol consequence narratives varying in source (written by the narrative protagonist vs. protagonist's partner) and type of heath consequence (physical or emotional). Additionally, this study examined the role of narrative transportation and cognitive and discrete affective responses in the persuasion process. In this study, 501 students of a large northern university in the United Kingdom participated and were randomly assigned to one of the four conditions of narratives about alcohol use. Transportation was operationalized as general and self-reflective transportation. Results demonstrated that for narratives written by protagonist, the emotional effect narrative resulted in greater general transportation than the physical effect narrative. However, for narratives written by the protagonist's partner, the physical effect narrative resulted in greater general transportation than the emotional effect narrative. These findings were not substantiated for self-reflective transportation. Finally, results suggest that transportation experienced by anti-alcohol narratives can influence both favourable cognitive response and guilt, which are significant mediators in alcohol-related expectancies. Important theoretical and empirical implications are discussed. PMID:28133436

Story Crafting: Strategies for Facilitating Narrative Career Counselling

ERIC Educational Resources Information Center

McMahon, Mary; Watson, Mark

2012-01-01

Narrative career counselling is a growing force in career guidance and counselling that offers a direction for the field to respond to the needs of increasingly diverse client groups. In this article, we review established and emerging approaches to narrative career counselling, then focus on the emerging story telling approach. We offer examples…

Multidirectional War Narratives in History Textbooks

ERIC Educational Resources Information Center

van der Vlies, Tina

2016-01-01

This article aims to contribute to the field of textbook research by exploring a new approach in textbook analysis. Inspired by Michael Rothberg's concept of multidirectional memory, this article examines multidirectional narratives in history textbooks: narratives that combine different histories, places and times in a productive way. They…

Teacher Discourse Strategies Used in Kindergarten Inquiry-Based Science Learning

ERIC Educational Resources Information Center

Harris, Karleah; Crabbe, Jordan Jimmy; Harris, Charlene

2017-01-01

This study examines teacher discourse strategies used in kindergarten inquiry-based science learning as part of the Scientific Literacy Project (SLP) (Mantzicopoulos, Patrick & Samarapungavan, 2005). Four public kindergarten science classrooms were chosen to implement science teaching strategies using a guided-inquiry approach. Data were…

Using Appreciative Inquiry to Explore the Professional Practice of a Midwife Lecturer

ERIC Educational Resources Information Center

Chapman, Lynn; Giles, David

2009-01-01

This paper reports on an exploration into the professional practice of a lecturer using the appreciative inquiry (AI) approach. This facilitated inquiry intentionally sought to apply the AI approach to the practice of an individual, an application that is different to its predominant usage with groups. The context for this research was the…

Development of Student Inquiry Skills: A Constructivist Approach in a Computerized Classroom Environment.

ERIC Educational Resources Information Center

Maor, Dorit

A study investigated the extent to which students' inquiry skills can be facilitated through the use of a computerized science database (Birds of the Antarctica) and specially designed curriculum materials. Much attention was given in the program to developing both students' inquiry skills and their subject-matter knowledge. Grade 11 and 12…

Narrative Inquiry in Physical Education Research: The Story so Far and Its Future Promise

ERIC Educational Resources Information Center

Dowling, Fiona; Garrett, Robyne; lisahunter; Wrench, Alison

2015-01-01

At a recent international education conference, current life history and narrative research within Physical Education Teacher Education (PETE) was criticised for its seeming inability to "produce anything new" and for lacking "rigour". This paper aims to respond to the criticism and to reassert the strengths of narrative…

Designing Inquiry Starters

NASA Astrophysics Data System (ADS)

Kluger-Bell, B.

2010-12-01

The term "Inquiry Starter" comes from the Institute for Inquiry's model for teaching and learning science through inquiry. It refers to the first phase of an inquiry activity where learners engage in actions that stimulate their curiosity and generate questions for further investigation. In the Professional Development Program, staff and participants have designed a wide variety of inquiry activities with a number of variations on the inquiry starter. This has provided a laboratory for examining inquiry starter design. In this paper, I describe and examine in detail the elements of this design and how the design of those elements is related to achieving learning objectives. There are a number of important common objectives in all inquiry starters. For example, all starters must define a domain for investigation and engage the learner's curiosity in that domain. There are also critical differences in learning objectives depending on the content area being studied, the learners' background knowledge and skills, and many other factors. In this paper I examine designs for both of these types of objectives.

Micro-Computers in Biology Inquiry.

ERIC Educational Resources Information Center

Barnato, Carolyn; Barrett, Kathy

1981-01-01

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

How to link geography, cross-curricular approach and inquiry in science education at the primary schools

NASA Astrophysics Data System (ADS)

Karvánková, Petra; Popjaková, Dagmar

2018-05-01

Pupil research in school lessons in the sense of Inquiry-Based Education (IBE) is one of the constructivist approaches to education. Inquiry strengthens the positive approach of pupils to natural science subjects, encouraging them to study phenomena and processes taking place in the natural environment around them and use the acquired knowledge in their practical life. Geography as a school subject, due to the multidisciplinary nature of geography as a science, is close to natural sciences as well. This is because of the broadness of the subject of geographical studies, the complex (natural and cultural) landscape. The close links of geography to all cross-sectional themes make it a good support for teaching classical science subjects at schools such as mathematics, physics, chemistry or biology, environmental education. Moreover, the field teaching is one of the strong assets of the implementation of IBE in the school geography. Presented case study on the 'effect of noise on the surroundings' explores the facts mentioned above, in geography teaching. It verifies the pupils' knowledge and skills to adopt the basic principles of IBE in the practice. At the same time, it presents the concrete experiences how the children master the individual stages of IBE during the process of education.

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

The Effects of Prior-knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

NASA Astrophysics Data System (ADS)

Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

2015-07-01

This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students in each class were divided into three groups according to their level of prior science knowledge; they then took either our social- or individual-based online science learning program. The results show that students in the social online argumentation group performed better in argumentation and online argumentation learning. Qualitative analysis indicated that the students' social interactions benefited the co-construction of sound arguments and the accurate understanding of science concepts. In constructing arguments, students in the individual online argumentation group were limited to knowledge recall and self-reflection. High prior-knowledge students significantly outperformed low prior-knowledge students in all three aspects of science learning. However, the difference in inquiry and argumentation performance between low and high prior-knowledge students decreased with the progression of online learning topics.

Questioning the Validity of Inquiry Assessment in a High Stakes Physical Sciences Examination

ERIC Educational Resources Information Center

Ramnarain, Umesh

2014-01-01

The South African science curriculum advocates an inquiry-based approach to practical work. Inquiry is a complex and multifaceted activity involving both cognitive and physical activity; thus, paper-and-pencil items do not provide the authentic context for this assessment. This study investigates the construct validity of inquiry-related questions…

An Evaluation of an Inquiry-Based Computer-Assisted Learning Environment.

ERIC Educational Resources Information Center

Maor, Dorit; Fraser, Barry

1994-01-01

This study focused on students' development of inquiry skills in a computerized learning environment. Seven Year-11 classes (n=120) interacted with a computerized database, "Birds of Antarctica," and curriculum materials while the teacher used an inquiry approach to learning. Students perceived their classes as more investigative and…

Challenge: The Arts as Collaborative Inquiry

ERIC Educational Resources Information Center

Hallmark, Elizabeth F.

2012-01-01

An immediate critical task of the arts education field is to resolve the polarities of low-quality integrative and overly marginalized discipline-specific approaches to teaching in schools. In pursuing this challenge, the author defines three teaching approaches--arts as craftsmanship, arts as play, and arts as inquiry--and calls for re-weighted…

Becoming a Teacher: Using Narrative as Reflective Practice. A Cross-Disciplinary Approach. Counterpoints: Studies in the Postmodern Theory of Education. Volume 411

ERIC Educational Resources Information Center

Blake, Robert W., Jr., Ed.; Blake, Brett Elizabeth, Ed.

2012-01-01

"Becoming a Teacher" revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not…

The Narrative-Emotion Process Coding System 2.0: A multi-methodological approach to identifying and assessing narrative-emotion process markers in psychotherapy.

