Are thyroid nodules associated with sex-related hormones? A cross-sectional SPECT-China study.

PubMed

Chen, Yi; Chen, Yingchao; Wang, Ningjian; Chen, Chi; Nie, Xiaomin; Li, Qin; Han, Bing; Xia, Fangzhen; Zhai, Hualing; Jiang, Boren; Shen, Zhoujun; Lu, Yingli

2017-08-03

Little is known about the association between thyroid nodules (TNs) and endogenous sex hormones. We aimed to investigate the relationship between TNs and sex-related hormones among men in China. The data were obtained from a cross-sectional study Survey on Prevalence in East China for Metabolic Diseases and Risk Factors (SPECT-China study, 2014-2015) based on the population. In total, 4024 men over 18 years of age who were not using hormone replacement therapy and who underwent complete assays of the serum total testosterone (T), oestradiol (E 2 ), follicle-stimulating hormone (FSH), luteinising hormone (LH) and sex hormone-binding globulin (SHBG) levels as well as thyroid ultrasonography (US) enrolled in this study. Of the 4024 participants (54.15±13.08 years old), 1667 participants (41.4%) had TNs. Men with TN(s) (TN(+) group) had significantly lower levels of total T and SHBG and higher E 2 /T levels compared with the men without TN(s) (TN(-) group) (p<0.05). The TN prevalence decreased with the quartiles of the SHBG level (p<0.05). Binary logistic analysis showed that lower quartiles of SHBG had a greater risk of TN(s) (all p for trend <0.05). This association persisted in the fully adjusted model (p for trend=0.017), in which, for the lowest compared with the highest quartile of SHBG, the OR of TN(s) was 1.42 (95% CI 1.07 to 1.89). No statistically significant association was found between sex-related hormones and US characteristics associated with malignancy (nodule >10 mm, microcalcification and a 'taller' than 'wider' shape). TNs are highly prevalent in men in China. A lower SHBG level was significantly associated with TN among men. The potential role of SHBG in the pathogenesis of the TN remains to be elucidated. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Improved Survival After Transplantation of More Donor Plasmacytoid Dendritic or Naïve T Cells From Unrelated-Donor Marrow Grafts: Results From BMTCTN 0201

PubMed Central

Waller, Edmund K.; Logan, Brent R.; Harris, Wayne A.C.; Devine, Steven M.; Porter, David L.; Mineishi, Shin; McCarty, John M.; Gonzalez, Corina E.; Spitzer, Thomas R.; Krijanovski, Oleg I.; Linenberger, Michael L.; Woolfrey, Ann; Howard, Alan; Wu, Juan; Confer, Dennis L.; Anasetti, Claudio

2014-01-01

Purpose To characterize relationships between specific immune cell subsets in bone marrow (BM) or granulocyte colony-stimulating factor–mobilized peripheral blood (PB) stem cells collected from unrelated donors and clinical outcomes of patients undergoing transplantation in BMTCTN 0201. Patients and Methods Fresh aliquots of 161 BM and 147 PB stem-cell allografts from North American donors randomly assigned to donate BM or PB stem cells and numbers of transplanted cells were correlated with overall survival (OS), relapse, and graft-versus-host disease (GvHD). Results Patients with evaluable grafts were similar to all BMTCTN 0201 patients. The numbers of plasmacytoid dendritic cells (pDCs) and naïve T cells (Tns) in BM allografts were independently associated with OS in multivariable analyses including recipient and donor characteristics, such as human leukocyte antigen mismatch, age, and use of antithymocyte globulin. BM recipients of > median number of pDCs, naïve CD8+ T cells (CD8Tns), or naïve CD4+ T cells (CD4Tns) had better 3-year OS (pDCs, 56% v 35%; P = .025; CD8Tns, 56% v 37%; P = .012; CD4Tns, 55% v 37%; P = .009). Transplantation of more BM Tns was associated with less grade 3 to 4 acute GvHD but similar rates of relapse. Transplantation of more BM pDCs was associated with fewer deaths resulting from GvHD or from graft rejection. Analysis of PB grafts did not identify a donor cell subset significantly associated with OS, relapse, or GvHD. Conclusion Donor immune cells in BM but not PB stem-cell grafts were associated with survival after unrelated-donor allogeneic hematopoietic stem-cell transplantation. The biologic activity of donor immune cells in allogeneic transplantation varied between graft sources. Donor grafts with more BM-derived Tns and pDCs favorably regulated post-transplantation immunity in allogeneic hematopoietic stem-cell transplantation. PMID:24982459

Improved survival after transplantation of more donor plasmacytoid dendritic or naïve T cells from unrelated-donor marrow grafts: results from BMTCTN 0201.

PubMed

Waller, Edmund K; Logan, Brent R; Harris, Wayne A C; Devine, Steven M; Porter, David L; Mineishi, Shin; McCarty, John M; Gonzalez, Corina E; Spitzer, Thomas R; Krijanovski, Oleg I; Linenberger, Michael L; Woolfrey, Ann; Howard, Alan; Wu, Juan; Confer, Dennis L; Anasetti, Claudio

2014-08-01

To characterize relationships between specific immune cell subsets in bone marrow (BM) or granulocyte colony-stimulating factor-mobilized peripheral blood (PB) stem cells collected from unrelated donors and clinical outcomes of patients undergoing transplantation in BMTCTN 0201. Fresh aliquots of 161 BM and 147 PB stem-cell allografts from North American donors randomly assigned to donate BM or PB stem cells and numbers of transplanted cells were correlated with overall survival (OS), relapse, and graft-versus-host disease (GvHD). Patients with evaluable grafts were similar to all BMTCTN 0201 patients. The numbers of plasmacytoid dendritic cells (pDCs) and naïve T cells (Tns) in BM allografts were independently associated with OS in multivariable analyses including recipient and donor characteristics, such as human leukocyte antigen mismatch, age, and use of antithymocyte globulin. BM recipients of > median number of pDCs, naïve CD8(+) T cells (CD8Tns), or naïve CD4(+) T cells (CD4Tns) had better 3-year OS (pDCs, 56% v 35%; P = .025; CD8Tns, 56% v 37%; P = .012; CD4Tns, 55% v 37%; P = .009). Transplantation of more BM Tns was associated with less grade 3 to 4 acute GvHD but similar rates of relapse. Transplantation of more BM pDCs was associated with fewer deaths resulting from GvHD or from graft rejection. Analysis of PB grafts did not identify a donor cell subset significantly associated with OS, relapse, or GvHD. Donor immune cells in BM but not PB stem-cell grafts were associated with survival after unrelated-donor allogeneic hematopoietic stem-cell transplantation. The biologic activity of donor immune cells in allogeneic transplantation varied between graft sources. Donor grafts with more BM-derived Tns and pDCs favorably regulated post-transplantation immunity in allogeneic hematopoietic stem-cell transplantation. © 2014 by American Society of Clinical Oncology.

Selection of airgap layers for circuit timing optimization

NASA Astrophysics Data System (ADS)

Hyun, Daijoon; Shin, Youngsoo

2017-03-01

Airgap refers to a void formed in place of some inter metal dielectric (IMD). It brings about the reduction in coupling capacitance, which may contribute to improvement in circuit performance. We introduce two problems in this context. First is to choose the layers, where airgap should be applied, in such a way that total negative slack (TNS) is minimized for a given circuit. This has been motivated by the fact that best choice of airgap layers is different for different circuits. An algorithm is proposed to solve the problem, and is assessed against a naive approach in which airgap layers are simply fixed; additional 8% TNS reduction, on average of a few test circuits, is demonstrated. In the second problem, some wires of critical paths that are on non-airgap layers are reassigned to airgap layers such that TNS is further reduced; additional 3 to 14% of TNS reduction is observed.

A canine model of Cohen syndrome: Trapped Neutrophil Syndrome.

PubMed

Shearman, Jeremy R; Wilton, Alan N

2011-05-23

Trapped Neutrophil Syndrome (TNS) is a common autosomal recessive neutropenia in Border collie dogs. We used a candidate gene approach and linkage analysis to show that the causative gene for TNS is VPS13B. We chose VPS13B as a candidate because of similarities in clinical signs between TNS and Cohen syndrome, in human, such as neutropenia and a typical facial dysmorphism. Linkage analysis using microsatellites close to VPS13B showed positive linkage of the region to TNS. We sequenced each of the 63 exons of VPS13B in affected and control dogs and found that the causative mutation in Border collies is a 4 bp deletion in exon 19 of the largest transcript that results in premature truncation of the protein. Cohen syndrome patients present with mental retardation in 99% of cases, but learning disabilities featured in less than half of TNS affected dogs. It has been implied that loss of the alternate transcript of VPS13B in the human brain utilising an alternate exon, 28, may cause mental retardation. Mice cannot be used to test this hypothesis as they do not express the alternate exon. We show that dogs do express alternate transcripts in the brain utilising an alternate exon homologous to human exon 28. Dogs can be used as a model organism to explore the function of the alternately spliced transcript of VPS13B in the brain. TNS in Border collies is the first animal model for Cohen syndrome and can be used to study the disease aetiology.

A canine model of Cohen syndrome: Trapped Neutrophil Syndrome

PubMed Central

2011-01-01

Background Trapped Neutrophil Syndrome (TNS) is a common autosomal recessive neutropenia in Border collie dogs. Results We used a candidate gene approach and linkage analysis to show that the causative gene for TNS is VPS13B. We chose VPS13B as a candidate because of similarities in clinical signs between TNS and Cohen syndrome, in human, such as neutropenia and a typical facial dysmorphism. Linkage analysis using microsatellites close to VPS13B showed positive linkage of the region to TNS. We sequenced each of the 63 exons of VPS13B in affected and control dogs and found that the causative mutation in Border collies is a 4 bp deletion in exon 19 of the largest transcript that results in premature truncation of the protein. Cohen syndrome patients present with mental retardation in 99% of cases, but learning disabilities featured in less than half of TNS affected dogs. It has been implied that loss of the alternate transcript of VPS13B in the human brain utilising an alternate exon, 28, may cause mental retardation. Mice cannot be used to test this hypothesis as they do not express the alternate exon. We show that dogs do express alternate transcripts in the brain utilising an alternate exon homologous to human exon 28. Conclusion Dogs can be used as a model organism to explore the function of the alternately spliced transcript of VPS13B in the brain. TNS in Border collies is the first animal model for Cohen syndrome and can be used to study the disease aetiology. PMID:21605373

Hypersonic flow analysis

NASA Technical Reports Server (NTRS)

Chow, Chuen-Yen; Ryan, James S.

1987-01-01

While the zonal grid system of Transonic Navier-Stokes (TNS) provides excellent modeling of complex geometries, improved shock capturing, and a higher Mach number range will be required if flows about hypersonic aircraft are to be modeled accurately. A computational fluid dynamics (CFD) code, the Compressible Navier-Stokes (CNS), is under development to combine the required high Mach number capability with the existing TNS geometry capability. One of several candidate flow solvers for inclusion in the CNS is that of F3D. This upwinding flow solver promises improved shock capturing, and more accurate hypersonic solutions overall, compared to the solver currently used in TNS.

Zinc delivery from non-woven fibres within a therapeutic nipple shield.

PubMed

Maier, Theresa; Scheuerle, Rebekah L; Markl, Daniel; Bruggraber, Sylvaine; Zeitler, Axel; Fruk, Ljiljana; Slater, Nigel K H

2018-02-15

A Therapeutic Nipple Shield (TNS) was previously developed to respond to the global need for new infant therapeutic delivery technologies. However, the release efficiency for the same Active Pharmaceutical Ingredient (API) from different therapeutic matrices within the TNS formulation has not yet been investigated. To address this, in-vitro release of elemental zinc into human milk from two types of Texel non-woven fibre mats of varying thickness and different gram per square meter values, placed inside the TNS was explored and compared to the release from zinc-containing rapidly disintegrating tablets. In-vitro delivery was performed by means of a breastfeeding simulation apparatus, with human milk flow rates and suction pressure adjusted to physiologically relevant values, and release was quantified using Inductively Coupled Plasma Optical Emission Spectrometry (ICP-OES). It was found that a total recovery of 62-64 % elemental zinc was obtained after the human milk had passed through the fibre insert, amounting to a 20-48% increase compared to previous zinc delivery studies using rapidly disintegrating tablets within the TNS. This indicates that non-woven Texel fibre mats were identified as the superior dosage form for oral zinc delivery into human milk using a TNS. Copyright © 2018 Elsevier B.V. All rights reserved.

Curcumin targets breast cancer stem-like cells with microtentacles that persist in mammospheres and promote reattachment.

PubMed

Charpentier, Monica S; Whipple, Rebecca A; Vitolo, Michele I; Boggs, Amanda E; Slovic, Jana; Thompson, Keyata N; Bhandary, Lekhana; Martin, Stuart S

2014-02-15

Cancer stem-like cells (CSC) and circulating tumor cells (CTC) have related properties associated with distant metastasis, but the mechanisms through which CSCs promote metastasis are unclear. In this study, we report that breast cancer cell lines with more stem-like properties display higher levels of microtentacles (McTN), a type of tubulin-based protrusion of the plasma cell membrane that forms on detached or suspended cells and aid in cell reattachment. We hypothesized that CSCs with large numbers of McTNs would more efficiently attach to distant tissues, promoting metastatic efficiency. The naturally occurring stem-like subpopulation of the human mammary epithelial (HMLE) cell line presents increased McTNs compared with its isogenic non-stem-like subpopulation. This increase was supported by elevated α-tubulin detyrosination and vimentin protein levels and organization. Increased McTNs in stem-like HMLEs promoted a faster initial reattachment of suspended cells that was inhibited by the tubulin-directed drug, colchicine, confirming a functional role for McTNs in stem cell reattachment. Moreover, live-cell confocal microscopy showed that McTNs persist in breast stem cell mammospheres as flexible, motile protrusions on the surface of the mammosphere. Although exposed to the environment, they also function as extensions between adjacent cells along cell-cell junctions. We found that treatment with the breast CSC-targeting compound curcumin rapidly extinguished McTN in breast CSC, preventing reattachment from suspension. Together, our results support a model in which breast CSCs with cytoskeletal alterations that promote McTNs can mediate attachment and metastasis but might be targeted by curcumin as an antimetastatic strategy. ©2013 AACR.

Outcomes of Radiofrequency Ablation Therapy for Large Benign Thyroid Nodules: A Mayo Clinic Case Series.

PubMed

Hamidi, Oksana; Callstrom, Matthew R; Lee, Robert A; Dean, Diana; Castro, M Regina; Morris, John C; Stan, Marius N

2018-03-21

To assess the effectiveness, tolerability, and complications of radiofrequency ablation (RFA) in patients with benign large thyroid nodules (TNs). This is a retrospective review of 14 patients with predominantly solid TNs treated with RFA at Mayo Clinic in Rochester, Minnesota, from December 1, 2013, through October 30, 2016. All the patients declined surgery or were poor surgical candidates. The TNs were benign on fine-needle aspiration, enlarging or causing compressive symptoms, and 3 cm or larger in largest diameter. We evaluated TN volume, compressive symptoms, cosmetic concerns, and thyroid function. Median TN volume reduction induced by RFA was 44.6% (interquartile range [IQR], 42.1%-59.3%), from 24.2 mL (IQR, 17.7-42.5 mL) to 14.4 mL (IQR, 7.1-19.2 mL) (P<.001). Median follow-up was 8.6 months (IQR, 3.9-13.9 months). Maximum results were achieved by 6 months. Radiofrequency ablation did not affect thyroid function. In 1 patient with subclinical hyperthyroidism due to toxic adenoma, thyroid function normalized 4 months after ablation of the toxic nodule. Compressive symptoms resolved in 8 of 12 patients (67%) and improved in the other 4 (33%). Cosmetic concerns improved in all 8 patients. The procedure had no sustained complications. In this population, RFA of benign large TNs performed similarly to the reports from Europe and Asia. It induces a substantial volume reduction of predominantly solid TNs, improves compressive symptoms and cosmetic concerns, and does not affect normal thyroid function. Radiofrequency ablation has an acceptable safety profile and should be considered as a low-risk alternative to conventional treatment of symptomatic benign TNs. Copyright © 2017 Mayo Foundation for Medical Education and Research. Published by Elsevier Inc. All rights reserved.

Trigeminal Nerve Stimulation for Comorbid Posttraumatic Stress Disorder and Major Depressive Disorder.

PubMed

Cook, Ian A; Abrams, Michelle; Leuchter, Andrew F

2016-04-01

External stimulation of the trigeminal nerve (eTNS) is an emerging neuromodulation therapy for epilepsy and depression. Preliminary studies suggest it has an excellent safety profile and is associated with significant improvements in seizures and mood. Neuroanatomical projections of the trigeminal system suggest eTNS may alter activity in structures regulating mood, anxiety, and sleep. In this proof-of-concept trial, the effects of eTNS were evaluated in adults with posttraumatic stress disorder (PTSD) and comorbid unipolar major depressive disorder (MDD) as an adjunct to pharmacotherapy for these commonly co-occurring conditions. Twelve adults with PTSD and MDD were studied in an eight-week open outpatient trial (age 52.8 [13.7 sd], 8F:4M). Stimulation was applied to the supraorbital and supratrochlear nerves for eight hours each night as an adjunct to pharmacotherapy. Changes in symptoms were monitored using the PTSD Patient Checklist (PCL), Hamilton Depression Rating Scale (HDRS-17), Quick Inventory of Depressive Symptomatology (QIDS-C), and the Quality of Life Enjoyment and Satisfaction Questionnaire (Q-LES-Q). Over the eight weeks, eTNS treatment was associated with significant decreases in PCL (p = 0.003; median decrease of 15 points; effect size d 1.5), HDRS-17 (p < 0.001; 42% response rate, 25% remission; d 2.1), and QIDS-C scores (p < 0.001; d 1.8), as well as an improvement in quality of life (Q-LES-Q, p < 0.01). eTNS was well tolerated with few treatment emergent adverse events. Significant improvements in PTSD and depression severity were achieved in the eight weeks of acute eTNS treatment. This novel approach to wearable brain stimulation may have use as an adjunct to pharmacotherapy in these disorders if efficacy and tolerability are confirmed with additional studies. © 2016 International Neuromodulation Society.

Trapped neutrophil syndrome in a Border Collie dog: clinical, clinico-pathologic, and molecular findings.

PubMed

Mizukami, Keijiro; Shoubudani, Tomoaki; Nishimoto, Seira; Kawamura, Ryuta; Yabuki, Akira; Yamato, Osamu

2012-06-01

Trapped neutrophil syndrome (TNS) is an autosomal recessive inherited neutropenia known in Border Collies since the 1990's. Recently, the causative mutation has been identified in the canine VPS13B gene and a DNA-based diagnosis has now become available. The present paper describes clinical and clinico-pathologic findings in a Border Collie with TNS that was molecularly diagnosed for the first time in Japan. In a 10-week-old male Border Collie with microgenesis and symptoms related to recurrent infections, a hematological examination revealed severe leukopenia due to neutropenia, suggesting the dog to be affected by inherited neutropenic immunodeficiency. Direct DNA sequencing demonstrated that the dog was homozygous for the causative mutation of TNS and both its parents were heterozygous carriers. In addition, a simple and rapid polymerase chain reaction-based length polymorphism analysis coupled with microchip electrophoresis was developed for the genotyping of TNS. This assay could discriminate clearly all genotypes, suggesting that it was suitable for both individual diagnosis and large-scale surveys for prevention.

ERP Responses to Violations in the Hierarchical Structure of Functional Categories in Japanese Verb Conjugation.

PubMed

Kobayashi, Yuki; Sugioka, Yoko; Ito, Takane

2018-02-01

An event-related potential experiment was conducted in order to investigate readers' response to violations in the hierarchical structure of functional categories in Japanese, an agglutinative language where functional heads like Negation (Neg) as well as Tense (Tns) are realized as suffixes. A left-lateralized negativity followed by a P600 was elicited for the anomaly of attaching a Neg morpheme outside a Tns-marking suffix (i.e., syntactic violation of the form *[[V - Tns] - Neg]), while only P600 was observed for the anomalous form with a purely morphological/morpho-phonological violation, i.e., a Neg morpheme attached to ren'yo form instead of Neg-selecting form. The findings suggest that the syntactic structure involving Tns and Neg in Japanese, realized within a word as a sequence of suffixes, is processed in a similar manner to the syntactic structures that are phrasally realized in well-studied European languages like English.

ORNL-TNS/PEPR overall heating requirements

DOE Office of Scientific and Technical Information (OSTI.GOV)

Peng, Y. K.M.; Rome, J. A.

1977-01-01

The ORNL TNS/PEPR studies have the objectives of (1) leading to a system that demonstrates the fusion reactor core in the mid-to-late 1980's and extrapolates to an economic tokamak power reactor, and (2) providing a near-term focus for the scientific and technological programs toward the power reactor. This discussion of the overall heating requirements for the ORNL TNS/PEPR is concerned with the neutral beams as the primary heating method, the electron-cyclotron resonance (ECR) heating at a lower power level for profile control, and the upper hybrid resonance (UHR) initiation and preheating of currentless plasmas to reduce current start-up loop voltagemore » (V/sub l/) requirements.« less

TES/Aura L2 Atmospheric Temperatures Nadir V6 (TL2TNS)

Atmospheric Science Data Center

2018-01-22

TES/Aura L2 Atmospheric Temperatures Nadir (TL2TNS) News:  TES News ... Level:  L2 Platform:  TES/Aura L2 Atmospheric Temperatures Spatial Coverage:  5.3 x 8.5 km nadir ... Contact ASDC User Services Parameters:  Atmospheric Temperature Temperature Precision Vertical Resolution ...

Effect of heat treatment on surface hydrophilicity-retaining ability of titanium dioxide nanotubes

NASA Astrophysics Data System (ADS)

Sun, Yu; Sun, Shupei; Liao, Xiaoming; Wen, Jiang; Yin, Guangfu; Pu, Ximing; Yao, Yadong; Huang, Zhongbing

2018-05-01

The aim of this study is to investigate the effect of different annealing temperature and atmosphere on the surface wettability retaining properties of titania nanotubes (TNs) fabricated by anodization. The TNs morphology, crystal phase composition and surface elemental composition and water contact angle (WCA) were investigated by scanning electron microscopy, X-ray diffraction, X-ray photoelectron spectroscopy and contact angle instrument, respectively. After the samples annealed at 200 °C, 450 °C, 850 °C have been stored in air for 28 days, the WCAs increase to 31.7°, 21.1° and 110.5°, respectively. The results indicate that crystal phase composition of TNs plays an important role in surface wettability. Compared with the WCA (21.1°) of the samples annealed in air after 28 days, the WCA of samples annealed in oxygen-deficient atmosphere is lower, suggesting the contribution of oxygen vacancy in the enhanced hydrophilicity-retaining ability. Our study demonstrates that the surface hydrophilicity-retaining ability of TNs is related to the ordered nanotubular structure, crystal structure, the amount of surface hydroxyl group and oxygen vacancy defects.

Simultaneous removal of Cr(VI) and 4-chlorophenol through photocatalysis by a novel anatase/titanate nanosheet composite: Synergetic promotion effect and autosynchronous doping.

PubMed

Liu, Wen; Sun, Weiling; Borthwick, Alistair G L; Wang, Ting; Li, Fan; Guan, Yidong

2016-11-05

Clean-up of wastewaters with coexisting heavy metals and organic contaminants is a huge issue worldwide. In this study, a novel anatase/titanate nanosheet composite material (labeled as TNS) synthesized through a one-step hydrothermal reaction was demonstrated to achieve the goal of simultaneous removal of Cr(VI) and 4-cholophenol (4-CP) from water. TEM and XRD analyses indicated the TNS was a nano-composite of anatase and titanate, with anatase acting as the primary photocatalysis center and titanate as the main adsorption site. Enhanced photocatalytic removal of co-existent Cr(VI) and 4-CP was observed in binary systems, with apparent rate constants (k1) for photocatalytic reactions of Cr(VI) and 4-CP about 3.1 and 2.6 times of that for single systems. In addition, over 99% of Cr(VI) and 4-CP was removed within 120min through photocatalysis by TNS at pH 7 in the binary system. Mechanisms for enhanced photocatalytic efficiency in the binary system are identified as: (1) a synergetic effect on the photo-reduction of Cr(VI) and photo-oxidation of 4-CP due to efficient separation of electron-hole pairs, and (2) autosynchronous doping because of reduced Cr(III) adsorption onto TNS. Furthermore, TNS could be efficiently reused after a simple acid-base treatment. Copyright © 2016 Elsevier B.V. All rights reserved.

Evaluation of thyroid nodule characteristics in subclinical hypothyroid patients under a myo-inositol plus selenium treatment.

PubMed

Nordio, M; Basciani, S

2018-04-01

The anticancer effect of myo-inositol (MI) is catching researchers' attention worldwide. Thyroid nodules (TNs) have been detected by ultrasound (US) in up to 76% of the general population and, although most of them are benign, thyroid cancer is the most common malignancy of the endocrine system. A retrospective, observational study was conducted in 642 patients with suspected hypothyroidism undergoing US. The analysis was addressed exclusively to patients with subclinical hypothyroidism (SCH) or thyroid-stimulating hormone (TSH) levels borderline associated to TNs classified as class I and II; 1 group (control, no. 16) no treatment was prescribed; the other group (treated, no. 18) underwent treatment with 1 tablet containing MI plus selenium (Se) every day, for six months. Clinical data were collected to evaluate the nodular size, number, and elasticity, as well as TSH levels. Final data were analyzed from 34 patients: in 76% of mixed TNs was observed a significant reduction of their size and 56% of them significantly regressed nodule stiffness following oral supplementation with MI plus Se. The mean number of mixed nodules for patient shifted from 1.39 ± 0.16 to 1.05 ± 0.15 (p ≤ 0.05). TSH levels dropped from 4.2 ± 0.21 mIU/L at baseline to 2.1 ± 0.20 mIU/L post-treatment (p < 0.001). In the control group, 38% of TNs reduced their diameter but TSH levels significantly increased up to the threshold after six months (from 3.95 ± 0.18 mIU/L to 4.30 ± 0.22 mIU/L, p ≤ 0.05). In SCH patients undergoing treatment with MI plus Se, a reduction of the size, number and elasticity score of TNs as well as TSH levels was observed. Further studies are required, either in vitro and in vivo, to investigate the use of MI plus Se for the management of TNs.

The TiO2 Hierarchical Structure with Nanosheet Spheres for Improved Photoelectric Performance in Dye-Sensitized Solar Cells

NASA Astrophysics Data System (ADS)

Yin, Xin; Guan, Yingli; Song, Lixin; Xie, Xueyao; Du, Pingfan; Xiong, Jie

2018-04-01

A bi-layer photoanode is successfully fabricated for dye-sensitized solar cells (DSSCs) composed of P25/TiO2 nanorod (P25/TNR) as the underlayer and TiO2 nanosheet spheres (TNSs) as the light-scattering layer. Notably, the P25-TNR provides multiple functions, including more dye loading, more efficient charge transport and a lower electron recombination rate for the photoanode. Besides, the unique structure of TNS can significantly improve the light-harvesting capacity, boosting the light-harvesting efficiency. Therefore, an enhanced short-circuit current and power conversion efficiency of 18.04 mA cm-2 and 5.99%, respectively, were achieved for the P25/TNR-TNS-based DSSC, which was better than that of the P25-TNS-based (15.17 mA cm-2, 5.36%) and bare TNS-based (11.43 mA cm-2, 4.14%) DSSCs. This indicates that this bi-layer structure effectively combines the advantages of the one-dimensional (1D) nanostructure and three-dimensional (3D) hierarchical structure. In short, this work demonstrates the possibility of fabricating desirable photoanodes for high-performance DSSCs by rational design of nanostructures and effective combination of multi-functional components.

Message From the Editor for Contributions to the 2016 Real Time Conference Issue of TNS

NASA Astrophysics Data System (ADS)

Schmeling, Sascha Marc

2017-06-01

This issue of the IEEE Transactions on Nuclear Science (TNS) is devoted to the 20th IEEE-NPSS Real Time Conference (RT2016) on Computing Applications in Nuclear and Plasma Sciences held in Padua, Italy, in June 2016. A total of 90 papers presented at the conference were submitted for possible publication in TNS. This conference issue presents 46 papers, which have been accepted so far after a thorough peer review process. These contributions come from a very broad range of fields of application, including Astrophysics, Medical Imaging, Nuclear and Plasma Physics, Particle Accelerators, and Particle Physics Experiments. Several papers were close to being accepted but did not make it into this special issue. They will be considered for further publication.

Destabilization of Titania Nanosheet Suspensions by Inorganic Salts: Hofmeister Series and Schulze-Hardy Rule.

PubMed

Rouster, Paul; Pavlovic, Marko; Szilagyi, Istvan

2017-07-13

Ion specific effects on colloidal stability of titania nanosheets (TNS) were investigated in aqueous suspensions. The charge of the particles was varied by the pH of the solutions, therefore, the influence of mono- and multivalent anions on the charging and aggregation behavior could be studied when they were present either as counter or co-ions in the systems. The aggregation processes in the presence of inorganic salts were mainly driven by interparticle forces of electrostatic origin, however, chemical interactions between more complex ions and the surface led to additional attractive forces. The adsorption of anions significantly changed the surface charge properties and hence, the resistance of the TNS against salt-induced aggregation. On the basis of their ability in destabilization of the dispersions, the monovalent ions could be ordered according to the Hofmeister series in acidic solutions, where they act as counterions. However, the behavior of the biphosphate anion was atypical and its adsorption induced charge reversal of the particles. The multivalent anions destabilized the oppositely charged TNS more effectively and the aggregation processes followed the Schulze-Hardy rule. Only weak or negligible interactions were observed between the anions and the particles in alkaline suspensions, where the TNS possessed negative charge.

Novel Insights about Class 2 Integrons from Experimental and Genomic Epidemiology▿

PubMed Central

Ramírez, María Soledad; Piñeiro, Silvia; Centrón, Daniela

2010-01-01

In order to contribute to the knowledge of the architecture and epidemiology of class 2 integrons, we performed a class 2 integron molecular survey in which we analyzed 726 isolates in two bacterial populations from environmental and nonepidemiologically related clinical samples, respectively, collected from 1982 to 2007. We recovered the intI2 gene from 130 of 726 isolates, most of which were clinical isolates, and only 1 (a psychrophilic Pseudomonas sp.) was from a water sample. Unlike the widespread distribution of class 1 integrons within Gram-negative bacilli, only Acinetobacter baumannii and Enterobacter cloacae harbored class 2 integrons at a high frequency in our collection. Class 2 integrons with six novel cassette arrays were documented. Characterization of the transposition module of Tn7, the genetic platform in which class 2 integrons have always been reported, showed tns modules with a mosaic genetic structure. A bioinformatic analysis performed with the tns genes present in sequence databases, the finding of intI2 not associated with tns genes, and the genetic examination of novel tns-like genes found in three isolates indicated the possibility of the independent evolution of the two components related to horizontal gene transfer, the class 2 integrons and the Tn7 transposons. PMID:19917745

Tibial nerve stimulation to inhibit the micturition reflex by an implantable wireless driver microstimulator in cats

PubMed Central

Li, Xing; Liao, Li-Min; Chen, Guo-Qing; Wang, Zhao-Xia; Lu, Tian-Ji; Deng, Han; Loeb, Gerald-E

2016-01-01

Abstract Background: Traditional tibial nerve stimulation (TNS) has been used to treat overactive bladder syndrome (OAB), but there are some shortcomings. Thus, a novel alternative is needed for the treatment of OAB. The study investigated the effects of a new type of tibial nerve microstimulator on the micturition reflex in cats. Methods: An implantable wireless driver microstimulator was implanted around the tibial nerve in 9 α-chloralose anesthetized cats. Cystometry was performed by infusing 0.9% normal saline (NS) or 0.25% acetic acid (AA) through a urethral catheter. Multiple cystometrograms were performed before, during, and after TNS to determine the inhibitory effect of the microstimulator on the micturition reflex. Results: TNS at 2 threshold (T) intensity significantly increased the bladder capacity (BC) during NS infusion. Bladder overactivity was irritated by the intravesical infusion of 0.25% AA, which significantly reduced the BC compared with the NS infusion. TNS at 2 T intensity suppressed AA-induced bladder overactivity and significantly increased the BC compared with the AA control. Conclusion: The implantable wireless driver tibial nerve microstimulator appears to be effective in inhibiting the micturition reflex during physiologic and pathologic conditions. The implantable wireless driver tibial nerve microstimulator could be used to treat OAB. PMID:27537576

Solving the stability-accuracy-diversity dilemma of recommender systems

NASA Astrophysics Data System (ADS)

Hou, Lei; Liu, Kecheng; Liu, Jianguo; Zhang, Runtong

2017-02-01

Recommender systems are of great significance in predicting the potential interesting items based on the target user's historical selections. However, the recommendation list for a specific user has been found changing vastly when the system changes, due to the unstable quantification of item similarities, which is defined as the recommendation stability problem. To improve the similarity stability and recommendation stability is crucial for the user experience enhancement and the better understanding of user interests. While the stability as well as accuracy of recommendation could be guaranteed by recommending only popular items, studies have been addressing the necessity of diversity which requires the system to recommend unpopular items. By ranking the similarities in terms of stability and considering only the most stable ones, we present a top- n-stability method based on the Heat Conduction algorithm (denoted as TNS-HC henceforth) for solving the stability-accuracy-diversity dilemma. Experiments on four benchmark data sets indicate that the TNS-HC algorithm could significantly improve the recommendation stability and accuracy simultaneously and still retain the high-diversity nature of the Heat Conduction algorithm. Furthermore, we compare the performance of the TNS-HC algorithm with a number of benchmark recommendation algorithms. The result suggests that the TNS-HC algorithm is more efficient in solving the stability-accuracy-diversity triple dilemma of recommender systems.

Measuring trust in nurses - Psychometric properties of the Trust in Nurses Scale in four countries.

PubMed

Stolt, Minna; Charalambous, Andreas; Radwin, Laurel; Adam, Christina; Katajisto, Jouko; Lemonidou, Chryssoula; Patiraki, Elisabeth; Sjövall, Katarina; Suhonen, Riitta

2016-12-01

The purpose of this study was to examine psychometric properties of three translated versions of the Trust in Nurses Scale (TNS) and cancer patients' perceptions of trust in nurses in a sample of cancer patients from four European countries. A cross-sectional, cross-cultural, multi-site survey design was used. The data were collected with the Trust in Nurses Scale from patients with different types of malignancies in 17 units within five clinical sites (n = 599) between 09/2012 and 06/2014. Data were analyzed using descriptive and inferential statistics, multivariate methods and psychometrics using exploratory factor analysis, Cronbach's alpha coefficients, item analysis and Rasch analysis. The psychometric properties of the data were consistent in all countries. Within the exploratory factor analysis the principal component analysis supported the one component structure (unidimensionality) of the TNS. The internal consistency reliability was acceptable. The Rasch analysis supported the unidimensionality of the TNS cross-culturally. All items of the TNS demonstrated acceptable goodness-of-fit to the Rasch model. Cancer patients trusted nurses to a great extent although between-country differences were found. The Trust in Nurses Scale proved to be a valid and reliable tool for measuring patients' trust in nurses in oncological settings in international contexts. Copyright © 2016 Elsevier Ltd. All rights reserved.

Risk factors for the development of paclitaxel-induced neuropathy in breast cancer patients.

PubMed

Robertson, Jetter; Raizer, Jeffrey; Hodges, James S; Gradishar, William; Allen, Jeffrey A

2018-06-01

Peripheral neuropathy is a common side effect of many chemotherapeutic agents including paclitaxel. We prospectively evaluated demographic and laboratory data in a cohort of 61 woman with breast cancer prior to paclitaxel exposure to explore factors that predispose to neuropathy development. Neuropathy was graded based on the total neuropathy score reduced version (rTNS) at baseline and at 4 months after initiation of chemotherapy. A multivariate analysis identified predictors with the strongest association with a change in rTNS. Serum albumin (P = .002), paclitaxel dose (P = .001), and body surface area (P = .006) were statistically significantly associated with a positive rTNS change (worsening neuropathy). These results suggest that poor nutritional status and obesity increase the risk of paclitaxel induced neuropathy, and that screening for these factors prior to chemotherapy exposure may improve early neuropathy detection or decrease risk with dietary modifications. © 2018 Peripheral Nerve Society.

The Italian compassionate use of sofosbuvir in HCV patients waitlisted for liver transplantation: A national real-life experience.

PubMed

Martini, Silvia; Donato, Maria Francesca; Mazzarelli, Chiara; Rendina, Maria; Visco-Comandini, Ubaldo; Filì, Daniela; Gianstefani, Alice; Fagiuoli, Stefano; Melazzini, Mario; Montilla, Simona; Pani, Luca; Petraglia, Sandra; Russo, Pierluigi; Trotta, Maria Paola; Carrai, Paola; Caraceni, Paolo

2018-04-01

This study aimed to assess the real-life clinical and virological outcomes of HCV waitlisted patients for liver transplantation (LT) who received sofosbuvir/ribavirin (SOF/R) within the Italian compassionate use program. Clinical and virological data were collected in 224 patients with decompensated cirrhosis and/or hepatocellular carcinoma (HCC) receiving daily SOF/R until LT or up a maximum of 48 weeks. Of 100 transplanted patients, 51 were HCV-RNA negative for >4 weeks before LT (SVR12: 88%) and 49 negative for <4 weeks or still viraemic at transplant: 34 patients continued treatment after LT (bridging therapy) (SVR12: 88%), while 15 stopped treatment (SVR12: 53%). 98 patients completed SOF/R without LT (SVR12: 73%). In patients with advanced decompensated cirrhosis (basal MELD ≥15 and/or C-P ≥B8), a marked improvement of the scores occurred in about 50% of cases and almost 20% of decompensated patients without HCC reached a condition suitable for inactivation and delisting. These real-life data indicate that in waitlisted patients: (i) bridging antiviral therapy can be an option for patients still viraemic or negative <4 weeks at LT; and (ii) clinical improvement to a condition suitable for delisting can occur even in patients with advanced decompensated cirrhosis. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Current perspectives on tree nut allergy: a review

PubMed Central

Weinberger, Tamar; Sicherer, Scott

2018-01-01

Tree nut (TN) allergy is common and often severe. It has become an important health concern as availability and consumption have increased. Prevalence varies by age and geographic region and appears to have increased in children. Accidental ingestion of TNs is common. Unfortunately, there is a lower likelihood of resolution of TN allergy, roughly 10%. TN-specific skin tests and serum immunoglobulin E levels can help aid in the diagnosis of TN allergy, but a careful medical history is important because a positive test in isolation is not typically diagnostic. Component-resolved diagnostic tests are being increasingly utilized and may improve accuracy. Management consists of strict avoidance of the causal nut(s) and prompt treatment of symptoms upon accidental exposure. A specific consideration with regard to the management of TN allergy is the decision to avoid all TNs or only the TNs to which a patient is clinically allergic. There are currently no data on the primary or secondary prevention of TN allergy. Treatment strategies are being evaluated. PMID:29618933

Leptin modulates enteric neurotransmission in the rat proximal colon: an in vitro study.

PubMed

Florian, Voinot; Caroline, Fischer; Francis, Crenner; Camille, Schmidt; Fabielle, Angel

2013-08-10

Leptin has been shown to modulate gastrointestinal functions including nutrient absorption, growth, and inflammation and to display complex effects on gut motility. Leptin receptors have also been identified within the enteric nervous system (ENS), which plays a crucial role in digestive functions. Although leptin has recently been shown to activate neurons in the ENS, the precise mechanisms involved are so far unknown. Therefore, the aim of the present study was to determine the effects of leptin on rat proximal colon smooth muscle and enteric neuron activities. The effects of exogenous leptin on tone and on responses to transmural nerve stimulation (TNS) of isolated circular smooth muscle of proximal colon in rats were investigated using an organ bath technique. The effects of a physiological concentration (0.1 μM) of leptin were also studied on tone and TNS-induced relaxation in the presence of atropine, hexamethonium, L-N(G)-nitroarginine methyl ester (L-NAME) and capsazepine. Leptin caused a slight but significant decrease in tone, TNS-induced relaxation and contraction in a concentration-dependent manner in colonic preparations. Cholinergic antagonists abolished the effects of 0.1 μM leptin on TNS-induced relaxation. This concentration of leptin had no further effect on relaxation in the presence of L-NAME. In the presence of capsazepine, leptin had no further effect either on tone or relaxation compared to the drug alone. In conclusion, leptin modulates the activity of enteric inhibitory and excitatory neurons in proximal colon. These effects may be mediated through nitrergic neurons. Intrinsic primary afferent neurons may be involved. © 2013.

Transonic Navier-Stokes computations of strake-generated vortex interactions for a fighter-like configuration

NASA Technical Reports Server (NTRS)

Reznick, Steve

1988-01-01

Transonic Euler/Navier-Stokes computations are accomplished for wing-body flow fields using a computer program called Transonic Navier-Stokes (TNS). The wing-body grids are generated using a program called ZONER, which subdivides a coarse grid about a fighter-like aircraft configuration into smaller zones, which are tailored to local grid requirements. These zones can be either finely clustered for capture of viscous effects, or coarsely clustered for inviscid portions of the flow field. Different equation sets may be solved in the different zone types. This modular approach also affords the opportunity to modify a local region of the grid without recomputing the global grid. This capability speeds up the design optimization process when quick modifications to the geometry definition are desired. The solution algorithm embodied in TNS is implicit, and is capable of capturing pressure gradients associated with shocks. The algebraic turbulence model employed has proven adequate for viscous interactions with moderate separation. Results confirm that the TNS program can successfully be used to simulate transonic viscous flows about complicated 3-D geometries.

Assessment of the meat quality of lamb M. longissimus thoracis et lumborum and M. triceps brachii following three different Halal slaughter procedures.

PubMed

Danso, A S; Richardson, R I; Khalid, R

2017-05-01

A total of fifteen male and fifteen female lambs were allocated to three groups of ten animals and subjected to: traditional Halal slaughter without stunning (TNS); slaughter following electric head-only stunning (EHOS) or; post-cut electric head-only stun (PCEHOS) and their meat quality was determined. Instrumental and sensory analyses were carried out on two muscles; M. longissimus thoracis et lumborum (LTL) and M. triceps brachii (TB). Additionally, the effects of sex and muscle type were also assessed. No differences were found among slaughter methods for pH, drip loss and shear force. TB had a higher pHu and was more tender than LTL. Muscles from EHOS and PCEHOS lambs discoloured more quickly than TNS muscles. There were no differences in the measured sensory attributes, with the exception of EHOS meat being tougher than PCEHOS and TNS meat. This study showed that the three slaughter methods had no substantial effect on lamb meat quality. Copyright © 2017 Elsevier Ltd. All rights reserved.

Cardiac troponins--Translational biomarkers in cardiology: Theory and practice of cardiac troponin high-sensitivity assays.

PubMed

Adamcova, Michaela; Popelova-Lencova, Olga; Jirkovsky, Eduard; Simko, Fedor; Gersl, Vladimir; Sterba, Martin

2016-01-01

Tn is a unique translational biomarker in cardiology whose potential has not been diminished in the new era of high sensitive assays. cTns can be valuable markers in cardiac diseases as well as in infectious diseases and respiratory diseases. Furthermore, the role of cTns is growing in the routine evaluation of cardioxicity and in determining the efficacy/safety ratio of novel cardioprotective strategies in clinical settings. cTns can detect myocardial injury not only in a wide spectrum of laboratory animals in experimental studies in vivo, but also in isolated heart models or cardiomyocytes in vitro. The crucial issue regarding the cross-species usage of cardiac troponin investigation remains the choice of cardiac troponin testing. This review summarizes the recent proteomic data on aminoacid sequences of cTnT and cTnI in various species, as well as selected analytical characteristics of human cardiac troponin high-sensitivity assays. Due to the highly phylogenetically conserved structure of troponins, the same bioindicator can be investigated using the same method in both clinical and experimental cardiology, thus contributing to a better understanding of the pathogenesis of cardiac diseases as well as to increased effectiveness of troponin use in clinical practice. Measuring cardiac troponins using commercially available human high-sensitivity cardiac troponin tests with convenient antibodies selected on the basis of adequate proteomic knowledge can solve many issues which would otherwise be difficult to address in clinical settings for various ethical and practical reasons. Our survey could help elaborate the practical guidelines for optimizing the choice of cTns assay in cardiology. © 2016 International Union of Biochemistry and Molecular Biology.

Curcumin targets breast cancer stem-like cells with microtentacles that persist in mammospheres and promote reattachment

PubMed Central

Charpentier, Monica S.; Whipple, Rebecca A.; Vitolo, Michele I.; Boggs, Amanda E.; Slovic, Jana; Thompson, Keyata N.; Bhandary, Lekhana; Martin, Stuart S.

2014-01-01

Cancer stem-like cells (CSC) and circulating tumor cells (CTCs) have related properties associated with distant metastasis, but the mechanisms through which CSCs promote metastasis are unclear. In this study, we report that breast cancer cell lines with more stem-like properties display higher levels of microtentacles (McTNs), a type of tubulin-based protrusion of the plasma cell membrane which forms on detached or suspended cells and aid in cell reattachment. We hypothesized that CSCs with large numbers of McTNs would more efficiently attach to distant tissues, promoting metastatic efficiency. The naturally occurring stem-like subpopulation of the HMLE breast cell line presents increased McTNs compared to its isogenic non-stem-like subpopulation. This increase was supported by elevated α-tubulin detyrosination and vimentin protein levels and organization. Increased McTNs in stem-like HMLEs promoted a faster initial reattachment of suspended cells that was inhibited by the tubulin-directed drug, colchicine, confirming a functional role for McTN in stem cell reattachment. Moreover, live cell confocal microscopy showed that McTN persist in breast stem cell mammospheres as flexible, motile protrusions on the surface of the mammosphere. While exposed to the environment, they also function as extensions between adjacent cells along cell-cell junctions. We found that treatment with the breast CSC-targeting compound curcumin rapidly extinguished McTN in breast CSC, preventing reattachment from suspension. Together, our results support a model in which breast CSCs with cytoskeletal alterations that promote McTN can mediate attachment and metastasis but might be targeted by curcumin as an anti-metastatic strategy. PMID:24371229

Sunlight-Sensitive Anti-Fouling Nanostructured TiO2 coated Cu Meshes for Ultrafast Oily Water Treatment

PubMed Central

Liu, HaoRan; Raza, Aikifa; Aili, Abulimiti; Lu, JinYou; AlGhaferi, Amal; Zhang, TieJun

2016-01-01

Nanostructured materials with desired wettability and optical property can play an important role in reducing the energy consumption of oily water treatment technologies. For effective oily water treatment, membrane materials with high strength, sunlight-sensitive anti-fouling, relative low fabrication cost, and controllable wettability are being explored. In the proposed oily water treatment approach, nanostructured TiO2-coated copper (TNS-Cu) meshes are used. These TNS-Cu meshes exhibit robust superhydrophilicity and underwater oleophobicity (high oil intrusion pressure) as well as excellent chemical and thermal stability (≈250 °C). They have demonstrated high separation efficiency (oil residue in the filtrate ≤21.3 ppm), remarkable filtration flux (≥400 kL h−1 m−2), and sunlight-sensitive anti-fouling properties. Both our theoretical analysis and experimental characterization have confirmed the enhanced light absorption property of TNS-Cu meshes in the visible region (40% of the solar spectrum) and consequently strong anti-fouling capability upon direct solar light illumination. With these features, the proposed approach promises great potential in treating produced oily wastewater from industry and daily life. PMID:27160349

Phase 2 Study of Acupuncture-Like Transcutaneous Nerve Stimulation for Chemotherapy-Induced Peripheral Neuropathy

PubMed Central

Wong, Raimond; Major, Pierre; Sagar, Stephen

2016-01-01

A prospective phase 2 study was conducted to evaluate the clinical utility of acupuncture-like transcutaneous nerve stimulation (ALTENS) for the treatment of chemotherapy-induced peripheral neuropathy (CIPN). Eligible cancer patients had a < 2 ECOG performance score, received neurotoxic chemotherapy, and developed CIPN symptoms for > two months. Randomization was used to eliminate bias in patient selection for ALTENS and was not to compare the effectiveness between the two treatments.ALTENS treatments were delivered using Codetron units. Bilateral acupuncture points included LI4 and LIV3, plus LI11 or ST36 were stimulated. Acupuncture treatments were administered to CV6, SP6, ST6, LI11, Bafeng, Baxie and selective Jing points bilaterally. Twelve treatments were delivered twice weekly over 6 to 8 weeks. The Modified Total Neuropathy Score (mTNS), Numbness Score, and Edmonton Symptom Assessment Score (ESAS) were assessed at baseline, treatment completion, plus at 3 and 6 months follow-up. The primary study endpoint was mTNS score at 6 months. We planned to recruit 23 patients into each group. After 30 patients were recruited, 2 were lost to follow-up at 3 months in the ALTENS group and 3 in the acupuncture group. The research team decided to recruit all remaining consecutive patients only to the ALTENS group to ensure an adequate evaluation of ALTENS, the primary object of evaluation. There were 27 patients in the ALTENS group, with an average symptom duration of 10 months after chemotherapy. Twenty four and 23 patients completed the 3 and 6 month follow-up respectively. The median mTNS scores were 7.1, 4.0, 3.6 and 3.1 at baseline, treatment completion, 3 and 6 months follow-up, respectively. One-way ANOVA analysis showed a significant improvement in mTNS scores (p<0.001) at 6 months. Numbness scores were also significantly improved at 6 months. ESAS pain scores and perception of well-being scores analyses were inconclusive. There were no significant reported side effects of ALTENS. There were only 13 patients in the acupuncture group and the number was insufficient for either an independent or a comparative analysis. The results of this study suggests that ALTENS significantly reduces the mTNS scores and numbness in patients suffering from CIPN symptoms. PMID:27130723

Volume reduction of benign thyroid nodules 3 months after a single treatment with high-intensity focused ultrasound (HIFU).