PubMed

Angus, Lynne E; Boritz, Tali; Bryntwick, Emily; Carpenter, Naomi; Macaulay, Christianne; Khattra, Jasmine

2017-05-01

Recent studies suggest that it is not simply the expression of emotion or emotional arousal in session that is important, but rather it is the reflective processing of emergent, adaptive emotions, arising in the context of personal storytelling and/or Emotion-Focused Therapy (EFT) interventions, that is associated with change. To enhance narrative-emotion integration specifically in EFT, Angus and Greenberg originally identified a set of eight clinically derived narrative-emotion integration markers were originally identified for the implementation of process-guiding therapeutic responses. Further evaluation and testing by the Angus Narrative-Emotion Marker Lab resulted in the identification of 10 empirically validated Narrative-Emotion Process (N-EP) markers that are included in the Narrative-Emotion Process Coding System Version 2.0 (NEPCS 2.0). Based on empirical research findings, individual markers are clustered into Problem (e.g., stuckness in repetitive story patterns, over-controlled or dysregulated emotion, lack of reflectivity), Transition (e.g., reflective, access to adaptive emotions and new emotional plotlines, heightened narrative and emotion integration), and Change (e.g., new story outcomes and self-narrative discovery, and co-construction and re-conceptualization) subgroups. To date, research using the NEPCS 2.0 has investigated the proportion and pattern of narrative-emotion markers in Emotion-Focused, Client-Centered, and Cognitive Therapy for Major Depression, Motivational Interviewing plus Cognitive Behavioral Therapy for Generalized Anxiety Disorder, and EFT for Complex Trauma. Results have consistently identified significantly higher proportions of N-EP Transition and Change markers, and productive shifts, in mid- and late phase sessions, for clients who achieved recovery by treatment termination. Recovery is consistently associated with client storytelling that is emotionally engaged, reflective, and evidencing new story outcomes and self-narrative

To Infinity and Beyond: Using a Narrative Approach to Identify Training Needs for Unknown and Dynamic Situations

ERIC Educational Resources Information Center

Dachner, Alison M.; Saxton, Brian M.; Noe, Raymond A.; Keeton, Kathryn E.

2013-01-01

Training effectiveness depends on conducting a thorough needs assessment. Traditional needs assessment methods are insufficient for today's business environment characterized by rapid pace, risk, and uncertainty. To overcome the deficiencies of traditional needs assessment methods, a narrative-based unstructured interview approach with subject…

Towards interactive narrative medicine.

PubMed

Cavazza, Marc; Charles, Fred

2013-01-01

Interactive Storytelling technologies have attracted significant interest in the field of simulation and serious gaming for their potential to provide a principled approach to improve user engagement in training scenarios. In this paper, we explore the use of Interactive Storytelling to support Narrative Medicine as a reflective practice. We describe a workflow for the generation of virtual narratives from high-level descriptions of patients' experiences as perceived by physicians, which can help to objectivize such perceptions and support various forms of analysis.

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

ERIC Educational Resources Information Center

Preston, Lou; Harvie, Kate; Wallace, Heather

2015-01-01

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

Urban Middle School Students' Reflections on Authentic Science Inquiry

ERIC Educational Resources Information Center

Rivera Maulucci, María S.; Brown, Bryan A.; Grey, Salina T.; Sullivan, Shayna

2014-01-01

This study explores the experiences of six urban middle school students in an authentic science inquiry program. Drawing on data including teaching journal entries, student work folders, and semi-structured focus group interviews of six participants, the findings explore six dimensions of authentic science inquiry, an approach to science inquiry…

Classifying injury narratives of large administrative databases for surveillance-A practical approach combining machine learning ensembles and human review.

PubMed

Marucci-Wellman, Helen R; Corns, Helen L; Lehto, Mark R

2017-01-01

Injury narratives are now available real time and include useful information for injury surveillance and prevention. However, manual classification of the cause or events leading to injury found in large batches of narratives, such as workers compensation claims databases, can be prohibitive. In this study we compare the utility of four machine learning algorithms (Naïve Bayes, Single word and Bi-gram models, Support Vector Machine and Logistic Regression) for classifying narratives into Bureau of Labor Statistics Occupational Injury and Illness event leading to injury classifications for a large workers compensation database. These algorithms are known to do well classifying narrative text and are fairly easy to implement with off-the-shelf software packages such as Python. We propose human-machine learning ensemble approaches which maximize the power and accuracy of the algorithms for machine-assigned codes and allow for strategic filtering of rare, emerging or ambiguous narratives for manual review. We compare human-machine approaches based on filtering on the prediction strength of the classifier vs. agreement between algorithms. Regularized Logistic Regression (LR) was the best performing algorithm alone. Using this algorithm and filtering out the bottom 30% of predictions for manual review resulted in high accuracy (overall sensitivity/positive predictive value of 0.89) of the final machine-human coded dataset. The best pairings of algorithms included Naïve Bayes with Support Vector Machine whereby the triple ensemble NB SW =NB BI-GRAM =SVM had very high performance (0.93 overall sensitivity/positive predictive value and high accuracy (i.e. high sensitivity and positive predictive values)) across both large and small categories leaving 41% of the narratives for manual review. Integrating LR into this ensemble mix improved performance only slightly. For large administrative datasets we propose incorporation of methods based on human-machine pairings such as

Investigating Teachers' Beliefs in the Implementation of Science Inquiry and Science Fair in Three Boston High Schools

NASA Astrophysics Data System (ADS)

De Barros Miller, Anne Marie

In previous decades, inquiry has been the focus of science education reform in the United States. This study sought to investigate how teachers' beliefs affect their implementation of inquiry science and science fair. It was hypothesized that science teachers' beliefs about inquiry science and science fair are predictive of their implementation of such strategies. A case study approach and semi-structured interviews were employed to collect the data, and an original thematic approach was created to analyze the data. Findings seem to suggest that science teachers who embrace science inquiry and science fair believe these practices enhance students' performance, facilitate their learning experience, and allow them to take ownership of their learning. However, results also suggest that teachers who do not fully embrace inquiry science as a central teaching strategy tend to believe that it is not aligned with standardized tests and requires higher cognitive skills from students. Overall, the study seems to indicate that when inquiry is presented as a prescribed teaching approach, this elicits strong negative feelings/attitudes amongst science teachers, leading them not only to resist inquiry as a teaching tool, but also dissuading them from participating in science fair. Additionally, the findings suggest that such feelings among teachers could place the school at risk of not implementing inquiry science and science fair. In conclusion, the study reveals that science inquiry and science fair should not be prescribed to teachers as a top-down, mandatory approach for teaching science. In addition, the findings suggest that adequate teacher training in content knowledge and pedagogy in science inquiry and science fair should be encouraged, as this could help build a culture of science inquiry and implementation amongst teachers. This should go hand-in-hand with offering mentoring to science teachers new to inquiry and science fair for 2-5 years.

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…

Keeping the Magnet® Flame Alive With Appreciative Inquiry.

PubMed

Halm, Margo A; Crusoe, Kristen

2018-06-01

Sustaining a clinical excellence culture for Magnet® redesignation requires continued engagement of frontline nurses, nurse leaders, and executives. Appreciative Inquiry is a strength-based approach emanating from a positive core. From this core, teams discover, dream, design, and create their preferred destiny. This article describes how a Magnet-designated organization used Appreciative Inquiry to revitalize its redesignation preparation and beyond.

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…

Narrative and "anti-narrative" in science: How scientists tell stories, and don't.

PubMed

Padian, Kevin

2018-06-04

Narratives are common to all branches of science, not only to the humanities. Scientists tell stories about how the things we study work, develop, and evolve, and about how we come to be interested in them. Here I add a third domain (Secularity) to Gould's two "non-overlapping magisteria" of Science and Religion, and I review previous work on the parallels in elements between story-telling in literature and science. The stories of each domain have different criteria for judging them valid or useful. In science, especially historical sciences such as biology and geology, particular scientific methods and approaches both structure and test our narratives. Relying on the narrative assumptions of how certain processes, such as natural selection, are supposed to work is treacherous unless they are tested by appropriate historical patterns, such as phylogeny, and rooted in the process of natural mechanisms. The structure of scientific explanation seen in peer-reviewed papers and grant proposals obscures true narrative within a formulaic sequence of "question, methods, materials" and so on that is quite different from the classic narrative of folk-tales and novels, producing an "anti-narrative" that must be "un-learned" before it can be communicated to non-scientists. By adopting some of the techniques of classic story-telling, scientists can become more effective in making our ideas clear, educating the public, and even attracting funding.

The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching

ERIC Educational Resources Information Center

Duran, Lena Ballone; Duran, Emilio

2004-01-01

The implementation of inquiry-based teaching is a major theme in national science education reform documents such as "Project 2061: Science for All Americans" (Rutherford & Alhgren, 1990) and the "National Science Education Standards" (NRC, 1996). These reports argue that inquiry needs to be a central strategy of all…

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

NASA Astrophysics Data System (ADS)

Lyons, Daniel J.

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

Storying the world: a posthumanist critique of phenomenological-humanist representational practices in mental health nurse qualitative inquiry.

PubMed

Grant, Alec J

2016-10-01

The purpose of this study was to build on my previously published critique of phenomenological-humanist representational practices in mental health nursing qualitative inquiry. I will unpack and trouble these practices from an explicitly posthumanist philosophical position on the basis of seminal posthumanist texts and my own single- and co-authored work. My argument will be that researchers in mental health nurse qualitative inquiry, who display a phenomenological-humanist narrative bent in their writing, continually endorse the validity of the institutional psychiatric assumptions, practices, and ways of representing human psychological distress. These are all explicitly rejected in more critical forms of qualitative inquiry in mental health, including in my own work. I will conclude that the use of phenomenological-humanist representational practices, in mental health nursing and by implication and extension other healthcare disciplines, is unethical, un-empathic, and morally compromised. This is because such practices present accounts of the worlds of mental health service users, survivors, and carers that lack necessary and sufficient levels of criticality and context. © 2016 John Wiley & Sons Ltd.

Exploring the Decision-Making Process of Hispanic Adults to Pursue Citizenship in Siler City, North Carolina: A Narrative Analysis Using Photovoice

ERIC Educational Resources Information Center

Caye, Joanne Snyder

2014-01-01

The aim of this qualitative research study is to understand the decision-making process of Hispanic adults who have lived in the United States at least 15 years, have English as a second language, have less education than other recent immigrant waves, and have become citizens within the past four years. Narrative inquiry and photovoice were the…

Narrative and the social construction of adulthood.

PubMed

Hammack, Phillip L; Toolis, Erin

2014-01-01

This chapter develops three points of elaboration and theoretical expansion upon Cohler's (1982) treatise on personal narrative and life course. First, we highlight Cohler's emphasis on an interpretive, idiographic approach to the study of lives and reveal the radicalism of this approach, particularly in its ability to interrogate the lived experience of social categorization. Second, we link Cohler's position directly to cultural-historical activity theory (CHAT) and consider the link between inner and social speech through the idea of narrative engagement. Finally, following Cohler's life course perspective on human development, we suggest that adulthood is best conceived as a cultural discourse to which individuals orient their personal narratives through a dynamic process of narrative engagement rather than a clearly demarcated life stage. Emerging adulthood is linked to cultural and economic processes of globalization in the 21st century and challenges static notions of social roles traditionally associated with compulsory heterosexuality (e.g., marriage and parenthood). Narrative processes in emerging adulthood occur through both situated storytelling and the formation of a life story that provides coherence and social meaning, both of which have key implications for social stasis and change. © 2014 Wiley Periodicals, Inc.

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.

An inquiry-based approach to the Franck-Hertz experiment

NASA Astrophysics Data System (ADS)

Persano Adorno, Dominique; Pizzolato, Nicola

2016-05-01

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

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…

A Critical "Critical Inquiry" Proposition in Health and Physical Education

ERIC Educational Resources Information Center

Leahy, Deana; O'Flynn, Gabrielle; Wright, Jan

2013-01-01

A critical inquiry approach is one of five key characteristics that have shaped the development of the new Australian Curriculum: Health and Physical Education (AC: HPE). However, what this means is open to interpretation. In the various documents leading to the consultation draft AC: HPE and in this document itself, critical inquiry is used in…

Collective stories and well-being: using a dialogical narrative approach to understand peer relationships among combat veterans experiencing post-traumatic stress disorder.

PubMed

Caddick, Nick; Phoenix, Cassandra; Smith, Brett

2015-03-01

Using a dialogical narrative approach, this original research explored how combat veterans experiencing post-traumatic stress disorder made sense of peer relationships with other veterans and what effects these relationships had on their well-being. Interviews and participant observations were conducted with 15 male combat veterans (aged 27-60 years) and one member of the civilian emergency services, the majority of whom were diagnosed with post-traumatic stress disorder following traumatic exposure in a range of armed conflicts. All participants were part of a surfing charity for veterans experiencing post-traumatic stress disorder. Data were rigorously analysed using a dialogical narrative analysis (DNA). Findings revealed the collective story that veterans used to make sense of peer relationships within the group. This collective story worked for the veterans to shape their experiences of well-being by fostering camaraderie, stimulating deeper connections and countering the negative effects of post-traumatic stress disorder. Potential therapeutic effects of the collective story were also identified. This article extends previous knowledge on combat veterans and social relationships and advances the field of narrative health psychology through the empirical application of a sophisticated dialogical narrative approach. © The Author(s) 2015.

Narrative Aversion: Challenges for the Illness Narrative Advocate.

PubMed

Behrendt, Kathy

2017-02-01

Engaging in self-narrative is often touted as a powerful antidote to the bad effects of illness. However, there are various examples of what may broadly be termed "aversion" to illness narrative. I group these into three kinds: aversion to certain types of illness narrative; aversion to illness narrative as a whole; and aversion to illness narrative as an essentially therapeutic endeavor. These aversions can throw into doubt the advantages claimed for the illness narrator, including the key benefits of repair to the damage illness does to identity and life-trajectory. Underlying these alleged benefits are two key presuppositions: that it is the whole of one's life that is narratively unified, and that one's identity is inextricably bound up with narrative. By letting go of these assumptions, illness narrative advocates can respond to the challenges of narrative aversions. © The Author 2016. Published by Oxford University Press, on behalf of The Journal of Medicine and Philosophy Inc. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Evaluation of a Social Studies Curriculum Based on an Inquiry Method and a Cognitive-Developmental Approach to Moral Education.

ERIC Educational Resources Information Center

Lieberman, Marcus

The growing number of value clarification curriculum materials is an indication that moral education is becoming a major focal point of curriculum. This study looks at one social studies course that includes both a moral development component and an inquiry approach. The hypotheses of the study are that students will show significant growth in (1)…

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

ERIC Educational Resources Information Center

Hall, Mona L.; Vardar-Ulu, Didem

2014-01-01

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

Supporting Inquiry-based Earth System Science Instruction with Middle and High School Earth Science Teachers

NASA Astrophysics Data System (ADS)

Finkel, L.; Varner, R.; Froburg, E.; Smith, M.; Graham, K.; Hale, S.; Laura, G.; Brown, D.; Bryce, J.; Darwish, A.; Furman, T.; Johnson, J.; Porter, W.; von Damm, K.

2007-12-01

The Transforming Earth System Science Education (TESSE) project, a partnership between faculty at the University of New Hampshire, Pennsylvania State University, Elizabeth City State University and Dillard University, is designed to enrich the professional development of in-service and pre-service Earth science teachers. One goal of this effort is to help teachers use an inquiry-based approach to teaching Earth system science in their classrooms. As a part of the TESSE project, 42 pre-service and in-service teachers participated in an intensive two-week summer institute at UNH taught by Earth scientists and science educators from TESSE partnership institutions. The institute included instruction about a range of Earth science system topics as well as an introduction to teaching Earth science using an inquiry-based approach. In addition to providing teachers with information about inquiry-based science teaching in the form of sample lesson plans and opportunities to revise traditional lessons and laboratory exercises to make them more inquiry-based, TESSE instructors modeled an inquiry- based approach in their own teaching as much as possible. By the end of the Institute participants had developed lesson plans, units, or year-long course overviews in which they were expected to explain the ways in which they would include an inquiry-based approach in their Earth science teaching over the course of the school year. As a part of the project, graduate fellows (graduate students in the earth sciences) will work with classroom teachers during the academic year to support their implementation of these plans as well as to assist them in developing a more comprehensive inquiry-based approach in the classroom.

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

NASA Astrophysics Data System (ADS)

Stone, Brian Andrew

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

Recovering from chronic myeloid leukemia: the patients' perspective seen through the lens of narrative medicine.

PubMed

Graffigna, G; Cecchini, I; Breccia, M; Capochiani, E; Della Seta, R; Galimberti, S; Melosi, A; Simonetti, F; Pizzuti, M; Capalbo, S F; Falzetti, F; Mazza, P; Di Renzo, N; Mastrullo, L; Rapezzi, D; Orlandi, E; Intermesoli, T; Iurlo, A; Pungolino, E; Pacilli, M

2017-10-01

The main objective of this study is to gain a deeper understanding of how patients suffering from chronic myeloid leukemia (CML) cope with their illness. The study aims to reconstruct the subjective meaning-making process related to CML in order to gain insights into the impact the disease has on patients' emotions and everyday lives, as well as to explore the psychological impact of their being presented with the chance to suspend their therapy and recover from the disease. Data were gathered from a qualitative study conducted in Italy on 158 Italian CML patients. Basing the study on the narrative inquiry approach, the patients were required to describe their patient journey in a qualitative narrative diary. These contained prompts to elicit the free expression of their needs, expectations, and priorities. A lexicographic analysis was carried out with T-LAB software and in particular a thematic analysis of elementary contexts (TAECs) and a word association analysis (WAA). The TAEC detected four thematic clusters related to two factors (temporal frame and contextual setting) that explained the variance among the narratives. The WAA evidenced a wide variety of emotions, both positive and negative, as patients reacted to the possibility of interrupting their therapy. A better understanding of patients' experiences can offer insights into promoting the development of more sustainable healthcare services and into therapeutic innovation aimed at improving patients' quality of life and at engaging them more in their treatment. The findings of this study can also help make medical professionals more aware of the patient's burden and help them identify potential interactions and emotional levers to improve clinical relationships.

Narrative health psychology: once more unto the breach. Introduction.