PubMed

Korkusuz, Huedayi; Fehre, Niklas; Sennert, Michael; Happel, Christian; Grünwald, Frank

2015-01-01

High-intensity focused ultrasound (HIFU) is a promising, non-invasive technique in treating benign thyroid nodules (TNs). The aim of this study was to evaluate the efficacy of HIFU to induce clinically meaningful shrinkage in benign predominantly solid TNs and to identify variables that influence or predict the magnitude of TN volume reduction. For each of ten subjects, HIFU treatment was conducted on a single nodule. Nodular volume was measured sonographically at baseline and at 3 months post-procedure. Nodular function and early treatment assessment was done scintigraphically. Median nodular volume reduction was 0.7 ml absolute and 48.8% relative to pre-interventional size (p < 0.05). Absolute shrinkage was negatively correlated with the average treatment depth (τ = -0.61, p < 0.05). Absolute nodular volume was positively correlated with the scintigraphic nodular uptake reduction (τ = 0.66, p < 0.05). HIFU treatment of benign predominantly solid TNs appears to be safe and effective for inducing nodular shrinkage. Despite potential for improvement, a single treatment session with HIFU is already a viable alternative to more standard methods. The feasibility of multiple HIFU treatments requires further investigation. Due to the small sample size, the findings of this analysis need conformation by larger studies.

Tonic and Phasic Receptor Neurons in the Vertebrate Olfactory Epithelium

PubMed Central

Madrid, Rodolfo; Sanhueza, Magdalena; Alvarez, Osvaldo; Bacigalupo, Juan

2003-01-01

Olfactory receptor neurons (ORNs) respond to odorants with characteristic patterns of action potentials that are relevant for odor coding. Prolonged odorant exposures revealed three populations of dissociated toad ORNs, which were mimicked by depolarizing currents: tonic (TN, displaying sustained firing, 49% of 102 cells), phasic (PN, exhibiting brief action potential trains, 36%) and intermediate neurons (IN, generating trains longer than PN, 15%). We studied the biophysical properties underlying the differences between TNs and PNs, the most extreme cases among ORNs. TNs and PNs possessed similar membrane capacitances (∼4 pF), but they differed in resting potential (−82 versus −64 mV), input resistance (4.2 versus 2.9 GΩ) and unspecific current, Iu (TNs: 0 < Iu ≤ 1 pA/pF; and PNs: Iu > 1 pA/pF). Firing behavior did not correlate with differences in voltage-gated conductances. We developed a mathematical model that accurately simulates tonic and phasic patterns. Whole cell recordings from rat ORNs in fragments (∼4 mm2) of olfactory epithelium showed that such a tissue normally contains tonic and phasic receptor neurons, suggesting that this feature is common across a wide range of vertebrates. Our findings show that the individual passive electrical properties can govern the firing patterns of ORNs. PMID:12770919

Properties of acetylcholine-induced relaxation of smooth muscle isolated from the proximal colon of the guinea-pig.

PubMed

Kodama, Youhei; Iino, Satoshi; Shigemasa, Yuhsuke; Suzuki, Hikaru

2010-01-01

The properties of mechanical responses elicited by stimulation with acetylcholine (ACh) were investigated in circular smooth muscle preparations isolated from the proximal colon of guinea-pig. Application of ACh (10(-8)-10(-6) M) for 3-5 min produced a biphasic response, with an initial contraction followed by a relaxation. Atropine inhibited the initial contraction, while N(ω)-nitro-L-arginine (L-NA) inhibited the relaxation, suggesting that the former was produced by activation of muscarinic receptors while the latter was produced by an elevated production of nitric oxide (NO). In the presence of atropine, the ACh-relaxation was attenuated by removal of the mucosa and abolished by removal of both submucosal and mucosal layers. The ACh-induced relaxation was also attenuated by either tetrodotoxin (TTX, 3 × 10(-7) M) or hexamethonium (10(-6) M). In the presence of atropine, transmural nerve stimulation (TNS) elicited a biphasic response, with an initial phasic contraction followed by a relaxation. The amplitude of TNS-induced relaxation was significantly reduced by hexamethonium or L-NA and was abolished by TTX. Both ACh and TNS produced relaxation in preparations isolated from the proximal colon, but not in those from the middle part of colon. Immunohistochemistry for neuronal nitric oxide synthase revealed no difference in the distribution of nitrergic nerves between the proximal and middle part of the colon, with nitrergic nerves in both the mucosal and submucosal layers as well as in the smooth muscle and myenteric layers. These results suggest that ACh induces NO production by excitation of postganglionic nerves distributed mainly in the mucosal and submucosal layers. In circular smooth muscle preparations isolated from the middle part of colon, ACh or TNS produced contractile responses alone, with no associated relaxation, suggesting that the ACh-activated postganglionic nitrergic nerves are distributed in the mucosal and submucosal layers of the proximal colon but not in the middle part of the colon.

Host-guest complex formation in cyclotrikis-(1-->6).

PubMed

Cescutti, P; Utille, J P; Rizzo, R

2000-11-17

The possibility that cyclotrikis-(1-->6)-[alpha-D-glucopyranosyl-(1-->4)-beta-D-glucopyranosyl] (CGM6) forms inclusion complexes, like cycloamyloses (cyclodextrins), was investigated by means of electrospray mass spectrometry and fluorescence spectroscopy. The complexing ability of both 1-anilinonaphthalene-8-sulfonate (ANS) and 2-p-toluidinylnaphthalene-6-sulfonate (TNS), which were already used with cyclodextrins, was investigated. The former showed very little or no tendency to be complexed by CGM6, while the latter produced detectable adducts with CGM6. Fixed 90 degree angle light scattering experiments supported the findings obtained by molecular modelling calculations, which indicated a polar character for the CGM6 internal cavity. CGM6-TNS complexes were probably formed throughout interaction of the polar regions of the two molecules.

Influence of Protamine Functionalization on the Colloidal Stability of 1D and 2D Titanium Oxide Nanostructures.

PubMed

Rouster, Paul; Pavlovic, Marko; Horváth, Endre; Forró, László; Dey, Sandwip K; Szilagyi, Istvan

2017-09-26

The colloidal stability of titanium oxide nanosheets (TNS) and nanowires (TiONW) was studied in the presence of protamine (natural polyelectrolyte) in aqueous dispersions, where the nanostructures possessed negative net charge, and the protamine was positively charged. Regardless of their shape, similar charging and aggregation behaviors were observed for both TNS and TiONW. Electrophoretic experiments performed at different protamine loadings revealed that the adsorption of protamine led to charge neutralization and charge inversion depending on the polyelectrolyte dose applied. Light scattering measurements indicated unstable dispersions once the surface charge was close to zero or slow aggregation below and above the charge neutralization point with negatively or positively charged nanostructures, respectively. These stability regimes were confirmed by the electron microscopy images taken at different polyelectrolyte loadings. The protamine dose and salt-dependent colloidal stability confirmed the presence of DLVO-type interparticle forces, and no experimental evidence was found for additional interactions (e.g., patch-charge, hydrophobic, or steric forces), which are usually present in similar polyelectrolyte-particle systems. These findings indicate that the polyelectrolyte adsorbs on the TNS and TiONW surfaces in a flat and extended conformation giving rise to the absence of surface heterogeneities. Therefore, protamine is an excellent biocompatible candidate to form smooth surfaces, for instance in multilayers composed of polyelectrolytes and particles to be used in biomedical applications.

Entanglement entropy from tensor network states for stabilizer codes

NASA Astrophysics Data System (ADS)

He, Huan; Zheng, Yunqin; Bernevig, B. Andrei; Regnault, Nicolas

2018-03-01

In this paper, we present the construction of tensor network states (TNS) for some of the degenerate ground states of three-dimensional (3D) stabilizer codes. We then use the TNS formalism to obtain the entanglement spectrum and entropy of these ground states for some special cuts. In particular, we work out examples of the 3D toric code, the X-cube model, and the Haah code. The latter two models belong to the category of "fracton" models proposed recently, while the first one belongs to the conventional topological phases. We mention the cases for which the entanglement entropy and spectrum can be calculated exactly: For these, the constructed TNS is a singular value decomposition (SVD) of the ground states with respect to particular entanglement cuts. Apart from the area law, the entanglement entropies also have constant and linear corrections for the fracton models, while the entanglement entropies for the toric code models only have constant corrections. For the cuts we consider, the entanglement spectra of these three models are completely flat. We also conjecture that the negative linear correction to the area law is a signature of extensive ground-state degeneracy. Moreover, the transfer matrices of these TNSs can be constructed. We show that the transfer matrices are projectors whose eigenvalues are either 1 or 0. The number of nonzero eigenvalues is tightly related to the ground-state degeneracy.

The Effect of Tou Nong San on Transplanted Tumor Growth in Nude Mice

PubMed Central

Fang, Liang-Hua; Wang, Rui-Ping; Hu, Shou-You; Teng, Yu-Hao; Xie, Wei-Bing

2015-01-01

Tou Nong San (TNS) is a traditional Chinese medicinal decoction used to treat sores and carbuncles. It contains four herbal drugs and one animal medicine: Radix Astragaliseu Seu Hedysari, Angelica sinensis, Ligustici Chuanxiong, Spina Gleditsiae, and stir-baked Squama Manis. Previous studies have shown that it has anticancer effects. This report validates in vivo antitumor properties of TNS. The compounds contained in TNSE were confirmed by liquid chromatographmass spectrometer (LC-MS) analysis. The in vivo antitumor activity of TNS extract (TNSE) was tested by feeding it to athymic mice harboring a human colonic tumor subcutaneous xenograft. Toxicity was monitored by recording behavior and weight parameters. Seven compounds were detected in TNSE by LC-MS. TNSE was fed to athymic mice for 2 weeks. No adverse reactions were reported. Compared to the control group, administration of TNSE to tumor bearing mice significantly reduced both tumor weight and volume. The expressions of p-PI3K, p-AKT, p-mTOR, p-p70s6k1, VEGF, and CD31 were significantly reduced, the expression levels of cleaved Caspase-9 and cleaved Caspase-3 were significantly increased in the TNSE groups compared to the control group as determined by western blot and immunohistochemistry. TNSE produced anticolonic cancer effects and the underlying mechanisms involved inhibition of the PI3K/AKT signal transduction pathway, inhibition of angiogenesis, and promotion of apoptotic proteins. PMID:25788964

A mower detector to judge soil sorting

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bramlitt, E.T.; Johnson, N.R.

1995-12-31

Thermo Nuclear Services (TNS) has developed a mower detector as an inexpensive and fast means for deciding potential value of soil sorting for cleanup. It is a shielded detector box on wheels pushed over the ground (as a person mows grass) at 30 ft/min with gamma-ray counts recorded every 0.25 sec. It mirror images detection by the TNS transportable sorter system which conveys soil at 30 ft/min and toggles a gate to send soil on separate paths based on counts. The mower detector shows if contamination is variable and suitable for sorting, and by unique calibration sources, it indicates detectionmore » sensitivity. The mower detector has been used to characterize some soil at Department of Energy sites in New Jersey and South Carolina.« less

The optical re-brightening of nova M31N 2017-11a

NASA Astrophysics Data System (ADS)

Xu, Zhijian; Gao, Xing; Li, Yanxi; Zhao, Jingyuan; Zhang, Mi

2017-12-01

We report the initial discovery of the optical re-brightening of the Fe II class nova M31N 2017-11a (AT2017hvi = PTSS-17zap) which was first reported by PMO-Tsinghua Supernova Survey (PTSS, http://www.cneost.org/ptss/ ), (2017, TNS Discovery Report https://wis-tns.weizmann.ac.il/object/2017hvi) at r-Sloan magnitude 18.5 on 2017-11-04 16:41:02 UT. Spectroscopy by Williams & Darnley using the 2-m Liverpool telescope (ATel #10990) on 2017 Nov 20.11 UT, and by Fabrika et al., (ATel #10998) taken two days later at the Russian BTA telescope, showed Balmer emission lines together with numerous strong Fe II lines, confirming its classification as a classical Fe II class nova.

Frequency and Genetic Determinants of Tigecycline Resistance in Clinically Isolated Stenotrophomonas maltophilia in Beijing, China.

PubMed

Zhao, Jin; Liu, Yunxi; Liu, Yi; Wang, Dong; Ni, Wentao; Wang, Rui; Liu, Youning; Zhang, Bo

2018-01-01

Stenotrophomonas maltophilia is an emerging nosocomial pathogen with high resistance to most clinically used antimicrobials. Tigecycline is a potential alternative antimicrobial for S. maltophilia infection treatment, but its resistance mechanism in clinical isolates is not fully elucidated. We investigated the antimicrobial susceptibility of 450 S. maltophilia isolated during 2012-2015 from three university hospitals in Beijing, China. These strains exhibited high susceptibility to minocycline (98.44%), sulfamethoxazole/trimethoprim (87.56%), tigecycline (77.78 %), doxycycline (81.33%), levofloxacin (67.56%), and ticarcillin/clavulanate (73.00%). The susceptibility of tigecycline-nonsusceptible strains (TNS) to doxycycline and levofloxacin was much lower than that of tigecycline-susceptible strains (TSS) (25.00% vs. 97.71% for doxycycline, P < 0.001; 17.00% vs. 82.00% for levofloxacin, P < 0.001). We further selected 48 TNS and TSS and compared the detection rate of eight tetracycline-specific genes by PCR and the expression level of six intrinsic multidrug resistance efflux pumps by real-time PCR. Only one tetB and two tetH genes in TNS and three tetH genes in TSS were detected, and the detection rate had no difference. The average expression level of smeD in TNS was higher than that in TSS [20.59 (11.53, 112.54) vs. 2.07 (0.80, 4.96), P < 0.001], while the average expression levels of smeA , smeI , smeO , smeV , and smrA were not significantly different, indicating that smeDEF was the predominant resistance genetic determinant in clinical S. maltophilia . Higher smeD expression was also observed in levofloxacin- and doxycycline-nonsusceptible isolates than in their corresponding susceptible isolates [16.46 (5.83, 102.24) vs. 2.72 (0.80, 6.25) for doxycycline, P < 0.001; 19.69 (8.07, 115.10) vs. 3.01(1.00, 6.03), P < 0.001], indicating that smeDEF was also the resistance genetic determinant to levofloxacin and doxycycline. The consistent resistance profile and common resistance genetic determinant highlight the importance of rational use of tigecycline for preventing the occurrence and spread of multidrug resistance.

Oral hygiene status, gingival status, periodontal status, and treatment needs among pregnant and nonpregnant women: A comparative study.

PubMed

Kashetty, Meena; Kumbhar, Sagar; Patil, Smita; Patil, Prashant

2018-01-01

The gingival and periodontal changes during pregnancy are well known. Gingivitis is the most prevalent oral manifestations associated with pregnancy. The hormonal and vascular changes that accompany pregnancy are known to exaggerate the inflammatory response to the local irritants. Hence, a study was designed to assess oral hygiene status, gingival status, periodontal status, and treatment needs (TNs) among pregnant and nonpregnant women. A cross-sectional study was conducted among 120 pregnant and 120 nonpregnant women of 18-44 years age attending the Outpatient Department of Gynaecology and Obstetrics in Government Hospital of Belgaum city, Karnataka, India. The study consisted of an interview and oral examination. Type 3 examination was followed. Simplified Oral Hygiene Index (OHI-S), Gingival Index, and Community Periodontal Index and TNs Index were used to assess "oral hygiene status," "gingival status," and "periodontal status and TNs," respectively. The pregnant women showed poor oral hygiene with the mean OHI-S score as 2.68. Gingivitis was prevalent in almost all the pregnant and nonpregnant women. However, it was found more severe in pregnant women with mean gingival score as 1.25. A definite increase in gingivitis was found from Trimester II to Trimester III. The mean number of sextants showing healthy gingiva was significantly ( P < 0.01) lower among pregnant women. Pregnant women showed poor oral hygiene, more gingival inflammation, and more periodontal disease as compared to nonpregnant women. The severity of gingivitis increased in Trimester III. Proper oral hygiene practice can prevent these diseases and further complications.

The effect of supplementary feeding on the resilience and resistance of browsing Criollo kids against natural gastrointestinal nematode infections during the rainy season in tropical Mexico.

PubMed

Torres-Acosta, J F J; Jacobs, D E; Aguilar-Caballero, A; Sandoval-Castro, C; May-Martinez, M; Cob-Galera, L A

2004-10-05

The objective was to determine the effect of supplementary feeding on the resilience and resistance of Criollo kids against natural gastrointestinal nematode (GIN) infections, when browsing native vegetation during the wet season in tropical Mexico. Thirty-four 2-month old Criollo kids, raised nematode free, were included at weaning in a 22-week trial. The kids were placed into four groups. Two groups of 8 kids were offered 100g/day soybean and sorghum meal (26%:74%, respectively fresh basis) (treated/supplemented (T-S) and infected/supplemented (I-S)). Two groups remained with no supplement for the duration of the trial (infected/non-supplemented (I-NS) (n = 10) and treated/non-supplemented (T-NS) (n = 8)). Kids in groups T-S and T-NS were drenched with 0.2mg of moxidectin/kg body weight orally (Cydectin, Fort Dodge) every 28 days. Groups I-S and I-NS were naturally infected with GIN. The animals browsed native vegetation (for an average of 7h/day) together with a herd of 120 naturally infected adult goats. Cumulative live weight gain (CLWG), packed cell volume (PCV), haemoglobin (Hb), total plasma protein and plasma albumin were recorded every 14 days as measurements of resilience. Resistance parameters (faecal egg counts (FEC) and peripheral eosinophil counts (PEC)) were also measured. Bulk faecal cultures were made for each group every 28 days. Every month a new pair of tracer kids assessed the infectivity of the vegetation browsed by the animals. The T-S group had the highest CLWG, PCV and Hb compared to the other three groups (P < 0.001). The I-S and T-NS group had similar mean CLWG and PCV (P > 0.05), while the I-NS group had the poorest CLWG, PCV and Hb (P < 0.001). The PEC of supplemented kids (I-S and T-S) was higher than in the I-NS and T-NS kids (P < 0.05). No effect of supplementary feeding was found in the FEC. Tracer kids and faecal cultures showed that kids suffered mixed infections with Haemonchus contortus, Trichostrongylus colubriformis and Oesophagostomum columbianum. Supplementary feeding improved resilience of browsing Criollo kids against natural GIN infections and was economically feasible. Improved resistance was also suggested by the PEC but was not confirmed in the FEC.

Subject Case in Children with SLI and Unaffected Controls: Evidence for the Agr/Tns Omission Model.

ERIC Educational Resources Information Center

Wexler, Kenneth; Rice, Mabel; Schutze, Carson T.

1998-01-01

Presents new evidence for the view that specific language impairment (SLI) involves a syntactic-feature deficit within non-evident grammar. The data involve morphological case and its interaction with verbal inflection. (Author/VWL)

Message From the Editor for Contributions to the 2010 Real Time Conference Issue of TNS

NASA Astrophysics Data System (ADS)

Schmeling, Sascha Marc

2011-08-01

The 72 papers in this special issue were originally presented at the 17th IEEE-NPSS Real Time Conference (RT2010) on Computing Applications in Nuclear and Plasma Sciences, held in Lisbon, Portugal in May 2010.

Symptomatic and Electrodiagnostic Features of Peripheral Neuropathy in Scleroderma.

PubMed

Paik, Julie J; Mammen, Andrew L; Wigley, Fredrick M; Shah, Ami A; Hummers, Laura K; Polydefkis, Michael

2016-08-01

To determine the prevalence of peripheral neuropathy in scleroderma. The prevalence of length-dependent peripheral neuropathy was rigorously assessed using signs and symptoms of neuropathy derived from the Total Neuropathy Score (TNS), and standardized nerve conduction study (NCS). All subjects underwent TNS and NCS. Those who were symptomatic or had NCS evidence of peripheral neuropathy underwent laboratory evaluation for secondary causes of neuropathy. A total of 130 subjects were approached for participation and 60 enrolled. Of the 60 subjects, 50 (83.3%) were female and 37 (61.7%) were of the limited cutaneous subtype. The mean ± SD age was 55 ± 11.1 years, and mean ± SD disease duration was 15.3 ± 10.1 years. A total of 17 of 60 (28%) had evidence of a peripheral neuropathy as defined by the presence of neuropathic symptoms on the TNS (12 of 60) and/or electrophysiologic evidence of neuropathy (5 subjects with neuropathic symptoms and 5 without neuropathic symptoms). Subjects with neuropathy were more likely to be male (60% versus 40%; P = 0.02), African American (41% versus 4.6%; P = 0.001), have diabetes mellitus (17.7% versus 0%; P = 0.02), have limited cutaneous scleroderma (82.3% versus 53.5%; P = 0.04), and have anti-U1 RNP antibodies (23.5% versus 0%; P = 0.009) than those without neuropathy. A potential nonscleroderma etiology for the peripheral neuropathy such as diabetes mellitus was found in 82.3% (14 of 17) of subjects with neuropathy. While symptoms or objective evidence of peripheral neuropathy are common among patients with scleroderma, the cause may often be attributed to comorbid nonscleroderma-related conditions. © 2016, American College of Rheumatology.

Evaluation of eicosanoids in nasal lavage as biomarkers of inflammation in patients with allergic rhinitis

PubMed Central

Górski, Paweł; Antczak, Adam

2014-01-01

Introduction Cysteinyl leukotrienes (cys-LTs), 8-isoprostane and prostaglandin E2 (PGE2) constitute fundamental mediators in allergic inflammation; therefore we wanted to determine the utility of PGE2, 8-isoprostane and cys-LT levels in nasal lavage as biomarkers of allergic inflammation. Material and methods Twenty-one patients with allergic rhinitis (AR) were included on the basis of a positive history of AR symptoms and positive results of skin prick tests to grass pollen allergens. The main exclusion criteria were: uncontrolled asthma, nasal polyps, respiratory infection, tuberculosis, neoplastic and autoimmune diseases, current smoking and immunotherapy. Both outside the pollen season and at the height of the pollen season, total nasal symptom score (TNS-4) was evaluated and the levels of cys-LTs, 8-isoprostane and PGE2 were measured in nasal lavage fluid (NALF). Results Natural allergen stimulation resulted in a significant increase of TNS-4 (p < 0.001) and nasal eosinophilia (p < 0.001). The concentration of PGE2 dominated in the NALF outside the pollen season and decreased significantly at the height of natural exposure (p < 0.01). In contrast, lower baseline concentrations of cys-LTs and 8-isoprostane increased significantly upon allergen stimulation (p < 0.05). There was a significant correlation between mean concentration of PGE2 and eosinophil number in NALF (r = 0.67, p = 0.0439). Conclusions The NALF concentrations of cys-LTs and 8-isoprostane change simultaneously with TNS-4 and nasal eosinophilia. However, due to the lack of any significant correlation, their utility as markers of allergic rhinitis should be warily considered. The decrease of PGE2 concentration in NALF which correlated with nasal eosinophilia may participate in escalation of allergic inflammation and needs further evaluation. PMID:25624848

A correlation between acute kidney injury and myonecrosis after scheduled percutaneous coronary intervention*

PubMed Central

Zhang, Min; Meng, Hao-yu; Zhao, Ying-ming; Tao, Zhi-wen; Gong, Xiao-xuan; Wang, Ze-mu; Chen, Bo; Tao, Zheng-xian; Li, Chun-jian; Zhu, Tie-bing; Wang, Lian-sheng; Yang, Zhi-jian

2013-01-01

Slight elevations in cardiac troponin I and T are frequently observed after percutaneous coronary intervention (PCI). Contrast-induced acute kidney injury (CI-AKI) is a complex syndrome induced by exposure to intravascular contrast media (CM). Currently, the relationships between the CM, pre-existing kidney insufficiency, CI-AKI, and myonecrosis after elective PCI are unclear. To investigate the relationship between CI-AKI and post-procedural myonecrosis (PMN) after PCI, we analyzed 327 non-ST-segment elevation acute coronary syndrome subjects undertaking elective PCI. The levels of cardiac troponins (cTns), cTnI and cTnT, at baseline and on at least one occasion 18–24 h after PCI were measured. We also recorded serum levels of creatinine (SCr) and the urine albumin:creatinine ratio (ACR) before coronary angiography, and 24–48 h and 48–72 h after contrast administration. A post-procedure increase in cTns was detected in 16.21% (53/327) of subjects with cTns levels >99th to 5×99th percentile upper reference limit (URL). Twenty-seven patients (8.26%) developed CI-AKI. CI-AKI occurred more often in subjects with PMN than in those without PMN (20.8% versus 5.8%, respectively, P=0.001). Multiple logistic regression analysis revealed that pre-existing microalbuminuria (MA) was an important independent predictor of PMN (OR: 3.31; 95% CI: 1.26–8.65, P=0.01). However, there was no correlation between the incidence of CI-AKI and PMN (OR: 2.38; 95% CI: 0.88–6.46, P=0.09). We conclude that pre-existing MA was not only an important independent predictor of CI-AKI but also of PMN. PMID:23897790

Oral hygiene status, gingival status, periodontal status, and treatment needs among pregnant and nonpregnant women: A comparative study

PubMed Central

Kashetty, Meena; Kumbhar, Sagar; Patil, Smita; Patil, Prashant

2018-01-01

Objectives: The gingival and periodontal changes during pregnancy are well known. Gingivitis is the most prevalent oral manifestations associated with pregnancy. The hormonal and vascular changes that accompany pregnancy are known to exaggerate the inflammatory response to the local irritants. Hence, a study was designed to assess oral hygiene status, gingival status, periodontal status, and treatment needs (TNs) among pregnant and nonpregnant women. Materials and Methods: A cross-sectional study was conducted among 120 pregnant and 120 nonpregnant women of 18–44 years age attending the Outpatient Department of Gynaecology and Obstetrics in Government Hospital of Belgaum city, Karnataka, India. The study consisted of an interview and oral examination. Type 3 examination was followed. Simplified Oral Hygiene Index (OHI-S), Gingival Index, and Community Periodontal Index and TNs Index were used to assess “oral hygiene status,” “gingival status,” and “periodontal status and TNs,” respectively. Results: The pregnant women showed poor oral hygiene with the mean OHI-S score as 2.68. Gingivitis was prevalent in almost all the pregnant and nonpregnant women. However, it was found more severe in pregnant women with mean gingival score as 1.25. A definite increase in gingivitis was found from Trimester II to Trimester III. The mean number of sextants showing healthy gingiva was significantly (P < 0.01) lower among pregnant women. Conclusions: Pregnant women showed poor oral hygiene, more gingival inflammation, and more periodontal disease as compared to nonpregnant women. The severity of gingivitis increased in Trimester III. Proper oral hygiene practice can prevent these diseases and further complications. PMID:29769772

Message From the Editor for Contributions to the 2007 Real Time Conference Issue of TNS

NASA Astrophysics Data System (ADS)

Dufey, Jean-Pierre

2008-02-01

This issue presents 67 papers which were originally presented at the 15th IEEE-NPSS Real Time Conference (RT2007) on Computing Applications in Nuclear and Plasma Sciences held at Fermilab, Batavia, IL, April 29-May 4, 2007.