PubMed

Sools, Anneke M; Murray, Michael; Westerhof, Gerben J

2015-03-01

In this editorial, we position narrative health psychology as a variety of narrative psychology, a form of qualitative research in health psychology, and a psychological perspective that falls under the interdisciplinary term narrative health research. The aim of this positioning is to explore what are the most important features of the proposed approach and how they are relevant. We illustrate each positioning with the scope and diversity of narrative health psychology brought together in this special issue. Finally, we reflect on where narrative health psychology is now and how it could develop in the future. © The Author(s) 2015.

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

NASA Astrophysics Data System (ADS)

Liljeström, Anu; Enkenberg, Jorma; Pöllänen, Sinikka

2013-03-01

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

Constraints and Contributors to Becoming a Science Teacher-Leader

ERIC Educational Resources Information Center

Lewthwaite, Brian

2006-01-01

This inquiry examines the personal attribute and environmental factors that contribute to and impede science teacher-leader development. Using a narrative approach, the inquiry focuses on the experiences of three teachers in three different New Zealand primary schools (years 1-6) as they develop in their capabilities as science teacher-leaders…

Experiencing the Implementation of New Inquiry Science Curricula

NASA Astrophysics Data System (ADS)

Ower, Peter S.

Using a phenomenological methodology, a cohort of four experienced science teachers was interviewed about their experience transitioning from traditional, teacher and fact-centered science curricula to inquiry-based curricula. Each teacher participated in two interviews that focused on their teaching backgrounds, their experience teaching the prior traditional curriculum, and their experience teaching the new inquiry-based curriculum. The findings are presented as a narrative of each teachers' experience with the new curriculum implementation. Analyzing the data revealed four key themes. 1) The teachers felt trapped by the old curriculum as it did not align with their positive views of teaching science through inquiry. 2) The teachers found a way to fit their beliefs and values into the old and new curriculum. This required changes to the curriculum. 3) The teachers attempted to make the science curriculum as meaningful as possible for their students. 4) The teachers experienced a balancing act between their beliefs and values and the various aspects of the curriculum. The revealed essence of the curriculum transition is one of freedom and reconciliation of their beliefs. The teachers experienced the implementation of the new curriculum as a way to ensure their values and beliefs of science education were embedded therein. They treated the new curriculum as a malleable structure to impart their grander ideas of science education (e.g. providing important skills for future careers, creating a sense of wonder, future problem solving) to the students. Their changes were aligned with the philosophy of the curriculum kits they were implementing. Thus, the fidelity of the curriculum's philosophy was not at risk even though the curriculum kits were not taught as written. This study showed that phenomenological methods are able to reveal the relationship between a teacher's prior experiences, values and beliefs and their current instructional philosophy in science

Over Reported and Misunderstood? A Study of Teachers' Reported Enactment and Knowledge of Inquiry-Based Science Teaching

ERIC Educational Resources Information Center

Capps, Daniel K.; Shemwell, Jonathan T.; Young, Ashley M.

2016-01-01

Science education reforms worldwide call on teachers to engage students in investigative approaches to instruction, like inquiry. Studies of teacher self-reported enactment indicate that inquiry is used frequently in the classroom, suggesting a high level of proficiency with inquiry that would be amenable to inquiry reform. However, it is unclear…

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

ERIC Educational Resources Information Center

Chen, Chun-Ting; She, Hsiao-Ching

2015-01-01

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

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…

Re-Imagining "Bildung Zur Humanität": How I Developed the Dialogos Approach to Practical Philosophy through Action Inquiry Research

ERIC Educational Resources Information Center

Helskog, Guro Hansen

2015-01-01

This paper presents an account of how I developed the Dialogos approach to practical philosophy through action inquiry research. The process of development is understood as a contribution to the reconstruction of the notion "Bildung zur Humanität" as an ideal in education. Core perspectives, traditions and purposes involved in the action…

A Narrative Inquiry into Chinese Teacher Induction in West China through Cross-Cultural Teacher Development

ERIC Educational Resources Information Center

Huang, Ju; Xu, Shijing

2015-01-01

This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development, which has been developed and contextualized in the "Teacher Education Reciprocal Learning Program" between the University of Windsor (UW), Canada and Southwest University (SWU), China. This program is part of…

Presto: Open Inquiry!

ERIC Educational Resources Information Center

Hermann, Ronald S.; Miranda, Rommel J.

2010-01-01

Although inquiry-based science teaching has been around since the 1960s, many teachers are slow to incorporate inquiry principles into their science lessons. The authors address this issue by using an analogy between a magician's card trick and open inquiry. This analogy was chosen to portray a difference of perspective and demonstrate how the…

Not all stories of professional identity formation are equal: An analysis of formation narratives of highly humanistic physicians.

PubMed

Branch, William T; Frankel, Richard

2016-08-01

We sought to identify and define "highly humanistic" formation narratives, and understand how these events described, together with a reflective learning process, the professional development of physicians in a longitudinal faculty development program. Qualitative analysis of twenty highly humanistic appreciative inquiry narratives selected from a total of 124 written by faculty members at the beginning and end of an eighteen month program at eight medical schools. [9,10] We employed the immersion/crystallization method of Borkan [20] to capture the rich meanings and emotional depth of the twenty narratives. Highly humanistic formation narratives described emotionally charged events in which the faculty writers provided humanistic care that went beyond what they had previously thought themselves capable of; benefited the patient, family or faculty member to a major extent; and reaffirmed or strengthened their professional values. Highly humanistic formation narratives were clustered at the end of our eighteen month curriculum. Participation in faculty development for humanism may have increased the numbers of highly humanistic events by sensitizing and motivating faculty members to meet their patients' emotional needs. Our paper describes a process whereby faculty members may achieve growth in their capacities to meet patients' needs. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Formative Assessment to Support Students' Competences in Inquiry-Based Science Education

ERIC Educational Resources Information Center

Grob, Regula; Holmeier, Monika; Labudde, Peter

2017-01-01

Inquiry-based education has been part of innovative science teaching for the last few decades. With the competence orientation now underlying many national curricula, one of the emerging questions is how the development of student competences can be fostered in the context of inquiry-based science education. One approach to supporting students in…

Initial Efforts to Coordinate Appreciative Inquiry: Facilitators' Experiences and Perceptions

ERIC Educational Resources Information Center

Breslow, Ken; Crowell, Lyn; Francis, Lee; Gordon, Stephen P.

2015-01-01

Appreciative inquiry (AI) is an alternative approach to action research that moves participants beyond problem solving and builds on existing strengths as the participants co-construct a positive vision of the future and move toward that vision through collaborative inquiry. Ph.D. students enrolled in a doctoral seminar on AI (who also are…

Narratives about illness and medication: a neglected theme/new methodology within pharmacy practice research. Part II: medication narratives in practice.

PubMed

Ryan, Kath; Bissell, Paul; Morecroft, Charles

2007-08-01

Part 2 of this paper aims to provide a methodological framework for the study of medication narratives, including a semi-structured interview guide and suggested method of analysis, in an attempt to aid the development of narrative scholarship within pharmacy practice research. Examples of medication narratives are provided to illustrate their diversity and usefulness. The framework is derived from the work of other researchers and adapted for our specific purpose. It comes from social psychology, narrative psychology, narrative anthropology, sociology and critical theory and fits within the social constructionist paradigm. The suggested methods of analysis could broadly be described as narrative analysis and discourse analysis. Examples of medication narratives are chosen from a variety of sources and brief interpretations are presented by way of illustration. Narrative analysis, a neglected area of research in pharmacy practice, has the potential to provide new understanding about how people relate to their medicines, how pharmacists are engaged in producing narratives and the importance of narrative in the education of students. IMPACT OF THE ARTICLE: This article aims to have the following impact on pharmacy practice research: Innovative approach to researching and conceptualising the use of medicines. Introduction of a new theoretical perspective and methodology. Incorporation of social science research methods into pharmacy practice research. Development of narrative scholarship within pharmacy.

A Descriptive Case Study of Appreciative Inquiry as an Approach to Strategic Planning for Special Education in a Public School

ERIC Educational Resources Information Center

Ruhlman, Paul L., Jr.

2014-01-01

This study's purpose was to describe appreciative inquiry (AI) as an approach to strategic planning for special education in a public school. The study investigated four research questions. How do plans for special education emerge as participants engage in the four phases of AI during strategic planning for the future of special education in a…

Creating pedagogical spaces for developing doctor professional identity.