Targeted Gene Deletion in Cordyceps militaris Using the Split-Marker Approach.

PubMed

Lou, HaiWei; Ye, ZhiWei; Yun, Fan; Lin, JunFang; Guo, LiQiong; Chen, BaiXiong; Mu, ZhiXian

2018-05-01

The macrofungus Cordyceps militaris contains many kinds of bioactive ingredients that are regulated by functional genes, but the functions of many genes in C. militaris are still unknown. In this study, to improve the frequency of homologous integration, a genetic transformation system based on a split-marker approach was developed for the first time in C. militaris to knock out a gene encoding a terpenoid synthase (Tns). The linear and split-marker deletion cassettes were constructed and introduced into C. militaris protoplasts by PEG-mediated transformation. The transformation of split-marker fragments resulted in a higher efficiency of targeted gene disruption than the transformation of linear deletion cassettes did. The color phenotype of the Tns gene deletion mutants was different from that of wild-type C. militaris. Moreover, a PEG-mediated protoplast transformation system was established, and stable genetic transformants were obtained. This method of targeted gene deletion represents an important tool for investigating the role of C. militaris genes.

Observation of nodal line in non-symmorphic topological semimetal InBi

DOE PAGES

Ekahana, Sandy Adhitia; Wu, Shu-Chun; Jiang, Juan; ...

2017-05-30

Topological nodal semimetal (TNS), characterized by its touching conduction and valence bands, is a newly discovered state of quantum matter which exhibits various exotic physical phenomena. Recently, a new type of TNS called topological nodal line semimetal (TNLS) is predicted where its conduction and valence band form a degenerate one-dimension line which is further protected by its crystal symmetry. In this work, we systematically investigated the bulk and surface electronic structure of the non-symmorphic, TNLS in InBi (which is also a type II Dirac semimetal) with strong spin–orbit coupling by using angle resolved photoemission spectroscopy. By tracking the crossing points of the bulk bands at the Brillouin zone boundary, we discovered the nodal-line feature along themore » $${{k}}_{{z}}$$ direction, in agreement with the ab initio calculations and confirmed it to be a new compound in the TNLS family. Our discovery provides a new material platform for the study of these exotic topological quantum phases and paves the way for possible future applications.« less

Design of Knowledge Models for Teaching Experimental Sciences at University

ERIC Educational Resources Information Center

Pérez de Villarreal, Maider

2018-01-01

Teaching Experimental Sciences is a compulsory subject in the Bachelor's Degree in Primary Education (BDPE). It belongs to the discipline of Education and to the field of "Knowledge of the social and natural environment", and consists of a total of 24 ECTS, of which 6 ECTS correspond to "Teaching Natural Sciences" (TNS). This…

Transonic Navier-Stokes wing solution using a zonal approach. Part 1: Solution methodology and code validation

NASA Technical Reports Server (NTRS)

Flores, J.; Gundy, K.; Gundy, K.; Gundy, K.; Gundy, K.; Gundy, K.

1986-01-01

A fast diagonalized Beam-Warming algorithm is coupled with a zonal approach to solve the three-dimensional Euler/Navier-Stokes equations. The computer code, called Transonic Navier-Stokes (TNS), uses a total of four zones for wing configurations (or can be extended to complete aircraft configurations by adding zones). In the inner blocks near the wing surface, the thin-layer Navier-Stokes equations are solved, while in the outer two blocks the Euler equations are solved. The diagonal algorithm yields a speedup of as much as a factor of 40 over the original algorithm/zonal method code. The TNS code, in addition, has the capability to model wind tunnel walls. Transonic viscous solutions are obtained on a 150,000-point mesh for a NACA 0012 wing. A three-order-of-magnitude drop in the L2-norm of the residual requires approximately 500 iterations, which takes about 45 min of CPU time on a Cray-XMP processor. Simulations are also conducted for a different geometrical wing called WING C. All cases show good agreement with experimental data.

Peripheral Neuropathy, Sensory Processing, and Balance in Survivors of Acute Lymphoblastic Leukemia.

PubMed

Varedi, Mitra; Lu, Lu; Howell, Carrie R; Partin, Robyn E; Hudson, Melissa M; Pui, Ching-Hon; Krull, Kevin R; Robison, Leslie L; Ness, Kirsten K; McKenna, Raymond F

2018-05-29

Purpose To compare peripheral nervous system function and balance between adult survivors of childhood acute lymphoblastic leukemia (ALL) and matched controls and to determine associations between peripheral neuropathy (PN) and limitations in static balance, mobility, walking endurance, and quality of life (QoL) among survivors. Patients and Methods Three hundred sixty-five adult survivors of childhood ALL and 365 controls with no cancer history completed assessments of PN (modified Total Neuropathy Score [mTNS]), static balance (Sensory Organization Test [SOT]), mobility (Timed Up and Go), walking endurance (6-minute walk test), QoL (Medical Outcomes Study 36-Item Short Form Survey), and visual-motor processing speed (Wechsler Adult Intelligence Scale). Results PN, but not impairments, in performance on SOT was more common in survivors than controls (41.4% v 9.5%, respectively; P < .001). In multivariable models, higher mTNS scores were associated with longer time to complete the Timed Up and Go (β = 0.15; 95% CI, 0.06 to 0.23; P < .001), shorter distance walked in 6 minutes (β = -4.39; 95% CI, -8.63 to -0.14; P = .04), and reduced QoL (β = -1.33; 95% CI, -1.79 to -0.87; P < .001 for physical functioning; β = -1.16; 95% CI, -1.64 to -0.67; P < .001 for role physical; and β = -0.88; 95% CI, -1.34 to -0.42; P < .001 for general health). Processing speed (β = 1.69; 95% CI, 0.98 to 2.40; P < .001), but not mTNS score, was associated with anterior-posterior sway on the SOT. Conclusion PN in long-term ALL survivors is associated with movement, including mobility and walking endurance, but not with static standing balance. The association between processing speed and sway suggests that static balance impairment in ALL survivors may be influenced by problems with CNS function, including the processing of sensory information.

MDM Redshift of the Host of ASASSN-17gs

NASA Astrophysics Data System (ADS)

Chornock, R.; Margutti, R.

2017-06-01

The optical transient ASASSN-17gs = AT2017egv (http://www.astronomy.ohio-state.edu/ assassin/transients.html, https://wis-tns.weizmann.ac.il/object/2017egv) was associated with the new Fermi LAT source J1544-0649 and a new, bright X-ray source Swift 154419.7-064915 by Ciprini et al. (ATel #10482).

Tannase enhances the anti-inflammatory effect of grape pomace in Caco-2 cells treated with IL-1beta

USDA-ARS?s Scientific Manuscript database

Grape pomace (GP) is rich in polymeric polyphenolics and glycosides which have lower bioefficacy than monomeric and aglycone counterparts. The aim of this study was to determine whether tannin acyl hydrolase [tannase (TNS)] can improve the antioxidant and anti-inflammatory actions of GP in Caco-2 ce...

A Critical Review of the State of Finite Plasticity

DTIC Science & Technology

1990-05-01

UNCLASSIFIED SECURITY CLASSIFICATION OF THIS PAGE (tns o’s Enai. REPOR OCMENTATION PAGE 8FR OPZIGPM7 11 EO TNUBRI GOVT ACCESION O.S RECIPIENT’S...ments of the type reported by Lamba and Sidebottom (1978a,b) for two-dimensional strain cycling that can be sustained by a biaxial state of stress

ERP Responses to Violations in the Hierarchical Structure of Functional Categories in Japanese Verb Conjugation

ERIC Educational Resources Information Center

Kobayashi, Yuki; Sugioka, Yoko; Ito, Takane

2018-01-01

An event-related potential experiment was conducted in order to investigate readers' response to violations in the hierarchical structure of functional categories in Japanese, an agglutinative language where functional heads like Negation (Neg) as well as Tense (Tns) are realized as suffixes. A left-lateralized negativity followed by a P600 was…

NTFPs in Scotland: Changing attitudes to access rights in a reforesting land

Treesearch

Alison Dyke; Marla R. Emery

2010-01-01

Nearly one-quarter of the Scottish population gathers non-timber forest products (NTFPs), according to recent surveys (Heggie, 2001; TNS Global, 2003; West and Smith, 2003; Snowley and Daley, 2005). The practice of gathering wild plant materials and fungi crosses age, class, ethnicity and socio-economic status. It provides a suite of benefits that contribute to health...

Spectroscopic classification of AT2018avk as a likely SLSN I

NASA Astrophysics Data System (ADS)

Nicholl, Matt; Gomez, Sebastian; Blanchard, Peter; Berger, Edo

2018-05-01

We obtained an optical spectrum of AT2018avk using the Blue Channel Spectrograph mounted on the 6.5m MMT Telescope (3400-8400 angstroms). AT2018avk was reported to the Transient Name Server (https://wis-tns.weizmann.ac.il/) by the ESA Gaia Photometric Science Alerts Team and DPAC (http://gsaweb.ast.cam.ac.uk/alerts).

Spectroscopic classification of AT 2017ixr as a nova in M31

NASA Astrophysics Data System (ADS)

Williams, S. C.; Darnley, M. J.; Carey, G.

2018-01-01

We obtained spectra of the transient AT 2017ixr (see TNS) with the SPRAT spectrograph (resolution R 350; Piascik et al. 2014) on the 2-m Liverpool Telescope (LT; Steele et al. 2004) on 2017 Dec 27.90 and 2018 Jan 12.83 UT. The first spectrum (2017 Dec 27) shows narrow H & alpha; emission on a blue continuum.

Monte Carlo simulations of thermal comptonization process in a two-component advective flow around a neutron star

NASA Astrophysics Data System (ADS)

Bhattacharjee, Ayan; Chakrabarti, Sandip K.

2017-12-01

We explore spectral properties of a two-component advective flow around a neutron star. We compute the effects of thermal Comptonization of soft photons emitted from a Keplerian disc and the boundary layer of the neutron star by the post-shock region of a sub-Keplerian flow, formed due to the centrifugal barrier. The shock location Xs is also the inner edge of the Keplerian disc. We compute a series of realistic spectra assuming a set of electron temperatures of the post-shock region TCE, the temperature of the Normal BOundary Layer (NBOL) TNS of the neutron star and the shock location Xs. These parameters depend on the disc and halo accretion rates (\\dot{m}d and \\dot{m}h, respectively) that control the resultant spectra. We find that the spectrum becomes harder when \\dot{m}_h is increased. The spectrum is controlled strongly by TNS due to its proximity to the Comptonizing cloud since photons emitted from the NBOL cool down the post-shock region very effectively. We also show the evidence of spectral hardening as the inclination angle of the disc is increased.

Computation of transonic separated wing flows using an Euler/Navier-Stokes zonal approach

NASA Technical Reports Server (NTRS)

Kaynak, Uenver; Holst, Terry L.; Cantwell, Brian J.

1986-01-01

A computer program called Transonic Navier Stokes (TNS) has been developed which solves the Euler/Navier-Stokes equations around wings using a zonal grid approach. In the present zonal scheme, the physical domain of interest is divided into several subdomains called zones and the governing equations are solved interactively. The advantages of the Zonal Grid approach are as follows: (1) the grid for any subdomain can be generated easily; (2) grids can be, in a sense, adapted to the solution; (3) different equation sets can be used in different zones; and, (4) this approach allows for a convenient data base organization scheme. Using this code, separated flows on a NACA 0012 section wing and on the NASA Ames WING C have been computed. First, the effects of turbulence and artificial dissipation models incorporated into the code are assessed by comparing the TNS results with other CFD codes and experiments. Then a series of flow cases is described where data are available. The computed results, including cases with shock-induced separation, are in good agreement with experimental data. Finally, some futuristic cases are presented to demonstrate the abilities of the code for massively separated cases which do not have experimental data.

Transonic Navier-Stokes wing solutions using a zonal approach. Part 2: High angle-of-attack simulation

NASA Technical Reports Server (NTRS)

Chaderjian, N. M.

1986-01-01

A computer code is under development whereby the thin-layer Reynolds-averaged Navier-Stokes equations are to be applied to realistic fighter-aircraft configurations. This transonic Navier-Stokes code (TNS) utilizes a zonal approach in order to treat complex geometries and satisfy in-core computer memory constraints. The zonal approach has been applied to isolated wing geometries in order to facilitate code development. Part 1 of this paper addresses the TNS finite-difference algorithm, zonal methodology, and code validation with experimental data. Part 2 of this paper addresses some numerical issues such as code robustness, efficiency, and accuracy at high angles of attack. Special free-stream-preserving metrics proved an effective way to treat H-mesh singularities over a large range of severe flow conditions, including strong leading-edge flow gradients, massive shock-induced separation, and stall. Furthermore, lift and drag coefficients have been computed for a wing up through CLmax. Numerical oil flow patterns and particle trajectories are presented both for subcritical and transonic flow. These flow simulations are rich with complex separated flow physics and demonstrate the efficiency and robustness of the zonal approach.

SN2018cnf (ASASSN-18mr) is a type IIn supernova with an outburst in 2015 (PS15dkt)

NASA Astrophysics Data System (ADS)

Prentice, S. J.; Maguire, K.; Pastorello, A.; Tomasella, L.; Reguitti, A.; Morales-Garoffolo, A.; Geier, S.; Smith, K. W.; Wright, D.; Smartt, S. J.; Huber, M.; Chambers, K. C.; Flewelling, H.; Willman, M.; Schultz, A.; Lowe, T.; Magnier, E.; Waters, C.; Wainscoat, R. J.

2018-06-01

ASASSN-18mr (TNS #19408) is a g=17.7 mag transient in the host galaxy 2MASX J23393156-0308565, at a distance of 96 Mpc (z=0.023763) discovered by the All Sky Automated Survey for SuperNovae (ASAS-SN, Holoien, et al. 2017, MNRAS, 464, 2672) on 2018-06-14.

Discovery and Classification of ZTF Transients

NASA Astrophysics Data System (ADS)

Lunnan, Ragnhild; Taddia, Francesco; Sollerman, Jesper; Barbarino, Cristina; Goobar, Ariel; Fremling, Christoffer; Kasliwal, Mansi; Cannella, Chris; Blagorodnova, Nadejda; Neill, J. Don; Walters, Richard; Ho, Anna; Yan, Lin; Burdge, Kevin; Schulze, Steve; Yaron, Ofer; Gal-Yam, Avishay; Yang, Yi; Graham, Melissa; Golkhou, V. Zach; Bellm, Eric; Parley, Daniel; Zwicky Transient Facility Collaboration

2018-04-01

We report spectroscopic classifications of 17 transients discovered by the Zwicky Transient Facility (ZTF; ATel #11266) during science validation. Additional classifications of older transients have been reported to and are publicly available on the TNS. Spectra were obtained with DBSP at the Palomar 200-in Hale Telescope, with DIS at the ARC 3.5m telescope at Apache Point Observatory, and with SPRAT at Liverpool Telescope.

Message From the Editor for Contributions to the 2012 Real Time Conference Issue of TNS

NASA Astrophysics Data System (ADS)

Schmeling, Sascha Marc

2013-10-01

The papers in this special issue were originally presented at the 18th IEEE-NPSS Real Time Conference (RT2012) on Computing Applications in Nuclear and Plasma Sciences, held in Berkeley, California, USA, in June 2012. These contributions come from a broad range of fields of application, including Astrophysics, Medical Imaging, Nuclear and Plasma Physics, Particle Accelerators, and Particle Physics Experiments.

A perturbative approach to the redshift space correlation function: beyond the Standard Model

NASA Astrophysics Data System (ADS)

Bose, Benjamin; Koyama, Kazuya

2017-08-01

We extend our previous redshift space power spectrum code to the redshift space correlation function. Here we focus on the Gaussian Streaming Model (GSM). Again, the code accommodates a wide range of modified gravity and dark energy models. For the non-linear real space correlation function used in the GSM we use the Fourier transform of the RegPT 1-loop matter power spectrum. We compare predictions of the GSM for a Vainshtein screened and Chameleon screened model as well as GR. These predictions are compared to the Fourier transform of the Taruya, Nishimichi and Saito (TNS) redshift space power spectrum model which is fit to N-body data. We find very good agreement between the Fourier transform of the TNS model and the GSM predictions, with <= 6% deviations in the first two correlation function multipoles for all models for redshift space separations in 50Mpch <= s <= 180Mpc/h. Excellent agreement is found in the differences between the modified gravity and GR multipole predictions for both approaches to the redshift space correlation function, highlighting their matched ability in picking up deviations from GR. We elucidate the timeliness of such non-standard templates at the dawn of stage-IV surveys and discuss necessary preparations and extensions needed for upcoming high quality data.

Assessment Tools for Peripheral Neuropathy in Pediatric Oncology: A Systematic Review From the Children's Oncology Group.

PubMed

Smolik, Suzanne; Arland, Lesley; Hensley, Mary Ann; Schissel, Debra; Shepperd, Barbara; Thomas, Kristin; Rodgers, Cheryl

Peripheral neuropathy is a known side effect of several chemotherapy agents, including vinca alkaloids and platinum-based chemotherapy. Early recognition and monitoring of this side effect is an important role of the pediatric oncology nurse. There are a variety of peripheral neuropathy assessment tools currently in use, but the usefulness of these tools in identifying and grading neuropathy in children varies, and there is currently no standardized tool in place to evaluate peripheral neuropathy in pediatric oncology. A systematic review was performed to identify the peripheral neuropathy assessment tools that best evaluate the early onset and progression of peripheral neuropathy in pediatric patients receiving vincristine. Because of the limited information available in pediatric oncology, this review was extended to any pediatric patient with neuropathy. A total of 8 studies were included in the evidence synthesis. Based on available evidence, the pediatric-modified Total Neuropathy Scale (ped-m TNS) and the Total Neuropathy Score-pediatric version (TNS-PV) are recommended for the assessment of vincristine-induced peripheral neuropathy in children 6 years of age and older. In addition, several studies demonstrated that subjective symptoms alone are not adequate to assess for vincristine-induced peripheral neuropathy. Nursing assessment of peripheral neuropathy should be an integral and regular part of patient care throughout the course of chemotherapy treatment.

The ZTF Bright Transient Survey

NASA Astrophysics Data System (ADS)

Fremling, C.; Sharma, Y.; Kulkarni, S. R.; Miller, A. A.; Taggart, K.; Perley, D. A.; Gooba, A.

2018-06-01

As a supplement to the Zwicky Transient Facility (ZTF; ATel #11266) public alerts (ATel #11685) we plan to report (following ATel #11615) bright probable supernovae identified in the raw alert stream from the ZTF Northern Sky Survey ("Celestial Cinematography"; see Bellm & Kulkarni, 2017, Nature Astronomy 1, 71) to the Transient Name Server (https://wis-tns.weizmann.ac.il) on a daily basis; the ZTF Bright Transient Survey (BTS; see Kulkarni et al., 2018; arXiv:1710.04223).

Rolling and slipping down Galileo{close_quote}s inclined plane: Rhythms of the spheres

DOE Office of Scientific and Technical Information (OSTI.GOV)

Crawford, F.S.

In ``Two New Sciences`` (TNS) Galileo presents a number of theorems and propositions for smooth solid spheres released from rest and rolling a distance {ital d} in time {ital t} down an incline of height {ital H} and length {ital L}. We collect and summarize his results in a single grand proportionality {ital P}: {ital d}{sub 1}/{ital d}{sub 2}=({ital t}{sup 2}{sub 1}/{ital t}{sup 2}{sub 2})({ital H}/{ital L}){sub 1}/({ital H}/{ital L}){sub 2}. ({ital P}) From TNS it is clear that what we call {ital P} is assumed by Galileo to hold for all inclinations including vertical free fall with {ital H}/{italmore » L}=1. But in TNS he describes only experiments with gentle inclinations {ital H}/{ital L}{lt}1/2. Indeed he cannot have performed the vertical free fall ({ital H}={ital L}) experiment, because we (moderns) know that as we increase {ital H}/{ital L}, {ital P} starts to break down when {ital H}/{ital L} exceeds about 0.5, because the sphere, which rolls without slipping for small {ital H}/{ital L}, starts to slip, whence {ital d} starts to exceed the predictions of {ital P}, becoming too large by a factor of 7/5 for vertical free fall at {ital H}/{ital L}=1. In 1973 Drake and in 1975 Drake and MacLachlan published their analysis of a previously unpublished experiment that Galileo performed that (without his realizing it) directly compared rolling without slipping to free fall. In the experiment, a sphere that has gained speed {ital v}{sub 1} while rolling down a gentle incline is deflected so as to be launched horizontally with speed {ital v}{sub 1} into a free fall orbit discovered by Galileo to be a parabola. The measured horizontal distance {ital X}{sub 2} traveled in this parabolic orbit (for a given vertical distance fallen to the floor) was smaller than he expected, by a factor 0.84. But that is exactly what we (moderns) expect, since we know that Galileo did not appreciate the difference between rolling without slipping, and slipping on a frictionless surface.« less

Spectroscopic classification AT 2017jdm as a nova, and likely recurrent eruption of M31N 2007-10b

NASA Astrophysics Data System (ADS)

Williams, S. C.; Darnley, M. J.

2017-12-01

We obtained a spectrum of the transient AT 2017jdm (discovered by F. Castellani, R. Belligoli, C. Marangoni and F. Marziali; see TNS) with the SPRAT spectrograph (resolution R 350; Piascik et al. 2014) on the 2-m Liverpool Telescope (Steele et al. 2004) on 2017 Dec 24.86 UT. The spectrum shows extremely broad Balmer emission, with FWHM of H & alpha; measured at 10,000 km/s.