PubMed

Clandinin, D Jean; Cave, Marie-Therese

2008-08-01

Working with doctors to develop their identities as technically skilled as well as caring, compassionate and ethical practitioners is a challenge in medical education. One way of resolving this derives from a narrative reflective practice approach to working with residents. We examine the use of such an approach. This paper draws on a 2006 study carried out with four family medicine residents into the potential of writing, sharing and inquiring into parallel charts in order to help develop doctor identity. Each resident wrote 10 parallel charts over 10 weeks. All residents met bi-weekly as a group with two researchers to narratively inquire into the stories told in their charts. One parallel chart and the ensuing group inquiry about the chart are described. In the narrative reflective practice process, one resident tells of working with a patient and, through writing, sharing and inquiry, integrates her practice and how she learned to be a doctor in one cultural setting into another cultural setting; another resident affirms her relational way of practising medicine, and a third resident begins to see the complexity of attending to patients' experiences. The process shows the importance of creating pedagogical spaces to allow doctors to tell and retell, through narrative inquiry, their stories of their experiences. This pedagogical approach creates spaces for doctors to individually develop their own stories by which to live as doctors through narrative reflection on their interwoven personal, professional and cultural stories as they are shaped by, and enacted within, their professional contexts.

Career Counselling an African Immigrant Student in a USA School Setting: Merging Transition Theory with a Narrative Approach

ERIC Educational Resources Information Center

Mims, M. J.; Mims, G. A.; Newland, L. A.

2009-01-01

A global professional discourse has emerged among career specialists inviting a critical examination of conventional career theory and calling for innovative, postmodern approaches that capture the complex, unique and evolving needs of diverse and disadvantaged students. Using a narrative case study the authors evaluate and describe the…

Attitudes and beliefs, about inquiry science, of middle level and secondary science teachers in northwest Arkansas and northwest Oklahoma

NASA Astrophysics Data System (ADS)

Dockers, Jean E.

A This study attempted to close gaps in the literature with regards to implementation of inquiry practices in secondary science classrooms. In addition, the areas and ways in which practice ties to beliefs and experiences in the area of inquiry were examined. This study introduces an instrument that could be used to assess teachers' attitudes and beliefs about inquiry teaching practices and potential barriers to teaching science using an inquiry approach. Because the efficacy of reform efforts rests largely with teachers, their voices need to be included in the design and implementation of inquiry---based curriculum. This study helps to clarify the need for future research to examine inquiry as a pedagogical approach. If we desire pre-service teachers to teach using an inquiry approach when they have their own classrooms, they must know how to plan, implement, and assess inquiry science lessons, not just have experienced "inquiry lessons" as a student. One unique finding in this study was in the area of licensure and teaching style. Other studies found that in general traditionally licensed teachers felt better prepared to teach. This study found that participants who were alternatively certified incorporated characteristics of inquiry less often than those with traditional certification. This indicates that more research is needed in the area of certification and the affect it may have on quality of instruction for specific content areas like science.

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.

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

NASA Astrophysics Data System (ADS)

Nichols, Kim; Burgh, Gilbert; Kennedy, Callie

2017-02-01

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

Valuing Little Steps toward Inquiry

ERIC Educational Resources Information Center

Grueber, David; Whitin, Phyllis

2012-01-01

In a climate of high-stakes testing that emphasizes content, it can be challenging to teach science from an inquiry perspective. In addition there is a widespread call for a new approach to science education that includes science practices, crosscutting concepts, and core ideas (NRC 2011). However, it is not imperative for teachers to implement…

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.

"Swimming in the Swamp"--Inquiry into Accreditation, Community Development, and Social Change

ERIC Educational Resources Information Center

Fitzsimons, Camilla; Dorman, Peter

2013-01-01

Drawing from extensive experience as community educators, this paper discusses accreditation and its relationship to community development as informed by a cooperative inquiry conducted by tutors. Beginning with our rationale for undertaking the inquiry, it details our approach to community development and the centrality of education within this.…

Law, Science, and Narrative: Reflections on Brain Science, Electronic Media, Story, and Law Learning.

ERIC Educational Resources Information Center

Batt, John

1990-01-01

The pedagogical power of narrative has been much underestimated. Master cases using narrative or electronic narrative significantly enhance learning. The modern "bite"-oriented casebook does not make effective use of narrative materials or meet neurological needs. A useful approach might combine master cases, electronic narrative, high-quality…

Social and Gendered Readings of Illness Narratives.

PubMed

Lederman, Muriel

2016-09-01

This essay recognizes that the interactions that define medical care are problematic and that narrative is invoked to overcome these strains. Being grounded in science, medicine, too, might be influenced by a particular world-view that arose in the natural philosophy of the Scientific Revolution. If narrative responds to this sort of medicine, it may retain traces of this mindset. A feminist approach responds to this viewpoint and may used beneficially to analyze both the story of medicine and the stories within medicine. Tensions discussed from this perspective are those between sickness and health and those between patient and provider; also questioned are suitable form(s) of narrative and whose narratives are valued. Suggestions for broadening narrative to address these issues include letting the body speak for itself, overcoming the power differential in the patient/provider interaction and using standpoints to foster a more equal and just medical system.

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…

A Model Approach to the Electrochemical Cell: An Inquiry Activity

ERIC Educational Resources Information Center

Cullen, Deanna M.; Pentecost, Thomas C.

2011-01-01

In an attempt to address some student misconceptions in electrochemistry, this guided-inquiry laboratory was devised to give students an opportunity to use a manipulative that simulates the particulate-level activity within an electrochemical cell, in addition to using an actual electrochemical cell. Students are led through a review of expected…

Using Inquiry and Phylogeny: To Teach Comparative Morphology

ERIC Educational Resources Information Center

Giese, Alan R.

2005-01-01

A description on inquiry-based approach to teaching comparative vertebrate, skeletal morphology is presented that could be easily adapted to teach comparative morphology for any discipline, provided that sufficient physical models are available. This approach requires students to probe the material world for evidence that would allow them to…

Negotiating Indigenous Language Narratives from Canada and South Africa: A Comparative Approach

ERIC Educational Resources Information Center

Iseke, Judy M.; Ndimande, Bekisizwe S.

2014-01-01

Indigenous cultural and language negotiations ongoing in the contexts of South Africa and Canada are documented in two studies, one sharing narratives from Black parents in South Africa and the other sharing narratives of Métis Elders in Canada. Black parents' perspectives on Indigenous language and cultures and the role of education in…

The Curriculum Workshop: A Place for Deliberative Inquiry and Teacher Professional Learning

ERIC Educational Resources Information Center

Hansen, Klaus-Henning

2008-01-01

In this article, the curriculum workshop (CW) is elaborated as an approach to professional learning, deliberation and inquiry. It offers a comprehensive framework for school-based deliberation and inquiry, is rooted in curriculum theory, promises a broad range of applications in teacher education and provides tools to assess the trustworthiness of…

The Parallels between Philosophical Inquiry and Scientific Inquiry: Implications for Science Education

ERIC Educational Resources Information Center

Burgh, Gilbert; Nichols, Kim

2012-01-01

The "community of inquiry" as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase "transforming the classroom into a community of inquiry" is commonly understood as a pedagogical activity with a philosophical focus to guide…

The limits of narrative: provocations for the medical humanities.

PubMed

Woods, Angela

2011-12-01

This paper aims to (re)ignite debate about the role of narrative in the medical humanities. It begins with a critical review of the ways in which narrative has been mobilised by humanities and social science scholars to understand the experience of health and illness. I highlight seven dangers or blind spots in the dominant medical humanities approach to narrative, including the frequently unexamined assumption that all human beings are 'naturally narrative'. I then explore this assumption further through an analysis of philosopher Galen Strawson's influential article 'Against Narrativity'. Strawson rejects the descriptive claim that "human beings typically see or live or experience their lives as a narrative" and the normative claim that "a richly Narrative outlook is essential to a well-lived life, to true or full personhood". His work has been taken up across a range of disciplines, but its implications in the context of health and illness have not yet been sufficiently discussed. This article argues that 'Against Narrativity' can and should stimulate robust debate within the medical humanities regarding the limits of narrative, and concludes by discussing a range of possibilities for venturing 'beyond narrative'.

Framing Effects in Narrative and Non-Narrative Risk Messages.

PubMed

Steinhardt, Joseph; Shapiro, Michael A

2015-08-01

Narrative messages are increasingly popular in health and risk campaigns, yet gain/loss framing effects have never been tested with such messages. Three experiments examined framing in narrative messages. Experiment 1 found that only the character's decision, not framing, influenced judgments about characters in a narrative derived from a prospect theory context. Experiment 2 found that a framing effect that occurred when presented in a decision format did not occur when the same situation was presented as a narrative. Using a different story/decision context, Experiment 3 found no significant difference in preference for surgery over radiation therapy in a narrative presentation compared to a non-narrative presentation. The results suggest that health and risk campaigns cannot assume that framing effects will be the same in narrative messages and non-narrative messages. Potential reasons for these differences and suggestions for future research are discussed. © 2015 Society for Risk Analysis.

Coping with Guilt and Shame: A Narrative Approach

ERIC Educational Resources Information Center

Silfver, Mia

2007-01-01

Autobiographical narratives (N = 97) of guilt and shame experiences were analysed to determine how the nature of emotion and context relate to ways of coping in such situations. The coding categories were created by content analysis, and the connections between categories were analysed with optimal scaling and log-linear analysis. Two theoretical…

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.