A perturbative approach to the redshift space correlation function: beyond the Standard Model

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bose, Benjamin; Koyama, Kazuya, E-mail: benjamin.bose@port.ac.uk, E-mail: kazuya.koyama@port.ac.uk

We extend our previous redshift space power spectrum code to the redshift space correlation function. Here we focus on the Gaussian Streaming Model (GSM). Again, the code accommodates a wide range of modified gravity and dark energy models. For the non-linear real space correlation function used in the GSM we use the Fourier transform of the RegPT 1-loop matter power spectrum. We compare predictions of the GSM for a Vainshtein screened and Chameleon screened model as well as GR. These predictions are compared to the Fourier transform of the Taruya, Nishimichi and Saito (TNS) redshift space power spectrum model whichmore » is fit to N-body data. We find very good agreement between the Fourier transform of the TNS model and the GSM predictions, with ≤ 6% deviations in the first two correlation function multipoles for all models for redshift space separations in 50Mpc h ≤ s ≤ 180Mpc/ h . Excellent agreement is found in the differences between the modified gravity and GR multipole predictions for both approaches to the redshift space correlation function, highlighting their matched ability in picking up deviations from GR. We elucidate the timeliness of such non-standard templates at the dawn of stage-IV surveys and discuss necessary preparations and extensions needed for upcoming high quality data.« less

Lipid tethering of breast tumor cells enables real-time imaging of free-floating cell dynamics and drug response

PubMed Central

Whipple, Rebecca A.; Zhang, Peipei; Sooklal, Elisabeth L.; Martin, Stuart S.; Jewell, Christopher M.

2016-01-01

Free-floating tumor cells located in the blood of cancer patients, known as circulating tumor cells (CTCs), have become key targets for studying metastasis. However, effective strategies to study the free-floating behavior of tumor cells in vitro have been a major barrier limiting the understanding of the functional properties of CTCs. Upon extracellular-matrix (ECM) detachment, breast tumor cells form tubulin-based protrusions known as microtentacles (McTNs) that play a role in the aggregation and re-attachment of tumor cells to increase their metastatic efficiency. In this study, we have designed a strategy to spatially immobilize ECM-detached tumor cells while maintaining their free-floating character. We use polyelectrolyte multilayers deposited on microfluidic substrates to prevent tumor cell adhesion and the addition of lipid moieties to tether tumor cells to these surfaces through interactions with the cell membranes. This coating remains optically clear, allowing capture of high-resolution images and videos of McTNs on viable free-floating cells. In addition, we show that tethering allows for the real-time analysis of McTN dynamics on individual tumor cells and in response to tubulin-targeting drugs. The ability to image detached tumor cells can vastly enhance our understanding of CTCs under conditions that better recapitulate the microenvironments they encounter during metastasis. PMID:26871289

Classification of AT2018bym as a Type I Superluminous Supernova

NASA Astrophysics Data System (ADS)

Blanchard, P.; Gomez, S.; Berger, E.; Nicholl, M.; Kattner, S.; Weiner, B.

2018-06-01

AT2018bym = ATLAS18ohj = MLS180520:184313+451228 = ZTF18aapgrxo was announced to the TNS by ATLAS (Tonry et al. 2011; ATel #8680) with a detection on 10 May 2018 UT and was detected even earlier by CRTS (Drake et al. 2009) on 5 May 2018 UT. We selected this event for spectroscopic follow up based on its ZTF data (Bellm & Kulkarni 2017; ATel #11266) as available through the ZTF Alert Archive (https://ztf.uw.edu/alerts/public/).

Dynamic Sequence Assignment.

DTIC Science & Technology

1983-12-01

ISEF;,, YE 5) SET NXT ENTRYIN PLANTO EF RESE LATH DEFENSETOhION ET REET E CNTRON L TO E. FIND EST PS TO THIS DEFENSE ’DEF’UPDATE PS OF THIS LOCATION... cNc 8p & iin Ik - -4 C- coj C4 GoC "p c C4 tnS ’Io V4~ en *1-4C .44 0800 * .. ; J knccC C4>4- 1Sc C4 C4A xll 00 % .... ***~***M******B13 6 . -0 4 )V

Spectroscopic classification of AT 2018adg as a Type Ic supernova

NASA Astrophysics Data System (ADS)

Williams, S. C.; Nordin, J.; Hook, I. M.

2018-03-01

We obtained a spectrum of the transient AT 2018adg (see TNS) with the SPRAT spectrograph (resolution R 350; Piascik et al. 2014) on the 2-m Liverpool Telescope (LT; Steele et al. 2004) on 2018 Mar 11.13 UT. The spectrum is consistent with AT 2018adg being a Type Ic supernova around peak brightness, at a redshift of z 0.02 to 0.03, in agreement with the host galaxy redshift of z = 0.022 (da Costa et al. 1998).

A Projection of the Characteristics of Group 4 Facsimile Equipment.

DTIC Science & Technology

1981-02-01

et de transfert quasi nu[ pour i compression d’impulsion donnd A cc genre de f <cJ ci! etf fo +Af. fitre ne modiflant pas Ia phase filtre adaptd : Ia...be used on the public telephone network where an DD, 1473k EiTiow or, Nov6 s OBSOLETE SECURITY CLASSIFICATION OF TN;S PAGE (When De E...are not necessarily visible to host computers attached to the network. Datagram: A finite length packet of data together with des - tination host

Preparation of alpha-cyclodextrin-terminated polyrotaxane consisting of beta-cyclodextrins and pluronic as a building block of a biodegradable network.

PubMed

Ooya, Tooru; Ito, Akihiro; Yui, Nobuhiko

2005-05-23

A beta-CD-based biodegradable polyrotaxane was prepared by capping both terminals of polypseudorotaxane consisting of hydrazide-terminated PEG-block-PPG-block-PEG (Pluronic P-105) and beta-CD-succinates with mono-aldehyde alpha-CDs. By decreasing pH, the fluorescent intensity of TNS was increased with time, indicating cleavage of the terminal hydrazone bonds followed by beta-CD-succinate release. The terminal alpha-CD moieties of the polyrotaxane are useful for self-assembled formation with some guest molecules. [Diagram: see text

Protective effects of amifostine, curcumin, and melatonin against cisplatin-induced acute kidney injury.

PubMed

Mercantepe, Filiz; Mercantepe, Tolga; Topcu, Atilla; Yılmaz, Adnan; Tumkaya, Levent

2018-06-02

Despite the enormous advances made in the field of oncology, no solution to the side effect of nephrotoxicity caused by cisplatin used as an antineoplastic agent for approximately 40 years has yet been discovered. This study investigated the effects of cisplatin on the kidney, the damage mechanism involved, and the potential capacity of agents such as amifostine, curcumin, and melatonin to elicit a future therapeutic protocol in cisplatin-induced nephrotoxicity at the ultrastructural and molecular levels. Our study consisted of five groups: control (saline solution only; group 1), cisplatin (cisplatin only; group 2), cisplatin + amifostine (group 3), cisplatin + curcumin (group 4), and cisplatin + melatonin (group 5). Rats in all groups except the control group were administered a single intraperitoneal dose of 7.5 mg/kg cisplatin. All animals were sacrificed under anesthesia on the sixth day after cisplatin administration. Cisplatin increased serum urea and serum creatinine levels and caused an increase in tubular necrosis scores (TNS), HPS, NF-κB/p65, 8-OHdG, and caspase-3 expressions (p < 0.05). Additionally, we observed basal membrane thickening in glomerules, intense electron deposition in the subendothelial region, and atypical folds in podocyte pedicels. Amifostine, curcumin, and melatonin reduced the increases in serum urea and serum creatinine levels following cisplatin administration and reduced the levels of TNS, HPS, NF-κB/p65, 8-OHdG, and caspase-3 expressions (p < 0.05). ROS-scavenging antioxidants may be a promising means of preventing acute kidney disease in patients using cisplatin in the treatment of malignant tumors.

In vitro and in vivo evaluation of anti-cancer activity: Shape-dependent properties of TiO2 nanostructures.

PubMed

Sree Latha, T; Reddy, Madhava C; Muthukonda, Shankar V; Srikanth, Vadali V S S; Lomada, Dakshayani

2017-09-01

Cancer is a complex and widespread disease, and it is going to be the first cause of death in the world. Chemotherapy has been used to treat cancer, but it is detrimental to immune cells and known to induce numerous side effects. Therefore it is imperative to develop new drugs for the treatment of cancer without any side effects and toxicity. TiO 2 nanomaterials are human safe, cost effective, chemically stable and have numerous biomedical applications. Spherical TiO 2 fine particles (TFP), TiO 2 nanosquares (TNS) and TiO 2 nanotubes (TNT) were developed and evaluated for anti-cancer activity in vitro and in vivo. Our data suggest that these nanostructured materials significantly inhibited proliferation of breast cancer MDAMB 231 cells in in vitro shape dependent manner. In addition, we found that TiO 2 nanostructures inhibited the migration and colony formation of breast cancer MDAMB231 cells. More importantly, we found that TNS/TNT/TFP had anti-angiogenic effect in CAM assay and TNT had comparable anti-angiogenic effect with the positive control staurosporine. Additional qRT-PCR data suggest that TiO 2 nanostructures induced the upregulation of tumor suppressor genes p53, MDA7, TRAIL and transcription factor STAT3, which suggests the probable mechanism for the anticancer activity of TiO 2 nanostructures. Finally, analysis of TEM confirms the dispersion and interaction of nanostructures in the cells. Thus these materials could be potential therapeutic targets for the treatment of cancer. Copyright © 2017. Published by Elsevier B.V.

Systematic review of spinal anaesthesia using bupivacaine for ambulatory knee arthroscopy.

PubMed

Nair, G S; Abrishami, A; Lermitte, J; Chung, F

2009-03-01

The use of lidocaine in spinal anaesthesia is associated with transient neurological syndrome (TNS). Bupivacaine has a lower incidence of TNS as an alternative but it may have a prolonged action. This study systematically reviews the literature about the recovery profile of patients undergoing spinal anaesthesia, using bupivacaine for arthroscopic knee surgery. We identified 17 eligible randomized clinical trials (RCTs) (1268 patients). All the articles in this review, except one, used hyperbaric bupivacaine. Five trials compared different doses of bupivacaine (range 3-15 mg). Large doses of bupivacaine (10 and 15 mg) were associated with delayed recovery, and supine positioning was associated with a high incidence of failure. With unilateral positioning, a dose as low as 4-5 mg seems to be sufficient. Five trials comparing bupivacaine or levobupivacaine with ropivacaine showed no significant difference in the time to home discharge. When bupivacaine was combined with fentanyl in two trials, marginal delay in recovery was found [time to discharge (min); weighted mean difference (WMD) 14.1, 95% CI 11.9-40.1] and increased nausea and pruritus but had reduced postoperative pain. Unilateral and bilateral spinal anaesthesia were assessed in two trials, and the latter group was associated with early recovery and discharge [time to discharge (min); WMD -41.6, 95% CI -63.6 to -19.6). The results of our systematic review suggest that 4-5 mg of hyperbaric bupivacaine can effectively produce spinal anaesthesia for knee arthroscopy with unilateral positioning. Ropivacaine or the addition of adjuvants did not improve the recovery time. There is a need for tighter RCTs with more consistent endpoints.

Presentation and management of trapped neutrophil syndrome (TNS) in UK Border collies.

PubMed

Mason, S L; Jepson, R; Maltman, M; Batchelor, D J

2014-01-01

Three UK bred Border collie puppies were presented for investigation of pyrexia and severe lameness with associated joint swelling. Investigations revealed neutropenia, radiographic findings suggesting metaphyseal osteopathy, and polyarthritis and all dogs were subsequently confirmed with trapped neutrophil syndrome. Clinical improvement was seen after treatment with prednisolone and antibiotics and the dogs all survived to adulthood with a good short- to medium-term outcome. Trapped neutrophil syndrome is an important differential diagnosis for young Border collie dogs in the UK presenting with pyrexia, neutropenia and musculoskeletal signs. © 2013 British Small Animal Veterinary Association.

Modelling non-linear effects of dark energy

NASA Astrophysics Data System (ADS)

Bose, Benjamin; Baldi, Marco; Pourtsidou, Alkistis

2018-04-01

We investigate the capabilities of perturbation theory in capturing non-linear effects of dark energy. We test constant and evolving w models, as well as models involving momentum exchange between dark energy and dark matter. Specifically, we compare perturbative predictions at 1-loop level against N-body results for four non-standard equations of state as well as varying degrees of momentum exchange between dark energy and dark matter. The interaction is modelled phenomenologically using a time dependent drag term in the Euler equation. We make comparisons at the level of the matter power spectrum and the redshift space monopole and quadrupole. The multipoles are modelled using the Taruya, Nishimichi and Saito (TNS) redshift space spectrum. We find perturbation theory does very well in capturing non-linear effects coming from dark sector interaction. We isolate and quantify the 1-loop contribution coming from the interaction and from the non-standard equation of state. We find the interaction parameter ξ amplifies scale dependent signatures in the range of scales considered. Non-standard equations of state also give scale dependent signatures within this same regime. In redshift space the match with N-body is improved at smaller scales by the addition of the TNS free parameter σv. To quantify the importance of modelling the interaction, we create mock data sets for varying values of ξ using perturbation theory. This data is given errors typical of Stage IV surveys. We then perform a likelihood analysis using the first two multipoles on these sets and a ξ=0 modelling, ignoring the interaction. We find the fiducial growth parameter f is generally recovered even for very large values of ξ both at z=0.5 and z=1. The ξ=0 modelling is most biased in its estimation of f for the phantom w=‑1.1 case.

Second order Pseudo-gaussian shaper

DOE Office of Scientific and Technical Information (OSTI.GOV)

Beche, Jean-Francois

2002-11-22

The purpose of this document is to provide a calculus spreadsheet for the design of second-order pseudo-gaussian shapers. A very interesting reference is given by C.H. Mosher ''Pseudo-Gaussian Transfer Functions with Superlative Recovery'', IEEE TNS Volume 23, p. 226-228 (1976). Fred Goulding and Don Landis have studied the structure of those filters and their implementation and this document will outline the calculation leading to the relation between the coefficients of the filter. The general equation of the second order pseudo-gaussian filter is: f(t) = P{sub 0} {center_dot} e{sup -3kt} {center_dot} sin{sup 2}(kt). The parameter k is a normalization factor.

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

NASA Astrophysics Data System (ADS)

Jernnigan, Laura Jane

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

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.

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

NASA Astrophysics Data System (ADS)

Lakin, Joni M.; Wallace, Carolyn S.

2015-03-01

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

Orthology Analysis and In Vivo Complementation Studies to Elucidate the Role of DIR1 during Systemic Acquired Resistance in Arabidopsis thaliana and Cucumis sativus

PubMed Central

Isaacs, Marisa; Carella, Philip; Faubert, Jennifer; Champigny, Marc J.; Rose, Jocelyn K. C.; Cameron, Robin K.

2016-01-01

AtDIR1 (Defective in Induced Resistance1) is an acidic lipid transfer protein essential for systemic acquired resistance (SAR) in Arabidopsis thaliana. Upon SAR induction, DIR1 moves from locally infected to distant uninfected leaves to activate defense priming; however, a molecular function for DIR1 has not been elucidated. Bioinformatic analysis and in silico homology modeling identified putative AtDIR1 orthologs in crop species, revealing conserved protein motifs within and outside of DIR1’s central hydrophobic cavity. In vitro assays to compare the capacity of recombinant AtDIR1 and targeted AtDIR1-variant proteins to bind the lipophilic probe TNS (6,P-toluidinylnaphthalene-2-sulfonate) provided evidence that conserved leucine 43 and aspartic acid 39 contribute to the size of the DIR1 hydrophobic cavity and possibly hydrophobic ligand binding. An Arabidopsis–cucumber SAR model was developed to investigate the conservation of DIR1 function in cucumber (Cucumis sativus), and we demonstrated that phloem exudates from SAR-induced cucumber rescued the SAR defect in the Arabidopsis dir1-1 mutant. Additionally, an AtDIR1 antibody detected a protein of the same size as AtDIR1 in SAR-induced cucumber phloem exudates, providing evidence that DIR1 function during SAR is conserved in Arabidopsis and cucumber. In vitro TNS displacement assays demonstrated that recombinant AtDIR1 did not bind the SAR signals azelaic acid (AzA), glycerol-3-phosphate or pipecolic acid. However, recombinant CsDIR1 and CsDIR2 interacted weakly with AzA and pipecolic acid. Bioinformatic and functional analyses using the Arabidopsis–cucumber SAR model provide evidence that DIR1 orthologs exist in tobacco, tomato, cucumber, and soybean, and that DIR1-mediated SAR signaling is conserved in Arabidopsis and cucumber. PMID:27200039

An implicit turbulence model for low-Mach Roe scheme using truncated Navier-Stokes equations

NASA Astrophysics Data System (ADS)

Li, Chung-Gang; Tsubokura, Makoto

2017-09-01

The original Roe scheme is well-known to be unsuitable in simulations of turbulence because the dissipation that develops is unsatisfactory. Simulations of turbulent channel flow for Reτ = 180 show that, with the 'low-Mach-fix for Roe' (LMRoe) proposed by Rieper [J. Comput. Phys. 230 (2011) 5263-5287], the Roe dissipation term potentially equates the simulation to an implicit large eddy simulation (ILES) at low Mach number. Thus inspired, a new implicit turbulence model for low Mach numbers is proposed that controls the Roe dissipation term appropriately. Referred to as the automatic dissipation adjustment (ADA) model, the method of solution follows procedures developed previously for the truncated Navier-Stokes (TNS) equations and, without tuning of parameters, uses the energy ratio as a criterion to automatically adjust the upwind dissipation. Turbulent channel flow at two different Reynold numbers and the Taylor-Green vortex were performed to validate the ADA model. In simulations of turbulent channel flow for Reτ = 180 at Mach number of 0.05 using the ADA model, the mean velocity and turbulence intensities are in excellent agreement with DNS results. With Reτ = 950 at Mach number of 0.1, the result is also consistent with DNS results, indicating that the ADA model is also reliable at higher Reynolds numbers. In simulations of the Taylor-Green vortex at Re = 3000, the kinetic energy is consistent with the power law of decaying turbulence with -1.2 exponents for both LMRoe with and without the ADA model. However, with the ADA model, the dissipation rate can be significantly improved near the dissipation peak region and the peak duration can be also more accurately captured. With a firm basis in TNS theory, applicability at higher Reynolds number, and ease in implementation as no extra terms are needed, the ADA model offers to become a promising tool for turbulence modeling.

Small-fiber neuropathy and pain sensitization in survivors of pediatric acute lymphoblastic leukemia.

PubMed

Lieber, S; Blankenburg, M; Apel, K; Hirschfeld, G; Hernáiz Driever, P; Reindl, T

2018-05-01

Chemotherapy-induced Peripheral Neuropathy (CIPN) of large-fibers affects up to 20% of survivors of pediatric acute lymphoblastic leukemia (ALL). We aimed to describe small-fiber toxicity and pain sensitization in this group. In a cross-sectional, bicentric study we assessed 46 survivors of pediatric ALL (Mean age: 5.7 ± 3.5 years at diagnosis, median 2.5 years after therapy; males: 28). ≥6 years of age, ≥3 months after last administration of Vincristine, and cumulative dose of Vincristine 12 mg/m 2 . We used a reduced version of the Pediatric-modified Total Neuropathy Score (Ped-mTNS) as bedside test and Quantitative Sensory Testing (QST) for assessment of small- and large-fiber neuropathy as well as pain sensitization. We employed Nerve Conduction Studies (NCS) as the most accurate tool for detecting large-fiber neuropathy. Fifteen survivors (33%) had abnormal rPed-mTNS values (≥4 points) and 5 survivors (11%) reported pain. In QST, the survivor group showed significant (p < 0.001) inferior large-fiber function and pain sensitization when compared to healthy matched peers. We identified deficits of vibration in 33 (72%) and tactile hypoesthesia in 29 (63%), hyperalgesia to blunt pressure in 19 (41%), increased mechanical pain sensitivity in 12 (26%) and allodynia in 16 (35%) of 46 survivors. Only 7 survivors (15%) had pathologic NCS. QST is a sensitive tool that revealed signs of large-fiber neuropathy in two thirds, small-fiber neuropathy and pain sensitization in one third of survivors. Prospective studies using QST in pediatric oncology may help to elucidate the pathophysiology of small-fiber neuropathy and pain sensitization as well as their relevance for quality of survival. Copyright © 2018 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

Orthology Analysis and In Vivo Complementation Studies to Elucidate the Role of DIR1 during Systemic Acquired Resistance in Arabidopsis thaliana and Cucumis sativus.

PubMed

Isaacs, Marisa; Carella, Philip; Faubert, Jennifer; Rose, Jocelyn K C; Cameron, Robin K

2016-01-01

AtDIR1 (Defective in Induced Resistance1) is an acidic lipid transfer protein essential for systemic acquired resistance (SAR) in Arabidopsis thaliana. Upon SAR induction, DIR1 moves from locally infected to distant uninfected leaves to activate defense priming; however, a molecular function for DIR1 has not been elucidated. Bioinformatic analysis and in silico homology modeling identified putative AtDIR1 orthologs in crop species, revealing conserved protein motifs within and outside of DIR1's central hydrophobic cavity. In vitro assays to compare the capacity of recombinant AtDIR1 and targeted AtDIR1-variant proteins to bind the lipophilic probe TNS (6,P-toluidinylnaphthalene-2-sulfonate) provided evidence that conserved leucine 43 and aspartic acid 39 contribute to the size of the DIR1 hydrophobic cavity and possibly hydrophobic ligand binding. An Arabidopsis-cucumber SAR model was developed to investigate the conservation of DIR1 function in cucumber (Cucumis sativus), and we demonstrated that phloem exudates from SAR-induced cucumber rescued the SAR defect in the Arabidopsis dir1-1 mutant. Additionally, an AtDIR1 antibody detected a protein of the same size as AtDIR1 in SAR-induced cucumber phloem exudates, providing evidence that DIR1 function during SAR is conserved in Arabidopsis and cucumber. In vitro TNS displacement assays demonstrated that recombinant AtDIR1 did not bind the SAR signals azelaic acid (AzA), glycerol-3-phosphate or pipecolic acid. However, recombinant CsDIR1 and CsDIR2 interacted weakly with AzA and pipecolic acid. Bioinformatic and functional analyses using the Arabidopsis-cucumber SAR model provide evidence that DIR1 orthologs exist in tobacco, tomato, cucumber, and soybean, and that DIR1-mediated SAR signaling is conserved in Arabidopsis and cucumber.

Inhibition by ketamine and amphetamine analogs of the neurogenic nitrergic vasodilations in porcine basilar arteries

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chen, Mei-Fang

The abuse of ketamine and amphetamine analogs is associated with incidence of hypertension and strokes involving activation of sympathetic activities. Large cerebral arteries at the base of the brain from several species receive dense sympathetic innervation which upon activation causes parasympathetic-nitrergic vasodilation with increased regional blood flow via axo-axonal interaction mechanism, serving as a protective mechanism to meet O{sub 2} demand in an acutely stressful situation. The present study was designed to examine effects of ketamine and amphetamine analogs on axo-axonal interaction-mediated neurogenic nitrergic vasodilation in porcine basilar arteries using techniques of blood-vessel myography, patch clamp and two-electrode voltage clamp,more » and calcium imaging. In U46619-contracted basilar arterial rings, nicotine (100 μM) and electrical depolarization of nitrergic nerves by transmural nerve stimulation (TNS, 8 Hz) elicited neurogenic nitrergic vasodilations. Ketamine and amphetamine analogs concentration-dependently inhibited nicotine-induced parasympathetic-nitrergic vasodilation without affecting that induced by TNS, nitroprusside or isoproterenol. Ketamine and amphetamine analogs also concentration-dependently blocked nicotine-induced inward currents in Xenopus oocytes expressing α3β2-nicotinic acetylcholine receptors (nAChRs), and nicotine-induced inward currents as well as calcium influxes in rat superior cervical ganglion neurons. The potency in inhibiting both inward-currents and calcium influxes is ketamine > methamphetamine > hydroxyamphetamine. These results indicate that ketamine and amphetamine analogs, by blocking nAChRs located on cerebral perivascular sympathetic nerves, reduce nicotine-induced, axo-axonal interaction mechanism-mediated neurogenic dilation of the basilar arteries. Chronic abuse of these drugs, therefore, may interfere with normal sympathetic-parasympathetic interaction mechanism resulting in diminished neurogenic vasodilation and, possibly, normal blood flow in the brainstem. - Highlights: • Ketamine/amphetamines inhibit nicotine-induced cerebral neurogenic vasdilation. • Ketamine/amphetamines block cerebral perivascular sympathetic nAChR-mediated current. • The inhibitory potency is ketamine > D-amphetamine > methamphetamine > OH-amphetamine.« less

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'.

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.

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)

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

ERIC Educational Resources Information Center

Harris, Fred

2014-01-01

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

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 students working within a teacher-directed scientific inquiry environment. Very little existed in terms of time, materials, or opportunities for students to explore science using their own questions and processes. Furthermore, as students conformed to a teacher-directed inquiry environment, their own primal inquiries were displaced and undervalued. Ownership belonged to the teacher and precluded primal inquiries in both classrooms.

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.

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…

The Relationship between Psychological Factors and Inquiry-Based Working by Primary School Teachers

ERIC Educational Resources Information Center

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

2017-01-01

Inquiry-based working by teachers includes working with an inquiry habit of mind, being data literate, contributing to a culture of inquiry at the school level, and creating a culture of inquiry at the classroom level. Inquiry-based working has been found to contribute to educational improvements and the professionalisation of teachers. This study…

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

NASA Astrophysics Data System (ADS)

Demir, Abdulkadir

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

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

NASA Astrophysics Data System (ADS)

Makar, Katie; Fielding-Wells, Jill

2018-03-01

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

The impact of a professional development model on middle school science teachers' efficacy and implementation of inquiry

NASA Astrophysics Data System (ADS)

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

2016-12-01

This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and continued with academic year support for participants' inquiry implementation. An inquiry teaching efficacy instrument was administered 3 times to 25 teacher participants to gauge changes in their personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. To examine actual practices, pre/post classroom observations of the teachers' inquiry enactments were evaluated using a quality of inquiry observation protocol. Following the summer Institute, teachers had statistically significant increases in their self-efficacy for teaching inquiry in four of the five essential features and increases in one of the five essential features for outcome expectancy. Teachers' quality of inquiry teaching also increased after the professional development programme. We discuss implications of this PD model for moving teachers towards implementation of new instructional techniques as well as the influence of a supportive school community on teachers' efficacy with inquiry instruction.

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

NASA Astrophysics Data System (ADS)

Reiff, Rebecca R.

Science educators, philosophers, and pre-service teachers have contributed to conceptualizing inquiry but missing from the inquiry forum is an in-depth research study concerning science faculty conceptions of scientific inquiry. The science education literature has tended to focus on certain aspects of doing, teaching, and understanding scientific inquiry without linking these concepts. As a result, conceptions of scientific inquiry have been disjointed and are seemingly unrelated. Furthermore, confusion surrounding the meaning of inquiry has been identified as a reason teachers are not using inquiry in instruction (Welch et al., 1981). Part of the confusion surrounding scientific inquiry is it has been defined differently depending on the context (Colburn, 2000; Lederman, 1998; Shymansky & Yore, 1980; Wilson & Koran, 1976). This lack of a common conception of scientific inquiry is the reason for the timely nature of this research. The result of scientific journeys is not to arrive at a stopping point or the final destination, but to refuel with questions to drive the pursuit of knowledge. A three-member research team conducted Interviews with science faculty members using a semi-structured interview protocol designed to probe the subject's conceptions of scientific inquiry. The participants represented a total of 52 science faculty members from nine science departments (anthropology, biology, chemistry, geology, geography, school of health, physical education and recreation (HPER), medical sciences, physics, and school of environmental science) at a large mid-western research university. The method of analysis used by the team was grounded theory (Strauss & Corbin, 1990; Glaser & Strauss, 1967), in which case the frequency of concepts, patterns, and themes were coded to categorize scientists' conceptions of scientific inquiry. The results from this study address the following components: understanding and doing scientific inquiry, attributes of scientists engaged in inquiry investigations, the relationship of scientific inquiry to the nature of science, whether the process of scientific inquiry follows the traditional scientific method, and the similarities and differences in conceptualizations of scientific inquiry across science disciplines. These findings represent a private side of science, which can be useful in characterizing key features of scientific inquiry to be incorporated into K--16 teaching practices.

Inquiry science as a discourse: New challenges for teachers, students, and the design of curriculum materials

NASA Astrophysics Data System (ADS)

Tzou, Carrie Teh-Li

Science education reform emphasizes learning science through inquiry as a way to engage students in the processes of science at the same time that they learn scientific concepts. However, inquiry involves practices that are challenging for students because they have underlying norms with which students may be unfamiliar. We therefore cannot expect students to know how to engage in such practices simply by giving them opportunities to do so, especially if the norms for inquiry practices violate traditional classroom norms for engaging with scientific ideas. Teachers therefore play a key role in communicating expectations for inquiry. In this dissertation, I present an analytical framework for characterizing two teachers' enactments of an inquiry curriculum. This framework, based on Gee's (1996) notion of Discourses, describes inquiry practices in terms of three dimensions: cognitive, social, and linguistic. I argue that each of these dimensions presents challenges to students and, therefore, sites at which teachers' support is important for students' participation in inquiry practices. I use this framework to analyze two teachers' support of inquiry practices as they enact an inquiry-based curriculum. I explore three questions in my study: (1) what is the nature of teachers' support of inquiry practices? (2) how do teachers accomplish goals along multiple dimensions of inquiry?, and (3) what aspects of inquiry are in tension and how can we describe teachers' practice in terms of the tradeoff spaces between elements of inquiry in tension? In order to study these questions, I studied two eighth grade teachers who both enacted the same inquiry-based science curriculum developed by me and others in the context of a large design-based research project called IQWST (Investigating and Questioning my World through Science and Technology. I found that the teachers provided support for inquiry along all three dimensions, sometimes in ways in which the dimensions were synergistic and sometimes in ways in which the dimensions were in tension. These findings have implications for the design of inquiry science learning environments and for our understanding of what it means for teachers to be "cultural brokers" between students' everyday experiences and classroom science inquiry.

The relationship between inquiry-based science instruction and student achievement

NASA Astrophysics Data System (ADS)

Suarez, Michael Louis

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

Dynamic Open Inquiry Performances of High-School Biology Students

ERIC Educational Resources Information Center

Zion, Michal; Sadeh, Irit

2010-01-01

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

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…

Deweyan Inquiry: From Education Theory to Practice

ERIC Educational Resources Information Center

Johnston, James Scott

2009-01-01

This book presents John Dewey's theory of inquiry and applies it to various areas of the primary, middle, and secondary school curricula. "Deweyan Inquiry" brings Dewey's theory of inquiry together with educational theory and practice. James Scott Johnston uses Dewey's late masterpiece "Logic: The Theory of Inquiry" as a guide…

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

ERIC Educational Resources Information Center

Li, Yufeng; Xiong, Jianwen

2012-01-01

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

The Development of "Water Strider" Inquiry Learning Program for Improving Scientific Inquiry Learning Ability in the Chapter "The Little Creatures World" of the Korea Elementary School 5th Grade Science Textbook

ERIC Educational Resources Information Center

Kim, Dongryeul

2017-01-01

The purpose of this study was to develop a "Water strider" Inquiry Learning Program for improved inquiry learning, and to analyze the validity of the "Water strider." The Inquiry Learning Program's goal was to create an application for finding out an on-site applicability for the "Water strider" Inquiry Learning…

Brokering at the boundary: A prospective science teacher engages students in inquiry

NASA Astrophysics Data System (ADS)

Meis Friedrichsen, Patricia; Munford, Danusa; Orgill, Marykay

2006-05-01

Using a theoretical perspective of communities of practice, this case study examines a prospective chemistry teacher's inquiry-based teaching during his practicum. Conrad was a former student of an inquiry-oriented science course, Inquiry Empowering Technologies (IET). The research questions were (a) How did Conrad translate the IET inquiry practices during his practicum?; (b) How did the mentor teacher shape Conrad's participation?; (c) In what ways did Conrad negotiate new meanings of inquiry as a result of his practicum? Interview transcripts were the primary data source. Conrad carried many of the IET inquiry practices into his practicum. He equated inquiry with the use of evidence and had students create evidence-based explanations for how soap works. He chose not to incorporate the tentative nature of science. Although traditional in his own teaching, the mentor teacher supported Conrad by allowing him to teach through inquiry and by removing time constraints. As a result of his practicum, Conrad negotiated new meanings of inquiry teaching and developed an expanded view of technology. Conrad believed that high school students needed guidance when engaging in inquiry and that the tentative nature of science does not transfer to secondary chemistry. Implications for theory and practice are given.

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

NASA Astrophysics Data System (ADS)

Windschitl, Mark

2003-01-01

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

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…

Perceived Use of Inquiry Teaching by a Sample of Malaysian Biology Teachers.

ERIC Educational Resources Information Center

Ismail, Nor Asma; Rubba, Peter A.

1981-01-01

Determined degree to which Malaysian biology teachers (N=26) perceived they understood and used inquiry teaching. Data indicated that these teachers perceived they had a moderate amount of knowledge about inquiry and occasionally used the 21 inquiry-related behaviors assessed by "A Generic Problem Solving (Inquiry) Model" (Hungerford,…

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,…

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

ERIC Educational Resources Information Center

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…

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…

nQuire: Technological Support for Personal Inquiry Learning

ERIC Educational Resources Information Center

Mulholland, P.; Anastopoulou, S.; Collins, T.; Feisst, M.; Gaved, M.; Kerawalla, L.; Paxton, M.; Scanlon, E.; Sharples, M.; Wright, M.

2012-01-01

This paper describes the development of nQuire, a software application to guide personal inquiry learning. nQuire provides teacher support for authoring, orchestrating, and monitoring inquiries as well as student support for carrying out, configuring, and reviewing inquiries. nQuire allows inquiries to be scripted and configured in various ways,…

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…

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

ERIC Educational Resources Information Center

Nuangchalerm, Prasart

2013-01-01

Inquiry-based classroom is widely distributed in the school science based on its useful and effective instruction. Science teachers are key elements allowing students to have scientific inquiry. If teachers understand and imply inquiry-based learning into science classroom, students will learn science as scientific inquiry and understand nature of…

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

ERIC Educational Resources Information Center

Nuangchalerm, Prasart

2014-01-01

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

User's manual for COAST 4: a code for costing and sizing tokamaks

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sink, D. A.; Iwinski, E. M.

1979-09-01

The purpose of this report is to document the computer program COAST 4 for the user/analyst. COAST, COst And Size Tokamak reactors, provides complete and self-consistent size models for the engineering features of D-T burning tokamak reactors and associated facilities involving a continuum of performance including highly beam driven through ignited plasma devices. TNS (The Next Step) devices with no tritium breeding or electrical power production are handled as well as power producing and fissile producing fusion-fission hybrid reactors. The code has been normalized with a TFTR calculation which is consistent with cost, size, and performance data published in themore » conceptual design report for that device. Information on code development, computer implementation and detailed user instructions are included in the text.« less

Sleep apnea in total joint arthroplasty patients and the role for cardiac biomarkers for risk stratification: an exploration of feasibility

PubMed Central

Lyons, M Melanie; Bhatt, Nitin Y; Kneeland-Szanto, Elizabeth; Keenan, Brendan T; Pechar, Joanne; Stearns, Branden; Elkassabany, Nabil M; Memtsoudis, Stavros G; Pack, Allan I; Gurubhagavatula, Indira

2016-01-01

Obstructive sleep apnea (OSA) is highly prevalent in patients undergoing total joint arthroplasty (TJA) and is a major risk factor for postoperative cardiovascular complications and death. Recognizing this, the American Society of Anesthesiologists urges clinicians to implement special considerations in the perioperative care of OSA patients. However, as the volume of patients presenting for TJA increases, resources to implement these recommendations are limited. This necessitates mechanisms to efficiently risk stratify patients having OSA who may be susceptible to post-TJA cardiovascular complications. We explore the role of perioperative measurement of cardiac troponins (cTns) and brain natriuretic peptides (BNPs) in helping determine which OSA patients are at increased risk for post-TJA cardiovascular-related morbidity. PMID:26925513

MDANSE: An Interactive Analysis Environment for Molecular Dynamics Simulations.

PubMed

Goret, G; Aoun, B; Pellegrini, E

2017-01-23

The MDANSE software-Molecular Dynamics Analysis of Neutron Scattering Experiments-is presented. It is an interactive application for postprocessing molecular dynamics (MD) simulations. Given the widespread use of MD simulations in material and biomolecular sciences to get a better insight for experimental techniques such as thermal neutron scattering (TNS), the development of MDANSE has focused on providing a user-friendly, interactive, graphical user interface for analyzing many trajectories in the same session and running several analyses simultaneously independently of the interface. This first version of MDANSE already proposes a broad range of analyses, and the application has been designed to facilitate the introduction of new analyses in the framework. All this makes MDANSE a valuable tool for extracting useful information from trajectories resulting from a wide range of MD codes.

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

PubMed

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

2014-01-01

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

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.

Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice

NASA Astrophysics Data System (ADS)

Deneroff, Victoria Matzenauer

This is an ethnographic case study of one urban high school science teacher who was attempting to use inquiry-based teaching in her practice. Rather than focusing on pedagogy, the study examines the social networks and communities of practice in which Marie Gonzalez participated. I make the argument that science teaching is a Discourse (Gee, 1990), and that teaching inquiry science means constructing an identity as a participant in what I call the Discourse of Inquiry. I also use discourse analysis to tease out a Discourse of Traditional Science Teaching. I conclude that the Traditional and Inquiry Discourses mediate a teacher's ideas of what it means to teach, and that, while Inquiry teachers are "bilingual", that is, able to participate in both Discourses, Traditional teachers are deaf to the Discourse of Inquiry. Moreover, in my study there is convincing evidence that administrators charged with evaluation were also unfamiliar with the Discourse of Inquiry and were therefore unable to provide support for Marie's inquiry practice. In light of these findings, it is not at all surprising that Marie found it quite difficult to use inquiry-based pedagogy. In order for teachers to adopt discourse-based reforms such as inquiry, the Discourse must be available to teachers in their workplaces.

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

NASA Astrophysics Data System (ADS)

Domjan, Heather Nicole

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

The effects of inquiry instruction on student learning in technology-based undergraduate chemistry laboratories

NASA Astrophysics Data System (ADS)

Meade, Karen Marie

The purpose of this study was to identify conceptual and attitudinal effects of inquiry learning in technology-based undergraduate chemistry laboratories. There were 428 participants who were registered in general chemistry laboratory at the University of Iowa in the Spring of 2002. Conceptual and attitudinal pretest and posttest results were quantitative in nature. Qualitative results were collected from questionnaires and focus groups. Quantitative data were analyzed using a repeated measures analysis of variance to identify differences between treatment groups. A high-inquiry treatment group was open-ended and required student decisions regarding data collection, data representation, and interpretation. The low-inquiry treatment involved collaboration and traditional learning strategies. Major findings of this study were: (1) Pretest to posttest conceptual gains were significant for both treatment groups. Low-inquiry students performed significantly better on exploration questions than high-inquiry students. (2) Process skills developed at higher levels for high-inquiry students than low-inquiry students. (3) Positive attitudes decreased significantly for all students from pretest to posttest. More favorable attitudes toward science enjoyment and the ability to do well in science were found for high-inquiry students. More favorable attitudes toward science enjoyment and the ability to do well in science were found for low-inquiry males and high-inquiry females. (4) More favorable attitudes toward the nature of science caused by use of the learning cycle were reported by high-inquiry students. (5) Low-inquiry students reported more favorable attitudes toward technologies in the laboratory than did high-inquiry students. Favorable attitudes toward the use of infrared spectrometers and unfavorable attitudes toward the use of pH meters were reported by both treatment groups. (6) More formal reasoning skills were reported by high-inquiry students. Both groups reported that looking for patterns was a common theme in the laboratories. Hypotheses were reported as rarely used by both treatment groups. These findings are significant because they indicate that inquiry activities positively affect attitudes toward science, gender equality, and contribute to the development of formal reasoning skills and process skills.

Personal Inquiry Learning Trajectories in Geography: Technological Support across Contexts

ERIC Educational Resources Information Center

Kerawalla, Lucinda; Littleton, Karen; Scanlon, Eileen; Jones, Ann; Gaved, Mark; Collins, Trevor; Mulholland, Paul; Blake, Canan; Clough, Gill; Conole, Gráinne; Petrou, Marilena

2013-01-01

Student engagement in the design and implementation of inquiries is an effective way for them to learn about the inquiry process and the domain being studied. However, inquiry learning in geography can be challenging for teachers and students due to the complexity of scientific inquiry and the diversity of pupils' and teachers' knowledge and…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

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

ERIC Educational Resources Information Center

Nichols, Sue; Cormack, Phil

2016-01-01

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

How Does a Cowboy Make Money? Using Student Curiosities to Further Elementary School Inquiries

ERIC Educational Resources Information Center

Whitlock, Annie McMahon; Brugar, Kristy A.

2017-01-01

This article explores examples of student-initiated inquiries (in Grades 1 and 5) and the opportunities and challenges with engaging in them. To explore these student-initiated inquiries, we use the "C3 Framework" Inquiry Arc (National Council for the Social Studies, 2013) and Harvey and Daniels's (2009) Small-Group Inquiry Model to…

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.

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

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

Using Teachers' Inquiry-Oriented Curriculum Materials as a Means to Examine Their Pedagogical Design Capacity and Pedagogical Content Knowledge for Inquiry-Based Learning

ERIC Educational Resources Information Center

Papaevripidou, Marios; Irakleous, Maria; Zacharia, Zacharias C.

2017-01-01

The study aimed at examining preservice elementary teachers' inquiry-oriented curriculum materials in an attempt to unravel their pedagogical design capacity (PDC) and pedagogical content knowledge (PCK) for inquiry-based learning (IBL), after attending a professional development program (PDP) centered around inquiry-based teaching and learning.…

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…

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

ERIC Educational Resources Information Center

Nichols, Kim; Burgh, Gilbert; Kennedy, Callie

2017-01-01

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…

Analysis of New Zambian High School Physics Syllabus and Practical Examinations for Levels of Inquiry and Inquiry Skills

ERIC Educational Resources Information Center

Mumba, Frackson; Chabalengula, Vivien Mweene; Wise, Kevin; Hunter, William J. F.

2007-01-01

The purpose of this study was to analyze the new Zambian high school physics syllabus and practical examinations for levels of inquiry and inquiry skills. Several inquiry skills are explicitly emphasized in the introduction, aims, content objectives and assessment sections in the national high school physics syllabus. However, the syllabus is less…

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…

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

NASA Astrophysics Data System (ADS)

Pongsophon, Pongprapan; Herman, Benjamin C.

2017-07-01

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

An examination of how middle school science teachers conduct collaborative inquiry and reflection about students' conceptual understanding

NASA Astrophysics Data System (ADS)

Todd-Gibson, Christine

This qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students' conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers' ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers' face-to-face meetings and reflections, individual interviews, a focus group interview, and online reflections. The results of this study revealed that collaborative inquiry is a form of professional development that includes answering curricular questions through observation, communication, action, and reflection. This approach was developed and implemented by middle school science teachers. The premise of an inquiry is based on a need with students. Middle school science teachers came to consensus about actions to affect students' conceptual understanding, took action as stated, and shared their reflections of the actions taken with consideration to current and upcoming school activities. Activities involved teachers brainstorming and sharing with one another, talking about how the variables were merged into their curriculum, and how they impacted students' conceptual understanding. Teachers valued talking with one another about science content and pedagogy, but did find the inquiry portion of the approach to require more development. The greatest challenge to conducting collaborative inquiry and reflection was embedding teacher inquiry within a prescribed inquiry that was already being conducted by the Sundown School District. Collaborative inquiry should be structured so that it meets the needs of teachers in order to attend to the needs of students. A conducive atmosphere for collaborative inquiry and reflection is one in which administrators make the process mandatory and facilitate the process by removing an existing inquiry.

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.

Analyzing students' attitudes towards science during inquiry-based lessons

NASA Astrophysics Data System (ADS)

Kostenbader, Tracy C.

Due to the logistics of guided-inquiry lesson, students learn to problem solve and develop critical thinking skills. This mixed-methods study analyzed the students' attitudes towards science during inquiry lessons. My quantitative results from a repeated measures survey showed no significant difference between student attitudes when taught with either structured-inquiry or guided-inquiry lessons. The qualitative results analyzed through a constant-comparative method did show that students generate positive interest, critical thinking and low level stress during guided-inquiry lessons. The qualitative research also gave insight into a teacher's transition to guided-inquiry. This study showed that with my students, their attitudes did not change during this transition according to the qualitative data however, the qualitative data did how high levels of excitement. The results imply that students like guided-inquiry laboratories, even though they require more work, just as much as they like traditional laboratories with less work and less opportunity for creativity.

The Effect of Three Levels of Inquiry on the Improvement of Science Concept Understanding of Elementary School Teacher Candidates

ERIC Educational Resources Information Center

Artayasa, I. Putu; Susilo, Herawati; Lestari, Umie; Indriwati, Sri Endah

2018-01-01

This research aims to compare the effect of the implementation of three levels of inquiry: level 2 (structured inquiry), level 3 (guided inquiry), and level 4 (open inquiry) toward science concept understanding of elementary school teacher candidates. This is a quasi experiment research with pre-test post-test nonequivalent control group design.…

Determinants of Benin elementary school science teachers' orientation toward inquiry-based instructional practices

NASA Astrophysics Data System (ADS)

Gado, Issaou

The Republic of Benin (West Africa) undertook a nationwide curriculum reform that put an emphasis on inquiry-based instructional practices. Little, if any, research has been conducted to explore factors that could be related to teachers' orientation toward inquiry instructional practices. The purpose of this research study was to investigate factors and concerns that determine Benin elementary school teachers' orientation toward the use of inquiry-based instruction in the teaching of science. The study followed a naturalistic inquiry methodology combining a correlational ex post facto design and an observational case-study design. The theory of Planned Behavior was the conceptual framework used to design the study. Two hundred (N = 200) elementary school teachers and three (n = 3) case study participants were purposively selected. Data was gathered via the Revised Science Attitude Scale (Thompson & Shrigley, 1986), the Science Teachers' Ideological Preference Scale (Jones & Harty, 1978), open-ended questions, interviews, and classroom observations using audiorecorders, videorecorders, and the researcher-contextualized version of the Observational System for the Analysis of Classroom Instruction (Hough, 1966). Qualitative and quantitative data provided a deeper understanding of participants' responses. Quantitative measures indicated that Benin elementary school teachers have positive attitudes toward school science, significant positive orientation toward both inquiry-based instruction and traditional non inquiry-based instruction, and higher orientation toward inquiry-based instruction than traditional non inquiry-based instruction. Attitude toward handling materials for investigations was found to significantly contribute to the prediction of participants' inquiry orientation. Qualitative analyses of participants' responses indicated that the expectations of educational leaders, individual motivation to comply with the program, a perceived control of the performance of inquiry-based activities, students' inquiry outcome expectancy or likelihood of occurrence in the classroom, the pedagogical structure of the program, and the student-centeredness of the program were potential motivational factors that could explain participants' orientation toward inquiry-based instruction. Four major concerns---lack of materials for teaching, lack of training in the process and strategy of inquiry, overloaded curriculum content, students' linguistic difficulties---were perceived obstacles in implementing inquiry-based instruction. Implications for transformative curriculum practices are discussed.

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

NASA Astrophysics Data System (ADS)

Blevins, Kathryn

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

The addition of a tension night splint to a structured home rehabilitation programme in patients with chronic plantar fasciitis does not lead to significant additional benefits in either pain, function or flexibility: a single-blinded randomised controlled trial

PubMed Central

2017-01-01

Objective To identify any improvements in pain or function in patients with chronic plantar fasciitis following the use of a tension night splint (TNS). Methods Single-blinded randomised controlled trial, with participants split evenly between intervention group (TNS + home exercise programme/HEP) and control group (HEP only). Follow-up at 3 months, with interim data at 6 weeks. Results 40 patients recruited. Mean age 52.1 years, 33% male, mean body mass index 30.8 kg/m2, mean duration of symptoms of 25 months. Improvement in self-reported ‘average pain' in the intervention group from 6.8/10 at baseline to 5.6/10 at 6 weeks, and 5.3/10 at 3 months (both clinically and statistically significant at both time points), compared with control group of 7.1/10 at baseline to 6.2/10 at 6 weeks and 5.6/10 at 3 months (significant only at 3 months). Improvements in self-reported ‘worst pain', ‘pain walking' and ‘pain first thing in the morning' in both groups at all time periods. Improvements were seen in revised Foot Function Index at all time points in both groups, but limited changes seen in flexibility and no significant changes in anxiety or depression Hospital Anxiety and Depression Scale domains or sleep quality in either group. However, no differences were seen between the outcomes seen in the two groups for the majority of the measures studied. Conclusions Improvements in pain and some functional measures seen in both groups, with few, if any, differences seen in outcomes between the intervention group compared with the control group. However, ongoing pain symptoms were reported in both groups, suggesting that ‘help' rather than ‘cure' was obtained for the majority. There is a possibility of earlier benefit seen in the intervention group compared with the control group, but data are unclear and further work may be needed. Trial registration number ClinicalTrials.gov: NCT02546115; results. PMID:29259809

Improving resilience against natural gastrointestinal nematode infections in browsing kids during the dry season in tropical Mexico.