Inquiry-based science education: scaffolding pupils' self-directed learning in open inquiry

NASA Astrophysics Data System (ADS)

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

2017-12-01

This paper describes a multiple case study on open inquiry-based learning in primary schools. During open inquiry, teachers often experience difficulties in balancing support and transferring responsibility to pupils' own learning. To facilitate teachers in guiding open inquiry, we developed hard and soft scaffolds. The hard scaffolds consisted of documents with explanations and/or exercises regarding difficult parts of the inquiry process. The soft scaffolds included explicit references to and additional explanations of the hard scaffolds. We investigated how teacher implementation of these scaffolds contributed to pupils' self-directed learning during open inquiry. Four classes of pupils, aged 10-11, were observed while they conducted an inquiry lesson module of about 10 lessons in their classrooms. Data were acquired via classroom observations, audio recordings, and interviews with teachers and pupils. The results show that after the introduction of the hard scaffolds by the teacher, pupils were able and willing to apply them to their investigations. Combining hard scaffolds with additional soft scaffolding promoted pupils' scientific understanding and contributed to a shared guidance of the inquiry process by the teacher and her pupils. Our results imply that the effective use of scaffolds is an important element to be included in teacher professionalisation.

Listening with a narrative ear

PubMed Central

Pereles, Laurie; Jackson, Roberta; Rosenal, Tom; Nixon, Lara

2017-01-01

Abstract Objective To determine the value of adding a patient narrative to the clinical assessment of falls in the elderly. Design Qualitative study of interviews. Setting A fall prevention clinic in Calgary, Alta. Participants Fifteen older adults on a wait list for assessment by the fall clinic and the physiotherapists who assessed them. Methods Participants’ stories were audiorecorded and later transcribed and summarized. Stories were collected using open-ended questions, first inviting participants to tell the interviewer about themselves, and then the circumstances of their falls and their reflections on them. In a subsequent visit, transcriptions or summaries were returned to patients for member checking. Narratives were read and analyzed by all 4 investigators using a narrative approach and a close-reading technique. With the patients’ additional consent, stories were shared with the fall prevention team for their insights and reactions. Interviews with physiotherapists were audiorecorded and transcribed. Main findings The narrative analysis provided new insights into the attitudes about and perceptions of the causes of falls, their effects, and rehabilitation. Close reading exposed presentation of self, locus of control, and underlying social and emotional issues. Conclusion The addition of patient narratives to clinical assessments offers clinicians an understanding of patients’ perspectives, which can be used to better engage patients in rehabilitation. PMID:28115459

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

NASA Astrophysics Data System (ADS)

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

2017-09-01

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

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

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…

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,…

Narrative pedagogy in midwifery education.

PubMed

Gilkison, Andrea

2013-09-01

Narrative pedagogy is an approach to midwifery education which can promote strategies for teaching and learning which effectively prepare graduates for the complex nature of midwifery practice. Knowledge and skills are fundamental to midwifery practice, but knowing about how to use them is the art of practice. Teaching and learning midwifery skills and competencies is straight forward in comparison to teaching and learning about the art of midwifery, yet both are essential for safe practice. Narrative pedagogy may be one way that enhances undergraduate midwifery students' learning about the art of practice.

The science experience: The relationship between an inquiry-based science program and student outcomes

NASA Astrophysics Data System (ADS)

Poderoso, Charie

Science education reforms in U.S. schools emphasize the importance of students' construction of knowledge through inquiry. Organizations such as the National Science Foundation (NSF), the National Research Council (NRC), and the American Association for the Advancement of Science (AAAS) have demonstrated a commitment to searching for solutions and renewed efforts to improve science education. One suggestion for science education reform in U.S. schools was a transition from traditional didactic, textbook-based to inquiry-based instructional programs. While inquiry has shown evidence for improved student learning in science, what is needed is empirical evidence of those inquiry-based practices that affect student outcomes in a local context. This study explores the relationship between instructional programs and curricular changes affecting student outcomes in the Santa Ana Unified District (SAUSD): It provides evidence related to achievement and attitudes. SAUSD employs two approaches to teaching in the middle school science classrooms: traditional and inquiry-based approaches. The Leadership and Assistance for Science Education Reform (LASER) program is an inquiry-based science program that utilizes resources for implementation of the University of California Berkeley's Lawrence Hall of Science Education for Public Understanding Program (SEPUP) to support inquiry-based teaching and learning. Findings in this study provide empirical support related to outcomes of seventh-grade students, N = 328, in the LASER and traditional science programs in SAUSD.

Preparing Digital Stories through the Inquiry-Based Learning Approach: Its Effect on Prospective Teachers' Resistive Behaviors toward Research and Technology-Based Instruction

ERIC Educational Resources Information Center

Yavuz Konokman, Gamze; Yanpar Yelken, Tugba

2016-01-01

The purpose of the study was to determine the effect of preparing digital stories through an inquiry based learning approach on prospective teachers' resistive behaviors toward technology based instruction and conducting research. The research model was convergent parallel design. The sample consisted of 50 prospective teachers who had completed…

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

NASA Astrophysics Data System (ADS)

Hamadeh, Linda

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

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

ERIC Educational Resources Information Center

Shuayb, Maha

2014-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Witnessing Stories: Definitional Ceremonies in Narrative Therapy with Adults Who Stutter

ERIC Educational Resources Information Center

Leahy, Margaret M.; O'Dwyer, Mary; Ryan, Fiona

2012-01-01

Background: Narrative therapy (White & Epston, 1990) was developed as an approach to counselling, as a response to the power relations that influence people's lives. Its use with people who stutter has been documented. A basic tenet of narrative therapy is that the dominant problem-saturated narrative is challenged by externalizing the problem, in…

Electricity and Vital Force: Discussing the Nature of Science Through a Historical Narrative

NASA Astrophysics Data System (ADS)

Schiffer, Hermann; Guerra, Andreia

2015-05-01

Seeking a historical-philosophical approach to science teaching, narrative texts have been used as pedagogical tools to improve the learning experience of students. A review of the literature of different types of narrative texts and their different rates of effectiveness in science education is presented. This study was developed using the so-called Historical Narrative as a tool to introduce science content from a historical-philosophical approach, aiming to discuss science as a human construction. This project was carried out in a 9th grade Physics class in K-12 school, in Rio de Janeiro, Brazil. The steps involved in constructing a Historical Narrative based on the controversy over animal electrical fluid between Luigi Galvani and Alessandro Volta is reported herein. Finally, qualitative research results of the activities inspired by this Historical Narrative are presented with the purpose of answering the research question: to what extent do Historical Narratives support and enhance discussions about the Nature of Science (NOS), through teaching the scientific content in a historical-philosophical approach with 9th grade students? The results indicate that Historical Narrative, based on historical episodes, is a good "door opener" to teach scientific content in a historical-philosophical approach, introducing discussions about the Nature of Science without neglecting the scientific content or simplifying the discussions about the NOS.

Beyond the Chinese Dream: How Women Executives Working in Multinational Corporations in the People's Republic of China Describe and Make Meaning of Midlife Transition

ERIC Educational Resources Information Center

Woo, Marjorie J.

2012-01-01

The purpose of this study is to gain understanding of Chinese women executives going beyond the Chinese dream, to learn how they describe and make meaning of their midlife transition experience. A narrative inquiry and holistic content and form approach was used to explore two-stage life stories: narratives of self-actualization of women…

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.

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…

Enabling narrative pedagogy: inviting, waiting, and letting be.

PubMed

Ironside, Pamela M

2014-01-01

This article describes how teachers enable Narrative Pedagogy in their courses by explicating the Concernful Practice Inviting: Waiting and Letting Be. Narrative Pedagogy, a research-based, phenomenological approach to teaching and learning, extends conventional pedagogies and offers nursing faculty an alternative way of transforming their schools and courses. Using hermeneutic phenomenology, interview data collected over a 10-year period were analyzed by coding practical examples of teachers' efforts to enact Narrative Pedagogy. When Narrative Pedagogy is enacted, teachers and students focus on thinking and learning together about nursing phenomena and seek new understandings about how they may provide care in the myriad situations they encounter. Although the Concernful Practices co-occur, explicating inviting experiences can assist new teachers, and those seeking to extend their pedagogical literacy, by providing new understandings of how Narrative Pedagogy can be enacted.

Teaching Science through Inquiry

ERIC Educational Resources Information Center

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

2015-01-01

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

Narrative in interprofessional education and practice: implications for professional identity, provider-patient communication and teamwork.