PubMed

Torres-Acosta, J F J; Jacobs, D E; Aguilar-Caballero, A J; Sandoval-Castro, C; Cob-Galera, L; May-Martínez, M

2006-01-30

The objective was to determine the effect of supplementary feeding on the resilience and resistance of Criollo kids against natural gastrointestinal nematode (GIN) infections, when browsing native vegetation during the dry season in tropical Mexico. Thirty-three two-month-old Criollo kids, raised nematode free, were included at weaning in a 20-week trial. The kids were placed into four groups. Two groups of eight kids were offered 100g/day soybean and sorghum meal (26%:74% respectively fresh basis) (treated/supplemented (T-S) and infected/supplemented (I-S)). Two groups remained with no supplement for the duration of the trial (infected/non-supplemented (I-NS) (n=9) and treated/non-supplemented (T-NS) (n=8)). Kids in groups T-S and T-NS were drenched with 0.2mg of moxidectin/kg body weight orally (Cydectin, Fort Dodge) every 28 days. Groups I-S and I-NS were naturally infected with GIN. The animals browsed native vegetation for an average of 7h/day together with a herd of 120 naturally infected adult goats. Cumulative live weight gain (CLWG), packed cell volume (PCV), haemoglobin (Hb), total plasma protein and plasma albumin were recorded every 14 days as measurements of resilience. Resistance parameters (faecal egg counts (FEC) and peripheral eosinophil counts (PEC)) were also measured. Bulk faecal cultures were made for each group every 28 days. Every month a new pair of initially worm-free tracer kids assessed the infectivity of the vegetation browsed by the animals. Tracer kids and faecal cultures showed that kids faced low mixed infections (Haemonchus contortus, Trichostrongylus colubriformis and Oesophagostomum columbianum). Under conditions of scarce vegetation, such as those in the present study, supplemented groups (I-S and T-S) had higher growth rates compared to the non-supplemented groups independently of the control of GIN infection with anthelmintic (AH) treatment (P<0.001). Supplementary feeding did not affect FEC or PEC. In the absence of supplementation, lack of AH treatment may lead to outbreaks of clinical nematodosis. The supplementary feeding was economically feasible.

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

NASA Astrophysics Data System (ADS)

Bolden, Marsha Gail

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

28 CFR 12.4 - Inquiries concerning application of act.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 28 Judicial Administration 1 2010-07-01 2010-07-01 false Inquiries concerning application of act..., 1956 § 12.4 Inquiries concerning application of act. Inquiries concerning the application of the act... government or foreign political party concerned. ...

The perceptions of inquiry held by greater Houston area science supervisors

NASA Astrophysics Data System (ADS)

Aoki, Jon Michael

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

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.

38 CFR 1.600 - Purpose.

Code of Federal Regulations, 2013 CFR

2013-07-01

... categories of data: (i) Beneficiary identification data such as name, social security number, sex, date of..., payment data, educational facility and program data (except chapter 32 benefits), and education program...) Inquiry), SINQ (Status Inquiry), MINQ (Master Record Inquiry), PINQ (Pending Issue Inquiry) and TINQ...

38 CFR 1.600 - Purpose.

Code of Federal Regulations, 2011 CFR

2011-07-01

... categories of data: (i) Beneficiary identification data such as name, social security number, sex, date of..., payment data, educational facility and program data (except chapter 32 benefits), and education program...) Inquiry), SINQ (Status Inquiry), MINQ (Master Record Inquiry), PINQ (Pending Issue Inquiry) and TINQ...

38 CFR 1.600 - Purpose.

Code of Federal Regulations, 2012 CFR

2012-07-01

... categories of data: (i) Beneficiary identification data such as name, social security number, sex, date of..., payment data, educational facility and program data (except chapter 32 benefits), and education program...) Inquiry), SINQ (Status Inquiry), MINQ (Master Record Inquiry), PINQ (Pending Issue Inquiry) and TINQ...

38 CFR 1.600 - Purpose.

Code of Federal Regulations, 2010 CFR

2010-07-01

... categories of data: (i) Beneficiary identification data such as name, social security number, sex, date of..., payment data, educational facility and program data (except chapter 32 benefits), and education program...) Inquiry), SINQ (Status Inquiry), MINQ (Master Record Inquiry), PINQ (Pending Issue Inquiry) and TINQ...

38 CFR 1.600 - Purpose.

Code of Federal Regulations, 2014 CFR

2014-07-01

... categories of data: (i) Beneficiary identification data such as name, social security number, sex, date of..., payment data, educational facility and program data (except chapter 32 benefits), and education program...) Inquiry), SINQ (Status Inquiry), MINQ (Master Record Inquiry), PINQ (Pending Issue Inquiry) and TINQ...

Effects of explicit and implicit prompts on students' inquiry practices in computer-supported learning environments in high school earth science

NASA Astrophysics Data System (ADS)

Fang, Su-Chi; Hsu, Ying-Shao; Hsu, Wei Hsiu

2016-07-01

The study explored how to best use scaffolds for supporting students' inquiry practices in computer-supported learning environments. We designed a series of inquiry units assisted with three versions of written inquiry prompts (generic and context-specific); that is, three scaffold-fading conditions: implicit, explicit, and fading. We then examined how the three scaffold-fading conditions influenced students' conceptual understanding, understanding of scientific inquiry, and inquiry abilities. Three grade-10 classes (N = 105) participated in this study; they were randomly assigned to and taught in the three conditions. Data-collection procedures included a pretest-posttest approach and in-depth observations of the target students. The findings showed that after these inquiry units, all of the students exhibited significant learning gains in conceptual knowledge and performed better inquiry abilities regardless of which condition was used. The explicit and fading conditions were more effective in enhancing students' understanding of scientific inquiry. The fading condition tended to better support the students' development of inquiry abilities and help transfer these abilities to a new setting involving an independent socioscientific task about where to build a dam. The results suggest that fading plays an essential role in enhancing the effectiveness of scaffolds.

At the Elbows of Scientists: Shaping Science Teachers' Conceptions and Enactment of Inquiry-Based Instruction

NASA Astrophysics Data System (ADS)

McLaughlin, Cheryl A.; MacFadden, Bruce J.

2014-12-01

This study stemmed from concerns among researchers that reform efforts grounded in promoting inquiry as the basis for teaching science have not achieved the desired changes in American science classrooms. Many science teachers assume that they are employing inquiry-based strategies when they use cookbook investigations with highly structured step-by-step instructions. Additionally, most science teachers equate hands-on activities with classroom inquiry and, as such, repeatedly use prepackaged, disconnected activities to break the monotony of direct instruction. Despite participation in numerous professional development activities, many science teachers continue to hold misconceptions about inquiry that influence the way they design and enact instruction. To date, there is very limited research exploring the role of inquiry-based professional development in facilitating desired changes in science teachers' conceptions of inquiry. This qualitative study of five high school science teachers explores the ways in which authentic inquiry experiences with a team of scientists in Panama shaped their conceptions and reported enactments of inquiry-based instruction. Our findings suggest that professional development experiences engaging science teachers in authentic research with scientists have the potential to change teachers' naïve conceptions of inquiry, provided that necessary supports are provided for reflection and lesson design.

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.

Effects of collaboration and inquiry on reasoning and achievement in biology

NASA Astrophysics Data System (ADS)

Jensen, Jamie Lee

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

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.

Supporting Teachers' Understanding of Nature of Science and Inquiry Through Personal Experience and Perception of Inquiry as a Dynamic Process

NASA Astrophysics Data System (ADS)

Zion, Michal; Schwartz, Renee S.; Rimerman-Shmueli, Esther; Adler, Idit

2018-05-01

One of today's challenges in science education involves the development of appropriate conceptions of inquiry teaching and realizing how these experiences can support students' understanding of the nature of science and inquiry (NOS and NOSI). To meet this challenge, we developed a course for in-service science teachers, in which explicit-reflective instruction of NOS was coupled with an open inquiry process. This process included documentation tools adjusted to emphasize the dynamic, logical, and reflective aspects of scientific inquiry. Teachers' documentations, reflections, and questionnaires were examined for indications of perceptual connection between comprehending the essence of dynamic open inquiry and understanding certain NOS tenets. The results indicated that the in-service teachers experienced all criteria of dynamic open inquiry, however not to the same extent. By focusing on four teachers who clearly addressed changes in their perspective of NOS and NOSI, we were able to examine the nature of those changes, and relate them to the teachers' personal experiences and perceptions of the characteristics of dynamic open inquiry. Our results suggest that the participants' personal experiences and perceptions of the dynamic characteristics of open inquiry play a crucial role in shaping their understanding of NOS and NOSI. The findings of this research underscore the importance of enhancing teachers' personal experiences and perceptions of the dynamic characteristics of open inquiry, as a vehicle to improve their understanding of NOS and NOSI.

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

NASA Astrophysics Data System (ADS)

Robbins, Beth Schieber

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

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.

39 CFR 265.4 - Inquiries.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 39 Postal Service 1 2010-07-01 2010-07-01 false Inquiries. 265.4 Section 265.4 Postal Service UNITED STATES POSTAL SERVICE ORGANIZATION AND ADMINISTRATION RELEASE OF INFORMATION § 265.4 Inquiries. Inquiries regarding the availability of Postal Service records should be directed to the appropriate records...

39 CFR 265.4 - Inquiries.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 39 Postal Service 1 2011-07-01 2011-07-01 false Inquiries. 265.4 Section 265.4 Postal Service UNITED STATES POSTAL SERVICE ORGANIZATION AND ADMINISTRATION RELEASE OF INFORMATION § 265.4 Inquiries. Inquiries regarding the availability of Postal Service records should be directed to the appropriate records...

39 CFR 265.4 - Inquiries.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 39 Postal Service 1 2013-07-01 2013-07-01 false Inquiries. 265.4 Section 265.4 Postal Service UNITED STATES POSTAL SERVICE ORGANIZATION AND ADMINISTRATION RELEASE OF INFORMATION § 265.4 Inquiries. Inquiries regarding the availability of Postal Service records should be directed to the appropriate records...

39 CFR 265.4 - Inquiries.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 39 Postal Service 1 2012-07-01 2012-07-01 false Inquiries. 265.4 Section 265.4 Postal Service UNITED STATES POSTAL SERVICE ORGANIZATION AND ADMINISTRATION RELEASE OF INFORMATION § 265.4 Inquiries. Inquiries regarding the availability of Postal Service records should be directed to the appropriate records...

39 CFR 265.4 - Inquiries.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 39 Postal Service 1 2014-07-01 2014-07-01 false Inquiries. 265.4 Section 265.4 Postal Service UNITED STATES POSTAL SERVICE ORGANIZATION AND ADMINISTRATION RELEASE OF INFORMATION § 265.4 Inquiries. Inquiries regarding the availability of Postal Service records should be directed to the appropriate records...

25 CFR 11.1105 - Preliminary inquiry.

Code of Federal Regulations, 2014 CFR

2014-04-01

... shelter care, the children's court shall conduct a preliminary inquiry with 24 hours for the purpose of... to the parents, guardian or custodian, the children's court shall conduct a preliminary inquiry... custodian is not present at the preliminary inquiry, the children's court shall determine what efforts have...

25 CFR 11.1105 - Preliminary inquiry.

Code of Federal Regulations, 2012 CFR

2012-04-01

... shelter care, the children's court shall conduct a preliminary inquiry with 24 hours for the purpose of... to the parents, guardian or custodian, the children's court shall conduct a preliminary inquiry... custodian is not present at the preliminary inquiry, the children's court shall determine what efforts have...

25 CFR 11.1105 - Preliminary inquiry.

Code of Federal Regulations, 2011 CFR

2011-04-01

... shelter care, the children's court shall conduct a preliminary inquiry with 24 hours for the purpose of... to the parents, guardian or custodian, the children's court shall conduct a preliminary inquiry... custodian is not present at the preliminary inquiry, the children's court shall determine what efforts have...

25 CFR 11.1105 - Preliminary inquiry.

Code of Federal Regulations, 2013 CFR

2013-04-01

... shelter care, the children's court shall conduct a preliminary inquiry with 24 hours for the purpose of... to the parents, guardian or custodian, the children's court shall conduct a preliminary inquiry... custodian is not present at the preliminary inquiry, the children's court shall determine what efforts have...

25 CFR 11.1105 - Preliminary inquiry.

Code of Federal Regulations, 2010 CFR

2010-04-01

... shelter care, the children's court shall conduct a preliminary inquiry with 24 hours for the purpose of... to the parents, guardian or custodian, the children's court shall conduct a preliminary inquiry... custodian is not present at the preliminary inquiry, the children's court shall determine what efforts have...

Introducing Dramatic Inquiry as Visual Art Education

ERIC Educational Resources Information Center

Rhoades, Mindi; Daiello, Vittoria S.

2016-01-01

This article defines dramatic inquiry, exploring its possible contributions to discourses on subjectivity, embodied pedagogy, and relational knowing in art education. As a communal, ensemble endeavor emerging from the discipline of drama education, dramatic inquiry offers strategies for enhancing arts education's critical inquiries by facilitating…

Assessing Inquiry in Physical Geology Laboratory Manuals

ERIC Educational Resources Information Center

Ryker, Katherine D.; McConnell, David A.

2017-01-01

Many agencies, organizations, and researchers have called for the incorporation of inquiry-based learning in college classrooms. Providing inquiry-based activities in laboratory courses is one way to promote reformed, student-centered teaching in introductory geoscience courses. However, the literature on inquiry has relatively few geoscience…

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…

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

NASA Astrophysics Data System (ADS)

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

2015-02-01

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

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

NASA Astrophysics Data System (ADS)

Henige, Kimberly Ann

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

Using higher-level inquiry to improve spatial ability in an introductory geology course

NASA Astrophysics Data System (ADS)

Stevens, Lacey A.

Visuo-spatial skills, the ability to visually take in information and create a mental image are crucial for success in fields involving science, technology, engineering, and math (STEM) as well as fine arts. Unfortunately, due to a lack of curriculum focused on developing spatial skills, students enrolled in introductory college-level science courses tend to have difficulty with spatially-related activities. One of the best ways to engage students in science activities is through a learning and teaching strategy called inquiry. There are lower levels of inquiry wherein learning and problem-solving are guided by instructions and higher levels of inquiry wherein students have a greater degree of autonomy in learning and creating their own problem-solving strategy. A study involving 112 participants was conducted during the fall semester in 2014 at Bowling Green State University (BGSU) in an 1040 Introductory Geology Lab to determine if a new, high-level, inquiry-based lab would increase participants' spatial skills more than the traditional, low-level inquiry lab. The study also evaluated whether a higher level of inquiry differentially affected low versus high spatial ability participants. Participants were evaluated using a spatial ability assessment, and pre- and post-tests. The results of this study show that for 3-D to 2-D visualization, the higher-level inquiry lab increased participants' spatial ability more than the lower-level inquiry lab. For spatial rotational skills, all participants' spatial ability scores improved, regardless of the level of inquiry to which they were exposed. Low and high spatial ability participants were not differentially affected. This study demonstrates that a lab designed with a higher level of inquiry can increase students' spatial ability more than a lab with a low level of inquiry. A lab with a higher level of inquiry helped all participants, regardless of their initial spatial ability level. These findings show that curriculum that incorporates a high level of inquiry that integrates practice of spatial skills can increase students' spatial abilities in Geology-related coursework.

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.

Practice-as-Inquiry in Higher Education

ERIC Educational Resources Information Center

Johnson, Genevieve Marie

2007-01-01

Practice-as-inquiry refers to the blending of instructional practice with systematic curricular inquiry. College and university teachers, while experts in their disciplines, typically are not specialists in instructional practice. Practice-as-inquiry (also referred to as teacher-as-researcher) may function as a mechanism of continuous teaching…

14 CFR 1251.203 - Preemployment inquiries.

Code of Federal Regulations, 2011 CFR

2011-01-01

... OF HANDICAP Employment Practices § 1251.203 Preemployment inquiries. (a) Except as provided in... may not make preemployment inquiry of an applicant as to whether the applicant is a handicapped person or as to the nature or severity of a handicap. A recipient may, however, make preemployment inquiry...

14 CFR 1251.203 - Preemployment inquiries.

Code of Federal Regulations, 2010 CFR

2010-01-01

... OF HANDICAP Employment Practices § 1251.203 Preemployment inquiries. (a) Except as provided in... may not make preemployment inquiry of an applicant as to whether the applicant is a handicapped person or as to the nature or severity of a handicap. A recipient may, however, make preemployment inquiry...

14 CFR 1251.203 - Preemployment inquiries.

Code of Federal Regulations, 2012 CFR

2012-01-01

... OF HANDICAP Employment Practices § 1251.203 Preemployment inquiries. (a) Except as provided in... may not make preemployment inquiry of an applicant as to whether the applicant is a handicapped person or as to the nature or severity of a handicap. A recipient may, however, make preemployment inquiry...

14 CFR 1251.203 - Preemployment inquiries.

Code of Federal Regulations, 2013 CFR

2013-01-01

... OF HANDICAP Employment Practices § 1251.203 Preemployment inquiries. (a) Except as provided in... may not make preemployment inquiry of an applicant as to whether the applicant is a handicapped person or as to the nature or severity of a handicap. A recipient may, however, make preemployment inquiry...

Strategies of Qualitative Inquiry. Third Edition

ERIC Educational Resources Information Center

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

2007-01-01

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

45 CFR 618.545 - Pre-employment inquiries.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 3 2010-10-01 2010-10-01 false Pre-employment inquiries. 618.545 Section 618.545 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION...-employment inquiries. (a) Marital status. A recipient shall not make pre-employment inquiry as to the marital...

The nervus terminalis in amphibians: anatomy, chemistry and relationship with the hypothalamic gonadotropin-releasing hormone system.

PubMed

Muske, L E; Moore, F L

1988-01-01

The nervus terminalis (TN), a component of the olfactory system, is found in most vertebrates. The TN of some fishes and mammals contains neurons immunoreactive (ir) to gonadotropin-releasing hormone (LHRH), and to several other neuropeptides and neurotransmitter systems, but there is little information on TN chemistry in other vertebrate taxa. Using immunocytochemical techniques, we found LHRH-ir neurons in amphibian TNs. In anurans, but not in a urodele, the TN was also found to contain Phe-Met-Arg-Phe-NH2 (FMRFamide) immunoreactivity. LHRH-ir neurons of the TN and those of the septal-hypothalamic system are morphologically homogeneous and form a distinct anatomical continuum in amphibians. Based upon topographical and cytological criteria, we hypothesize that LHRH-ir systems in vertebrates might derive embryonically from the TN.

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

PubMed

Wright, Katie

2017-12-01

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

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

NASA Astrophysics Data System (ADS)

Roehrig, Gillian H.; Luft, Julie A.

2004-10-01

"Science as inquiry" is a key content standard in the National Science Education Standards, yet implementation of inquiry-based teaching is rare in secondary chemistry classrooms. This paper is the result of a study conducted to understand factors that effect the inquiry-based instruction of ten novice secondary chemistry teachers. The study focused on the influence of teaching beliefs and content knowledge on the instructional practices of these ten teachers. Case and cross-case comparisons revealed that chemistry teachers' intentions to implement inquiry teaching were strongly influenced by their teaching beliefs rather than their knowledge of chemistry. The quality of inquiry lessons, however, was found to depend on the teachers' knowledge of chemistry content. This study reinforces the need for chemistry-focused inservice training for beginning chemistry teachers that focuses on both inquiry teaching strategies and teaching beliefs.

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

NASA Astrophysics Data System (ADS)

Tosa, Sachiko

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

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.

Using Human Inquiry Groups in Counselling Research.

ERIC Educational Resources Information Center

West, William

1996-01-01

Explores the nature of human inquiry groups and how such groups decide on a research agenda. Outlines the stages involved in the process and considers the value of human inquiry as a qualitative methodology for counseling research. Compares the roles of the human inquiry researcher and the counselor. (RJM)

Major Strands in Scientific Inquiry through Cluster Analysis of Research Abstracts

ERIC Educational Resources Information Center

Yeh, Yi-Fen; Jen, Tsung-Hau; Hsu, Ying-Shao

2012-01-01

Scientific inquiry involves a variety of abilities scientists use to investigate the natural world. In order to develop students' scientific inquiry, researchers and educators have developed different curricula and a variety of instructional resources, which make features and descriptors of scientific inquiry in teaching and learning even more…

Talking Science: Developing a Discourse of Inquiry

ERIC Educational Resources Information Center

Hackling, Mark; Smith, Pru; Murcia, Karen

2010-01-01

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

10 CFR 490.4 - General information inquiries.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 10 Energy 3 2014-01-01 2014-01-01 false General information inquiries. 490.4 Section 490.4 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ALTERNATIVE FUEL TRANSPORTATION PROGRAM General Provisions § 490.4 General information inquiries. DOE responses to inquiries with regard to the provisions of this part that...

10 CFR 490.4 - General information inquiries.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 10 Energy 3 2011-01-01 2011-01-01 false General information inquiries. 490.4 Section 490.4 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ALTERNATIVE FUEL TRANSPORTATION PROGRAM General Provisions § 490.4 General information inquiries. DOE responses to inquiries with regard to the provisions of this part that...

10 CFR 490.4 - General information inquiries.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 10 Energy 3 2012-01-01 2012-01-01 false General information inquiries. 490.4 Section 490.4 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ALTERNATIVE FUEL TRANSPORTATION PROGRAM General Provisions § 490.4 General information inquiries. DOE responses to inquiries with regard to the provisions of this part that...

10 CFR 490.4 - General information inquiries.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 10 Energy 3 2013-01-01 2013-01-01 false General information inquiries. 490.4 Section 490.4 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ALTERNATIVE FUEL TRANSPORTATION PROGRAM General Provisions § 490.4 General information inquiries. DOE responses to inquiries with regard to the provisions of this part that...

10 CFR 490.4 - General information inquiries.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 3 2010-01-01 2010-01-01 false General information inquiries. 490.4 Section 490.4 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION ALTERNATIVE FUEL TRANSPORTATION PROGRAM General Provisions § 490.4 General information inquiries. DOE responses to inquiries with regard to the provisions of this part that...

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…

Experimental Comparison of Inquiry and Direct Instruction in Science

ERIC Educational Resources Information Center

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

2010-01-01

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

Sustaining a Mature Teacher Inquiry Network

ERIC Educational Resources Information Center

Satter, Sarah Bea

2014-01-01

This research consisted of a case study of an active network for teacher inquiry. Specifically, I investigated how an organization dedicated to teacher inquiry had provided the structure, leadership, and resources to sustain, maintain, and expand the network. The group studied was the Mid-Ohio Writing Project, a teacher inquiry network affiliated…

11 CFR 9039.3 - Examination and audits; investigations.

Code of Federal Regulations, 2010 CFR

2010-01-01

... inquiry. A decision to conduct an inquiry under this section may be based on information that is obtained... information obtained in the inquiry will be utilized in making the repayment determination. If the inquiry...; investigations. (a) General. (1) The Commission will consider information obtained in its continuing review under...

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

ERIC Educational Resources Information Center

Roehrig, Gillian H.; Luft, Julie A.

2004-01-01

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

Multiple Modes of Inquiry in Earth Science

ERIC Educational Resources Information Center

Kastens, Kim A.; Rivet, Ann

2008-01-01

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

Questions, Curiosity and the Inquiry Cycle

ERIC Educational Resources Information Center

Casey, Leo

2014-01-01

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

Inquiry Identity and Science Teacher Professional Development

ERIC Educational Resources Information Center

Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

2016-01-01

An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often…

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

ERIC Educational Resources Information Center

Fontichiaro, Kristin, Comp.

2010-01-01

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

Dealing with the Ambiguities of Science Inquiry

ERIC Educational Resources Information Center

Tan, Yuen Sze Michelle; Caleon, Imelda Santos

2016-01-01

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

Using Technology to Engage Preservice Elementary Teachers in Learning about Scientific Inquiry

ERIC Educational Resources Information Center

Jones, Loretta L.; MacArthur, James R.; Akaygün, Sevil

2011-01-01

Elementary teachers are often required to teach inquiry in their classrooms despite having had little exposure to inquiry learning themselves. In a capstone undergraduate science course preservice elementary teachers experience scientific inquiry through the completion of group projects, activities, readings and discussion, in order to develop a…

Assessment of Inquiry Skills in the SAILS Project

ERIC Educational Resources Information Center

Harrison, Chris

2014-01-01

Inquiry provides both the impetus and experience that helps students acquire problem solving and lifelong learning skills. Teachers on the Strategies for Assessment of Inquiry Learning in Science Project (SAILS) strengthened their inquiry pedagogy, through focusing on seeking assessment evidence for formative action. This paper reports on both the…

4 CFR 200.4 - Privacy Act inquiries.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 4 Accounts 1 2013-01-01 2013-01-01 false Privacy Act inquiries. 200.4 Section 200.4 Accounts RECOVERY ACCOUNTABILITY AND TRANSPARENCY BOARD PRIVACY ACT OF 1974 § 200.4 Privacy Act inquiries. (a... Avenue, NW., Suite 700, Washington, DC 20006. Inquiries should be marked “Privacy Act Inquiry” on each...

4 CFR 200.4 - Privacy Act inquiries.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 4 Accounts 1 2014-01-01 2013-01-01 true Privacy Act inquiries. 200.4 Section 200.4 Accounts RECOVERY ACCOUNTABILITY AND TRANSPARENCY BOARD PRIVACY ACT OF 1974 § 200.4 Privacy Act inquiries. (a... Avenue, NW., Suite 700, Washington, DC 20006. Inquiries should be marked “Privacy Act Inquiry” on each...