PubMed

Clark, Phillip G

2014-01-01

Health and social care professionals increasingly use narrative approaches to focus on the patient and to communicate with each other. Both effective interprofessional education (IPE) and practice (IPP) require recognizing the various values and voices of different professions, how they relate to the patient's life story, and how they interact with each other at the level of the healthcare team. This article analyzes and integrates the literature on narrative to explore: self-narrative as an expression of one's professional identity; the co-creation of the patient's narrative by the professional and the patient; and the interprofessional multi-vocal narrative discourse as co-constructed by members of the healthcare team. Using a narrative approach to thinking about professional identity, provider-patient communication, and interprofessional teamwork expands our thinking about both IPE and IPP by providing new insights into the nature of professional practice based on relationships to oneself, the patient, and others on the team. How professionals define themselves, gather and present information from the patient, and communicate as members of a clinical team all have important dimensions that can be revealed by a narrative approach. Implications and conclusions for the further development of the narrative approach in IPE and IPP are offered.

Protocol for a systematic review of the use of narrative storytelling and visual-arts-based approaches as knowledge translation tools in healthcare

PubMed Central

2013-01-01

Background The arts are powerful, accessible forms of communication that have the potential to impart knowledge by attracting interest and developing meaningful connections. Knowledge translation aims to reduce the ‘evidence-practice’ gap by developing, implementing and evaluating strategies designed to enhance awareness and promote behavior change congruent with research evidence. Increasingly, innovative approaches such as narrative storytelling and other arts-based interventions are being investigated to bridge the growing gap between practice and research. This study is the first to systematically identify and synthesize current research on narrative storytelling and visual art to translate and disseminate health research. Methods A health research librarian will develop and implement search strategies designed to identify relevant evidence. Studies will be included if they are primary research employing narrative storytelling and/or visual art as a knowledge translation strategy in healthcare. Two reviewers will independently perform study selection, quality assessment, and data extraction using standard forms. Disagreements will be resolved through discussion or third party adjudication. Data will be grouped and analyzed by research design, type of knowledge translation strategy (that is, a narrative or visual-arts-based approach), and target audience. An overall synthesis across all studies will be conducted. Discussion The findings from this research project will describe the ‘state of the science’ regarding the use of narrative storytelling and visual art as knowledge translation strategies. This systematic review will provide critical information for: (1) researchers conducting knowledge translation intervention studies; (2) nursing, medicine, and allied healthcare professionals; (3) healthcare consumers, including patients and families; and (4) decision makers and knowledge users who are charged to increase use of the latest research in

Protocol for a systematic review of the use of narrative storytelling and visual-arts-based approaches as knowledge translation tools in healthcare.

PubMed

Scott, Shannon D; Brett-MacLean, Pamela; Archibald, Mandy; Hartling, Lisa

2013-03-20

The arts are powerful, accessible forms of communication that have the potential to impart knowledge by attracting interest and developing meaningful connections. Knowledge translation aims to reduce the 'evidence-practice' gap by developing, implementing and evaluating strategies designed to enhance awareness and promote behavior change congruent with research evidence. Increasingly, innovative approaches such as narrative storytelling and other arts-based interventions are being investigated to bridge the growing gap between practice and research. This study is the first to systematically identify and synthesize current research on narrative storytelling and visual art to translate and disseminate health research. A health research librarian will develop and implement search strategies designed to identify relevant evidence. Studies will be included if they are primary research employing narrative storytelling and/or visual art as a knowledge translation strategy in healthcare. Two reviewers will independently perform study selection, quality assessment, and data extraction using standard forms. Disagreements will be resolved through discussion or third party adjudication. Data will be grouped and analyzed by research design, type of knowledge translation strategy (that is, a narrative or visual-arts-based approach), and target audience. An overall synthesis across all studies will be conducted. The findings from this research project will describe the 'state of the science' regarding the use of narrative storytelling and visual art as knowledge translation strategies. This systematic review will provide critical information for: (1) researchers conducting knowledge translation intervention studies; (2) nursing, medicine, and allied healthcare professionals; (3) healthcare consumers, including patients and families; and (4) decision makers and knowledge users who are charged to increase use of the latest research in healthcare settings.

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

NASA Astrophysics Data System (ADS)

Horne, Christopher R.

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

Narrative Inquiries of School Reform: Storied Lives, Storied Landscapes, Storied Metaphors. Research in Curriculum and Instruction.

ERIC Educational Resources Information Center

Craig, Cheryl J.

This book explores the embodied narrative knowledge that educators hold and express in context and call forth in situations. It is about teachers and principals living and telling and reliving and retelling stories intuitively developed around metaphors borrowed from classical literature, music, drama, mythology, and children's literature to…

A faculty development workshop in narrative-based reflective writing.

PubMed

Boudreau, J Donald; Liben, Stephen; Fuks, Abraham

2012-08-01

Narrative approaches are used increasingly in the health professions with a range of objectives. We must acquaint educators with this burgeoning field and prepare them for the incorporation of story-telling in their pedagogical practices. The authors describe a template for a faculty development workshop designed to foster self-reflection through the use of narrative techniques and prepare clinical teachers to deploy such approaches. The design is based on a six-year experience in delivering introductory workshops in narrative approaches to medical teachers. The workshops, which served as a model for the template, have been offered to a total of 92 clinicians being trained to mentor medical students. A generic template is described. It includes a table of core concepts from narrative theory, a set of probing questions useful in a basic technical analysis of texts and a list of initiating prompts for exercises in reflective writing. A workshop organized and deployed using this template is deliverable over a half-day. The model has proven to be feasible and highly valued by participants. It can be adapted for other contexts by educators across the continuum of health professional education.

Teaching Inquiry using NASA Earth-System Science: Preparing Pre- and Inservice K-12 Educators to Use Authentic Inquiry in the Classroom

NASA Astrophysics Data System (ADS)

Ellis, T. D.; Tebockhorst, D.

2012-12-01

Teaching Inquiry using NASA Earth-System Science (TINES) is a comprehensive program to train and support pre-service and in-service K-12 teachers, and to provide them with an opportunity to use NASA Earth Science mission data and Global Learning and Observations to Benefit the Environment (GLOBE) observations to incorporate scientific inquiry-based learning in the classroom. It uses an innovative blended-learning professional development approach that combines a peer-reviewed pedagogical technique called backward-faded scaffolding (BFS), which provides a more natural entry path to understanding the scientific process, with pre-workshop online content learning and in-situ and online data resources from NASA and GLOBE. This presentation will describe efforts to date, share our impressions and evaluations, and discuss the effectiveness of the BFS approach to both professional development and classroom pedagogy.

Prescriptive scientific narratives for communicating usable science.

PubMed

Downs, Julie S

2014-09-16

In this paper I describe how a narrative approach to science communication may help audiences to more fully understand how science is relevant to their own lives and behaviors. The use of prescriptive scientific narrative can help to overcome challenges specific to scientific concepts, especially the need to reconsider long-held beliefs in the face of new empirical findings. Narrative can captivate the audience, driving anticipation for plot resolution, thus becoming a self-motivating vehicle for information delivery. This quality gives narrative considerable power to explain complex phenomena and causal processes, and to create and reinforce memory traces for better recall and application over time. Because of the inherent properties of narrative communication, their creators have a special responsibility to ensure even-handedness in selection and presentation of the scientific evidence. The recent transformation in communication and information technology has brought about new platforms for delivering content, particularly through interactivity, which can use structured self-tailoring to help individuals most efficiently get exactly the content that they need. As with all educational efforts, prescriptive scientific narratives must be evaluated systematically to determine whether they have the desired effects in improving understanding and changing behavior.

Prescriptive scientific narratives for communicating usable science

PubMed Central

Downs, Julie S.

2014-01-01

In this paper I describe how a narrative approach to science communication may help audiences to more fully understand how science is relevant to their own lives and behaviors. The use of prescriptive scientific narrative can help to overcome challenges specific to scientific concepts, especially the need to reconsider long-held beliefs in the face of new empirical findings. Narrative can captivate the audience, driving anticipation for plot resolution, thus becoming a self-motivating vehicle for information delivery. This quality gives narrative considerable power to explain complex phenomena and causal processes, and to create and reinforce memory traces for better recall and application over time. Because of the inherent properties of narrative communication, their creators have a special responsibility to ensure even-handedness in selection and presentation of the scientific evidence. The recent transformation in communication and information technology has brought about new platforms for delivering content, particularly through interactivity, which can use structured self-tailoring to help individuals most efficiently get exactly the content that they need. As with all educational efforts, prescriptive scientific narratives must be evaluated systematically to determine whether they have the desired effects in improving understanding and changing behavior. PMID:25225369

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…

Growing older: a qualitative inquiry into the textured narratives of older, rural women.

PubMed

Terrill, Lauren; Gullifer, Judith

2010-07-01

This study explored experiences of eight rural, Anglo-Australian women aged between 65 and 75 using semi-structured interviews. Thematic analysis revealed three prominent themes: (a) the free and busy me highlights the increased freedom in later life enabling choices regarding activities the women would like to engage in; (b) the secret is being positive and pragmatic emphasizes the importance of adopting a pragmatic acceptance of growing older; and (c) narratives of growth and stagnation highlights the pursuit of growth among older women in order to enhance the current self. Findings emphasize the construction of later life as one of liberation, resilience and growth.

A Rights-Based Approach to Science Literacy Using Local Languages: Contextualising Inquiry-Based Learning in Africa

ERIC Educational Resources Information Center

Babaci-Wilhite, Zehlia

2017-01-01

This article addresses the importance of teaching and learning science in local languages. The author argues that acknowledging local knowledge and using local languages in science education while emphasising inquiry-based learning improve teaching and learning science. She frames her arguments with the theory of inquiry, which draws on…

Technology-Based Inquiry for Middle School

ERIC Educational Resources Information Center

Christmann, Edwin

2006-01-01

Activities featured in this new compendium--a collection of 26 articles published in Science Scope, NSTA's member journal for middle school teachers--will show how. Technology-Based Inquiry offers fresh approaches that teachers and students can use to explore physical science, Earth and space science, life science, and more. It covers the…

Seeing an Old Lab in a New Light: Transforming a Traditional Optics Lab into Full Guided Inquiry

ERIC Educational Resources Information Center

Maley, Tim; Stoll, Will; Demir, Kadir

2013-01-01

This paper describes the authors' experiences transforming a "cookbook" lab into an inquiry-based investigation and the powerful effect the inquiry-oriented lab had on our students' understanding of lenses. We found the inquiry-oriented approach led to richer interactions between students as well as a deeper conceptual…

Inquiry-Based Science Education: Scaffolding Pupils' Self-Directed Learning in Open Inquiry

ERIC Educational Resources Information Center

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

2017-01-01

This paper describes a multiple case study on open inquiry-based learning in primary schools. During open inquiry, teachers often experience difficulties in balancing support and transferring responsibility to pupils' own learning. To facilitate teachers in guiding open inquiry, we developed hard and soft scaffolds. The hard scaffolds consisted of…

Student Leadership in Small Group Science Inquiry

ERIC Educational Resources Information Center

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

2014-01-01

Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity. Purpose: This study addresses this issue of…

Developing facilitation skills--a narrative.

PubMed

Newton, Jennifer M

2003-07-01

Effective facilitation has been identified in the literature as one of three elements, along with context and evidence, that have a dynamic and coexisting relationship to enable the successful uptake of evidence into practice. This paper presents an overview of the concept of facilitation within the context of practice development, ahead of a personal and professional reflective account of a 'developing facilitator'. In the summer of 2001, the author was instrumental in organising the first Practice Development School in Melbourne. Thrown in at the deep end, she found herself co-facilitating with an experienced practice developer from the United Kingdom. Having never facilitated in the arena of an action learning group, nor worked in the field of practice development, there was initially a sense of impending overload and drowning in the new knowledge and skills that needed to be acquired. Drawing upon the work of narrative inquiry the author shares her experiences in the anticipation that in telling her story it will assist others in their journey of becoming a facilitator.

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

NASA Astrophysics Data System (ADS)

Miller, Donna Kaye Green

The purpose of this quasi-experimental study was to measure the difference in science achievement between students who had been taught with an inquiry-based, hands-on pedagogical approach and those who had not. Improving student academic achievement and standardized test scores is the major objective of teachers, parents, school administrators, government entities, and students themselves. One major barrier to this academic success in Georgia, and the entire United States, has been the paucity of success in middle level science classes. Many studies have been conducted to determine the learning approaches that will best enable students to not only acquire a deeper understanding of science concepts, but to equip them to apply that new knowledge in their daily activities. Inquiry-based, hands-on learning involves students participating in activities that reflect methods of scientific investigation. The effective utilization of the inquiry-based learning approach demands inclusion of learners in a self-directed learning environment, the ability to think critically, and an understanding of how to reflect and reason scientifically. The treatment group using an inquiry-based, hands-on program did score slightly higher on the CRCT. However, the results revealed that there was not a significant difference in student achievement. This study showed that the traditionally instructed control group had slightly higher interest in science than the inquiry-based treatment group. The findings of this research study indicated that the NCLB mandates might need to be altered if there are no significant academic gains that result from the use of inquiry-based strategies.

The Relationship of Teacher-Facilitated, Inquiry-Based Instruction to Student Higher-Order Thinking

ERIC Educational Resources Information Center

Marshall, Jeff C.; Horton, Robert M.

2011-01-01

Commissions, studies, and reports continue to call for inquiry-based learning approaches in science and math that challenge students to think critically and deeply. While working with a group of middle school science and math teachers, we conducted more than 100 classroom observations, assessing several attributes of inquiry-based instruction. We…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Understanding Values in a Large Health Care Organization through Work-Life Narratives of High-Performing Employees

PubMed Central

Karnieli-Miller, Orit; Taylor, Amanda C.; Inui, Thomas S.; Ivy, Steven S.; Frankel, Richard M.

2011-01-01

Objective— To understand high-performing frontline employees’ values as reflected in their narratives of day-to-day interactions in a large health care organization. Methods— A total of 150 employees representing various roles within the organization were interviewed and asked to share work-life narratives (WLNs) about value-affirming situations (i.e. situations in which they believed their actions to be fully aligned with their values) and value-challenging situations (i.e. when their actions or the actions of others were not consistent with their values), using methods based on appreciative inquiry. Results— The analysis revealed 10 broad values. Most of the value-affirming WLNs were about the story-teller and team providing care for the patient/family. Half of the value-challenging WLNs were about the story-teller or a patient and barriers created by the organization, supervisor, or physician. Almost half of these focused on “treating others with disrespect/respect”. Only 15% of the value-challenging WLNs contained a resolution reached by the participants, often leaving them describing unresolved and frequently negative feelings. Conclusions— Appreciative inquiry and thematic analysis methods were found to be an effective tool for understanding the important and sometimes competing role personal and institutional values play in day-to-day work. There is remarkable potential in using WLNs as a way to surface and reinforce shared values and, perhaps more importantly, respectfully to identify and discuss conflicting personal and professional values. PMID:23908820

The emotional impact of loss narratives: event severity and narrative perspectives.

PubMed

Habermas, Tilmann; Diel, Verena

2010-06-01

Out of the complex influences of event, narrative and listener characteristics on narrative emotions, this paper focuses on event severity, narrative perspectives, mood, and dispositions for emotion regulation and empathy. Event severity and perspective representation were systematically varied in sad autobiographical narratives to study their influence on quantity and quality of readers' emotional response. Each of three stories were manipulated to contain elaborated perspectives, only the past protagonists' perspective (dramatic narration), and very little perspectives at all (impersonal narration). We predicted that event severity influences the quantity of emotional response, while degree of perspective representation influences plausibility and whether emotional responses are sympathetic or interactional, that is, directed against the narrator. Hypotheses were confirmed except for plausibility, and perspective representation had an effect only on anger against and dislike of the narrator. In a second study, impersonal narration evoked anger at and negative evaluations of the narrator which were related to blaming the narrator for showing too little emotional involvement. The generalizability of findings across emotions and implications for sharing of emotions in everyday and clinical settings are discussed.

Inquiry Learning: Level, Discipline, Class Size, What Matters?

ERIC Educational Resources Information Center

Vajoczki, Susan; Watt, Susan; Vine, Michelle M.; Liao, Xueqing

2011-01-01

Inquiry learning is a pedagogical approach that focuses on the processes and skills required to conduct research. It is a pedagogical approach that has been demonstrated to have positive learning outcomes. McMaster University has been committed to this form of learning for more than ten years in three of the faculties on campus (i.e., Humanities,…

"Applying Anatomy to Something I Care About": Authentic Inquiry Learning and Student Experiences of an Inquiry Project

ERIC Educational Resources Information Center

Anstey, Lauren M.

2017-01-01

Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry-based approach to learning human gross anatomy. Utilizing a case-study design with three groups…

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.

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

NASA Astrophysics Data System (ADS)

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

2016-03-01

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

Coming out narratives of older gay men living in New Zealand.

PubMed

Neville, Stephen; Kushner, Bernie; Adams, Jeffery

2015-10-01

Explore the coming out narratives in a group of older gay men. A narrative gerontological approach was employed to explore the coming out narratives of older gay men. Semi-structured digitally recorded individual interviews were undertaken with 12 gay men aged between 65 and 81 years who lived in the community. Data were analysed using a narrative data analytic process. Three collective narratives related to the coming out of older gay men were identified: 'early gay experiences', 'trying not to be gay' and 'acceptance'. Older gay men come from diverse socio-cultural backgrounds. However, they all grew up in an era where same-sex attraction was a criminal offence. The path to accepting being a gay man was individualised and stressful for these participants. Consequently health and social service providers need to support the ongoing development of resilience and provide a person-centred approach to care that promotes wellbeing. © 2015 AJA Inc.

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