4 CFR 200.4 - Privacy Act inquiries.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 4 Accounts 1 2012-01-01 2012-01-01 false Privacy Act inquiries. 200.4 Section 200.4 Accounts RECOVERY ACCOUNTABILITY AND TRANSPARENCY BOARD PRIVACY ACT OF 1974 § 200.4 Privacy Act inquiries. (a... Avenue, NW., Suite 700, Washington, DC 20006. Inquiries should be marked “Privacy Act Inquiry” on each...

4 CFR 200.4 - Privacy Act inquiries.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 4 Accounts 1 2011-01-01 2011-01-01 false Privacy Act inquiries. 200.4 Section 200.4 Accounts RECOVERY ACCOUNTABILITY AND TRANSPARENCY BOARD PRIVACY ACT OF 1974 § 200.4 Privacy Act inquiries. (a... Avenue, NW., Suite 700, Washington, DC 20006. Inquiries should be marked “Privacy Act Inquiry” on each...

4 CFR 200.4 - Privacy Act inquiries.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 4 Accounts 1 2010-01-01 2010-01-01 false Privacy Act inquiries. 200.4 Section 200.4 Accounts RECOVERY ACCOUNTABILITY AND TRANSPARENCY BOARD PRIVACY ACT OF 1974 § 200.4 Privacy Act inquiries. (a... Avenue, NW., Suite 700, Washington, DC 20006. Inquiries should be marked “Privacy Act Inquiry” on each...

Primary Sources and Inquiry Learning

ERIC Educational Resources Information Center

Pappas, Marjorie L.

2006-01-01

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

The Use of Multiple Theories of Inquiry in Educational Research.

ERIC Educational Resources Information Center

Short, Edmund C.

This paper explores how various perspectives influence inquiry in education. Normative perspectives function as implicit theories of inquiry as a researcher undertakes formal inquiry, and such theories should be acknowledged. Epistemological as well as methodological issues raised by conceiving of such theories as normative rather than merely…

The Benefits of Using Authentic Inquiry within Biotechnology Education

ERIC Educational Resources Information Center

Hanegan, Nikki; Bigler, Amber

2010-01-01

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

Connecting Inquiry and the Nature of Science

ERIC Educational Resources Information Center

Peters, Erin

2006-01-01

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

A Decade of Inquiry: Tempest in a Teacup?

ERIC Educational Resources Information Center

Merwin, William

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

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…

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…

Teaching the Inquiry Process to 21st Century Learners

ERIC Educational Resources Information Center

Carnesi, Sabrina; DiGiorgio, Karen

2009-01-01

Unlike the static, set-in-stone research project, the inquiry process is an interactive cycle used to teach research in any content area. The inquiry process engages students in a way that promotes critical thinking, higher-level processing, and the use of more varied and appropriate resources. This article introduces the inquiry process and…

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…

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Exploring Korean Middle School Students' View about Scientific Inquiry

ERIC Educational Resources Information Center

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

2017-01-01

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

Community of Inquiry: Its Past and Present Future

ERIC Educational Resources Information Center

Pardales, Michael J.; Girod, Mark

2006-01-01

The following paper outlines the historical and philosophical development of, "community of inquiry" in educational discourse. The origins of community of inquiry can be found in the philosophical work of C. S. Peirce. From Peirce the notion of community of inquiry is adopted and developed by educational theorists of different orientations.…

Pupil Inquiry Behavior Analysis and Change Activity. Interim Project Report.

ERIC Educational Resources Information Center

Manion, Raymond C.

This interim report discusses progress toward three major goals of the Pupil Inquiry Behavior Analysis and Change Activity: increased pupil inquiry, changed teacher behavior to facilitate pupil inquiry, and the development of a 32-week course of instruction to provide for these behavioral changes. Data currently available deals with the emotional…

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

ERIC Educational Resources Information Center

Kasl, Elizabeth; Yorks, Lyle

2010-01-01

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

Learning Logs

ERIC Educational Resources Information Center

Heuser, Daniel

2005-01-01

Just what do children get out of inquiry? Good inquiry activities help students hone their inquiry abilities and teach them about the nature of science. But inquiry is also a way to teach science content, and teachers need to know if this instruction is helping children gain these important ideas. So, how do teachers know what students are…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Perspectives on Inquiry-Oriented Teaching Practice: Conflict and Clarification.

ERIC Educational Resources Information Center

Flick, Lawrence B.; And Others

This paper is the written account of a panel presentation about inquiry-oriented teaching practices. The purpose of this group of papers is to provide an opportunity to explore the state of knowledge of inquiry-oriented teaching based on direct observation of teachers, and analysis of those observations from an inquiry perspective. The paper…

Conducting Guided Inquiry in Science Classes Using Authentic, Archived, Web-Based Data

ERIC Educational Resources Information Center

Ucar, Sedat; Trundle, Kathy Cabe

2011-01-01

Students are often unable to collect the real-time data necessary for conducting inquiry in science classrooms. Web-based, real-time data could, therefore, offer a promising tool for conducting scientific inquiries within classroom environments. This study used a quasi-experimental research design to investigate the effects of inquiry-based…

40 CFR 312.21 - Results of inquiry by an environmental professional.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 28 2014-07-01 2014-07-01 false Results of inquiry by an environmental... CONDUCTING ALL APPROPRIATE INQUIRIES Standards and Practices § 312.21 Results of inquiry by an environmental... should take into account information provided to the environmental professional as a result of the...

40 CFR 312.21 - Results of inquiry by an environmental professional.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 28 2011-07-01 2011-07-01 false Results of inquiry by an environmental... CONDUCTING ALL APPROPRIATE INQUIRIES Standards and Practices § 312.21 Results of inquiry by an environmental... should take into account information provided to the environmental professional as a result of the...

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

ERIC Educational Resources Information Center

Coppersmith, Sarah A.; Song, Kim H.

2017-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Implementing Inquiry Gradually with Preservice Science Teachers as Students

ERIC Educational Resources Information Center

Keçeci, Gonca

2017-01-01

This study is done to have preservice science teachers chance to implement inquiry before expecting them to implement inquiry in their classrooms and to develop the preservice science teachers' inquiry skills and self-efficacy of science. The study group is composed of preservice science teachers who chose the 2nd grade Biology Laboratory course…

The Effect on Elementary Science Education Based on Student's Pre-Inquiry

ERIC Educational Resources Information Center

Kang, Houn Tae; Noh, Suk Goo

2017-01-01

In this research, after extracting the pre-inquiries (student-level question) for which students had curiosity in the elementary science and analyzing their correlation with the elementary science curriculum, highly correlated inquiries (meaningful pre-inquiries) were selected and applied in class. After organizing an experiment group and a…

Inquiring about Water Quality

ERIC Educational Resources Information Center

Dacko, Margaret; Higdon, Robbie

2004-01-01

Teachers can use inquiry to make sure that student learning is hands-on and minds-on. There are many levels of inquiry and teachers can even include some of their favorite cookbook labs after modifying them. Inquiry does not always mean lots of time, money, materials, and mess. One of the most important things that inquiry does require of…

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…

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

ERIC Educational Resources Information Center

Hollingsworth, Heidi L.; Vandermaas-Peeler, Maureen

2017-01-01

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

The Art of Questions: Inquiry, the CCSS, and School Librarians

ERIC Educational Resources Information Center

Wadham, Rachel

2013-01-01

This article examines the association among inquiry, the Common Core State Standards (CCSS) and school librarians. It explains the significance of asking questions, and describes the characteristics of the questions that are central to inquiry learning. The role of school librarians in inquiry learning and the implementation of CCSS is also…

The Wisdom of Scientific Inquiry on Education. Science Education Information Reports, Occasional Paper Series, Science Paper 4.

ERIC Educational Resources Information Center

Glass, Gene V.

After distinguishing between elucidatory inquiry (directed toward theory and model construction for understanding and explaining phenomena) and evaluative inquiry (determining the worth of a thing), and providing nine differentiating characteristics, the author discusses the progress of educational elucidatory inquiry. He concludes that it has not…

Students Learn How Nonprofits Utilize Volunteers through Inquiry-Based Learning

ERIC Educational Resources Information Center

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

2009-01-01

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

What Students Really Think about Doing Research

ERIC Educational Resources Information Center

Bernard, Warren

2011-01-01

There are many types of inquiry activities out there: Demonstrations, guided or scaffolded inquiry labs, open- or free-inquiry labs, and problem-based or project-based learning activities are all staples in science education. The importance of inquiry is highlighted in such documents as the National Science Education Standards (NRC 1996) and the…

Analysis of Verbal Interactions during an Extended, Open-Inquiry General Chemistry Laboratory Investigation

ERIC Educational Resources Information Center

Krystyniak, Rebecca A.; Heikkinen, Henry W.

2007-01-01

This study explores effects of participation by second-semester college general chemistry students in an extended, open-inquiry laboratory investigation. Verbal interactions among a student lab team and with their instructor over three open-inquiry laboratory sessions and two non-inquiry sessions were recorded, transcribed, and analyzed. Coding…

Scaffolding the Inquiry Continuum and the Constitution of Identity

ERIC Educational Resources Information Center

Melville, Wayne; Bartley, Anthony; Fazio, Xavier

2013-01-01

This article considers the impact of scaffolding on pre-service science teachers' constitution of identities as teachers of inquiry. This scaffolding has consisted of 2 major components, a unit on current electricity which encompasses the inquiry continuum and an open inquiry which is situated in context of classroom practice. Our analysis…

Inquiry-Based Science Education: A Scenario on Zambia's High School Science Curriculum

ERIC Educational Resources Information Center

Chabalengula, Vivien M.; Mumba, Frackson

2012-01-01

This paper is aimed at elucidating the current state of inquiry-based science education (IBSE) in Zambia's high school science curriculum. Therefore, we investigated Zambian teachers' conceptions of inquiry; determined inquiry levels in the national high school science curriculum materials, which include syllabi, textbooks and practical exams; and…

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

ERIC Educational Resources Information Center

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

2012-01-01

This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the…

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…

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…

Arguments for a Common Set of Principles for Collaborative Inquiry in Evaluation

ERIC Educational Resources Information Center

Cousins, J. Bradley; Whitmore, Elizabeth; Shulha, Lyn

2013-01-01

In this article, we critique two recent theoretical developments about collaborative inquiry in evaluation--using logic models as a means to understand theory, and efforts to compartmentalize versions of collaborative inquiry into discrete genres--as a basis for considering future direction for the field. We argue that collaborative inquiry in…

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…

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…

Recognizing Mechanistic Reasoning in Student Scientific Inquiry: A Framework for Discourse Analysis Developed from Philosophy of Science

ERIC Educational Resources Information Center

Russ, Rosemary S.; Scherr, Rachel E.; Hammer, David; Mikeska, Jamie

2008-01-01

Science education reform has long focused on assessing student inquiry, and there has been progress in developing tools specifically with respect to experimentation and argumentation. We suggest the need for attention to another aspect of inquiry, namely "mechanistic reasoning." Scientific inquiry focuses largely on understanding causal…

Conducting Science Inquiry in Primary Classrooms: Case Studies of Two Preservice Teachers' Inquiry-Based Practices

ERIC Educational Resources Information Center

Leonard, Jacqueline; Boakes, Norma; Moore, Cara M.

2009-01-01

This study examined the impact of an intervention designed to promote inquiry-based instruction among early childhood/elementary preservice teachers in Earth science. Preservice teachers participated in training sessions and community-based internships to deepen Earth science content knowledge and develop inquiry-based practices. Analyses of Earth…

Integrating Action and Reflection through Co-operative Inquiry.

ERIC Educational Resources Information Center

Reason, Peter

1999-01-01

Defines co-operative inquiry as a radically participative form of inquiry in which all involved are both co-researchers and co-subjects. Introduces methodology in a layperson's guide. Reflects on the learning process of an inquiry group, especially the process of research cycling, importance of peer group, and the paradoxical self-reflexive…

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

NASA Astrophysics Data System (ADS)

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

2015-01-01

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

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

NASA Astrophysics Data System (ADS)

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

2017-08-01

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

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.

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

NASA Astrophysics Data System (ADS)

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

2017-09-01

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

Meta-Analysis of Inquiry-Based Instruction Research

NASA Astrophysics Data System (ADS)

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

2017-04-01

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

Development and validation of an instrument for evaluating inquiry-based tasks in science textbooks

NASA Astrophysics Data System (ADS)

Yang, Wenyuan; Liu, Enshan

2016-12-01

This article describes the development and validation of an instrument that can be used for content analysis of inquiry-based tasks. According to the theories of educational evaluation and qualities of inquiry, four essential functions that inquiry-based tasks should serve are defined: (1) assisting in the construction of understandings about scientific concepts, (2) providing students opportunities to use inquiry process skills, (3) being conducive to establishing understandings about scientific inquiry, and (4) giving students opportunities to develop higher order thinking skills. An instrument - the Inquiry-Based Tasks Analysis Inventory (ITAI) - was developed to judge whether inquiry-based tasks perform these functions well. To test the reliability and validity of the ITAI, 4 faculty members were invited to use the ITAI to collect data from 53 inquiry-based tasks in the 3 most widely adopted senior secondary biology textbooks in Mainland China. The results indicate that (1) the inter-rater reliability reached 87.7%, (2) the grading criteria have high discriminant validity, (3) the items possess high convergent validity, and (4) the Cronbach's alpha reliability coefficient reached 0.792. The study concludes that the ITAI is valid and reliable. Because of its solid foundations in theoretical and empirical argumentation, the ITAI is trustworthy.

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.

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

NASA Astrophysics Data System (ADS)

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

2017-08-01

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

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

NASA Astrophysics Data System (ADS)

Lertwanasiriwan, Chaiwuti

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

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

NASA Astrophysics Data System (ADS)

Gejda, Linda Muggeo

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

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

PubMed

Brunton, Warwick

2005-10-10

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

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

PubMed Central

Brunton, Warwick

2005-01-01

Background This paper discusses the role of public inquiries as an instrument of public policy-making in New Zealand, using mental health as a case study. The main part of the paper analyses the processes and outcomes of five general inquiries into the state of New Zealand's mental health services that were held between 1858 and 1996. Results The membership, form, style and processes used by public inquiries have all changed over time in line with constitutional and social trends. So has the extent of public participation. The records of five inquiries provide periodic snapshots of a system bedevilled by long-standing problems such as unacceptable standards, under-resourcing, and poor co-ordination. Demands for an investigation no less than the reports and recommendations of public inquiries have been the catalyst of some important policy changes, if not immediately, then by creating a climate of opinion that supported later change. Inquiries played a significant role in establishing lunatic asylums, in shaping the structure of mental health legislation, establishing and maintaining a national mental health bureaucracy within the machinery of government, and in paving the way for deinstitutionalisation. Ministers and their departmental advisers have mediated this contribution. Conclusion Public inquiries have helped shape New Zealand's mental health policy, both directly and indirectly, at different stages of evolution. In both its advisory and investigative forms, the public inquiry remains an important tool of public administration. The inquiry/cause and policy/effect relationship is not necessarily immediate but may facilitate changes in public opinion with corresponding policy outcomes long after any direct causal link could be determined. When considered from that long-term perspective, the five inquiries can be linked to several significant and long-term contributions to mental health policy in New Zealand. PMID:16216131

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

NASA Astrophysics Data System (ADS)

Ward, Peggy

Although hailed as a powerful form of instruction, in most teaching and learning contexts, inquiry-based instruction is fraught with ambiguous and conflicting definitions and descriptions. Yet little has been written about the experiences preservice science teacher have regarding their learning to teach science through inquiry. This project sought to understand how select preservice secondary science teachers enrolled in three UTeach programs in Arkansas conceptualize inquiry instruction and how they rationalize its value in a teaching and learning context. The three teacher education programs investigated in this study are adoption sites aligned with the UTeach Program in Austin, TX that distinguishes itself in part by its inquiry emphasis. Using a mixed method investigation design, this study utilized two sources of data to explore the preservice science teachers' thinking. In the first phase, a modified version of the Pedagogy of Science teaching Tests (POSTT) was used to identify select program participants who indicated preferences for inquiry instruction over other instructional strategies. Secondly, the study used an open-ended questionnaire to explore the selected subjects' beliefs and conceptions of teaching and learning science in an inquiry context. The study also focused on identifying particular junctures in the prospective science teachers' education preparation that might impact their understanding about inquiry. Using a constant comparative approach, this study explored 19 preservice science teachers' conceptions about inquiry. The results indicate that across all levels of instruction, the prospective teachers tended to have strong student-centered teaching orientations. Except subjects in for the earliest courses, subjects' definitions and descriptions of inquiry tended toward a few of the science practices. More advanced subjects, however, expressed more in-depth descriptions. Excluding the subjects who have completed the program, multiple subjects tended to associate inquiry learning exclusively in terms of exploring before lecture, getting a single correct answer. Additionally, various subjects at multiple levels, described inquiry in terms of the 5E Model of Instruction, which is emphasized in the Arkansas UTeach lesson design. Implications of these findings and suggestions for program improvement at the course levels are suggested.

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

NASA Astrophysics Data System (ADS)

Breslyn, Wayne Gene

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

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

NASA Astrophysics Data System (ADS)

Schomer, Scott D.

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

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

NASA Astrophysics Data System (ADS)

Colon, Erica L.

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

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

NASA Astrophysics Data System (ADS)

Dunbar, Terry Frank

The use of the scientific inquiry method of teaching science was investigated in one district's elementary schools. The study generated data directly from Albuquerque Public Schools fourth- and fifth-grade teachers through a mail-out survey and through observation. Two forms of an inquiry evaluation research instrument (Elementary Science Inquiry Survey - ESIS) were created. The ESIS-A is a classroom observation tool. The ESIS-B is a survey questionnaire designed to collect information from teachers. The study was designed first to establish reliability and validity for both forms of the instrument. The study made use of multiple regression and exploratory factor analysis. Sources used to establish the instruments' reliability and validity included: (1) Input from an international panel (qualitative analysis of comments sent by raters and quantitative analysis of numerical ratings sent by raters); (2) Cronbach's alpha; (3) Results of factor analysis; (4) Survey respondents' comments (qualitative analysis); (5) Teacher observation data. Cronbach's alpha for the data set was .8955. Inquiry practices were reported to occur between twice per week and three times per week. Teachers' comments regarding inquiry were reported. The ESIS was used to collect inquiry self-report data and teacher background data. The teacher background data included teacher science knowledge and information about their standards awareness and implementation. The following teacher knowledge factors were positively correlated with inquiry use: semesters of college science, science workshops taken, conducted scientific research, and SIMSE (NSF institute) participation. The following standards awareness and implementation factors were positively correlated with inquiry use: familiarity with the National Science Education Standards, familiarity with New Mexico science standards, state or national standards as a curriculum selection factor, student interest as a curriculum selection factor, and "no limits" indicated as an inquiry-limiting factor. The following eight variables (all inquiry-limiting factors) were negatively correlated with inquiry use: available instructional materials, student prior knowledge/reading level, lack of experience with inquiry, not enough time, unsuccessful previous attempts, doubts about students' capability, insufficient time and support, and insufficient background in science.

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

NASA Astrophysics Data System (ADS)

Collins, Timothy A.

2011-12-01

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

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

NASA Astrophysics Data System (ADS)

Cakir, Mustafa

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

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

NASA Astrophysics Data System (ADS)

Karaman, Ayhan

Inquiry has been one of the most prominent terms of the contemporary science education reform movement (Buck, Latta, & Leslie-Pelecky, 2007; Colburn, 2006; Settlage, 2007). Practicing classroom inquiry has maintained its central position in science education for several decades because science education reform documents promote classroom inquiry as the potential savior of science education from its current problems. Likewise, having the capabilities of teaching science through inquiry has been considered by National Board for Professional Teaching Standards [NBPTS] as one of the essential elements of being an accomplished science teacher. Successful completion of National Board Certification [NBC] assessment process involves presenting a clear evidence of enacting inquiry with students. Despite the high-profile of the word inquiry in the reform documents, the same is not true in schools (Crawford, 2007). Most of the science teachers do not embrace this type of approach in their everyday teaching practices of science (Johnson, 2006; Luera, Moyer, & Everett, 2005; Smolleck, Zembal-Saul, & Yoder, 2006; Trumbull, Scarano, & Bonney, 2006). And the specific meanings attributed to inquiry by science teachers do not necessarily match with the original intentions of science education reform documents (Matson & Parsons, 2006; Wheeler, 2000; Windschitl, 2003). Unveiling the various meanings held by science teachers is important in developing better strategies for the future success of science education reform efforts (Jones & Eick, 2007; Keys & Bryan, 2001). Due to the potential influences of National Board Certified Science Teachers [NBCSTs] on inexperienced science teachers as their mentors, examining inquiry conceptions of NBCSTs is called for. How do these accomplished practitioners understand and enact inquiry? The purpose of this dissertation research study was twofold. First, it investigated the role of NBC performance assessment process on the professional development of science teachers. Second, it examined the meaning of practicing classroom inquiry for National Board Certified Science Teachers [NBCSTs]. Based on the specific cases of four NBCSTs, this naturalistic inquiry study was conducted to answer to those questions with the involvement of the following qualitative data sources: classroom observations, in-depth teacher interviews, and document analyses of teacher portfolios. The specific cases in this study indicated that undergoing the performance assessment process of NBC played an affirmational role for National Board Certified Science Teachers [NBCSTs] in their professional development. Their successful completion of the portfolio assessment process created a sharpened confidence into their existing notions and ways of teaching science. In the study, not all teachers were equally open to science education reform ideas. This meant that NBC experience strengthened the conventional notions of teaching science held by some teachers rather than generating a higher affiliation with the reform ideas. The teacher cases presented in this study denoted that teachers' conceptions of classroom inquiry were driven both by scientific and constructivist rationales. However, NBCSTs failed to create broader operational definitions of classroom inquiry. They tended to reduce the meaning of classroom inquiry into empirical investigations of students. The conventional representation of the scientific method as a stepwise linear process influenced teachers' understandings and practices of classroom inquiry. NBCSTs used inquiry in their classrooms to introduce their students to the cognitive processes and the actions of practicing scientists but not necessarily to teach scientific principles. Their reluctance to teach scientific principles through inquiry developed in parallel to their tendency of associating classroom inquiry with the highest levels of student autonomy. Participant teachers' particular understandings of scientific literacy produced a tension between embracing inquiry more in their teaching practices of science and educating scientifically literate students. The teachers in the study attributed the hurdles that kept them from using more inquiry with their students to external factors. In the final chapter of the dissertation study, these findings were discussed in connection with the education literature.

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

NASA Astrophysics Data System (ADS)

Atar, Hakan Yavuz

Creating a scientifically literate society appears to be the major goal of recent science education reform efforts (Abd-El-Khalick, Boujaoude, Dushl, Lederman, Hofstein, Niaz, Tregust, & Tuan, 2004). Recent national reports in the U.S, such as Shaping the Future, New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology (NSF,1996), Inquiry in Science and In Classroom, Inquiry and the National Science Education Standards (NRC, 2001), Pursuing excellence: Comparison of international eight-grade mathematics and science achievement from a U.S. perspective (NCES, 2001), and Standards for Science Teacher Preparation (NSTA 2003) appear to agree on one thing: the vision of creating a scientifically literate society. It appears from science education literature that the two important components of being a scientifically literate individual are developing an understanding of nature of science and ability to conduct scientific inquiries. Unfortunately, even though teaching science through inquiry has been recommended in national reports since the 1950's, it has yet to find its way into many science classrooms (Blanchard, 2006; Yerrick, 2000). Science education literature identfies several factors for this including: (1) lack of content knowledge (Anderson, 2002; Lee, Hart Cuevas, & Enders, 2004; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Moscovici, 1999; Smith & Naele, 1989; Smith, 1989); (2) high stake tests (Aydeniz, 2006); (3) teachers' conflicting beliefs with inquiry-based science education reform (Blanchard, 2006; Wallace & Kang, 2004); and, (4) lack of collaboration and forums for communication (Anderson, 2002; Davis, 2003; Loucks-Horsely, Hewson, Love, & Stiles, 1998; Wallace & Kang, 2004). In addition to the factors stated above this study suggest that some of the issues and problems that have impeded inquiry instruction to become the primary approach to teaching science in many science classrooms might be related to teachers NOS conceptions. Developing desired understanding of nature of science conceptions and having an adequate experience with inquiry learning is especially important for science teachers because science education literature suggests that the development of teachers' nature of science conceptions is influenced by their experiences with inquiry science (Akerson et. al. 2000) and implementation of science lessons reflect teachers' NOS conceptions (Abd-EL-Khalick & Boujaoude, 1997; Matson & Parsons, 1998; Rosenthal, 1993; Trowbridge, Bybee & Powell, 2000; Turner & Sullenger, 1999). Furthermore, the impediments to successful integration of inquiry based science instruction from teachers' perspective are particularly important, as they are the implementers of inquiry based science education reform. The purpose of this study is to understand the relationship between the teachers' NOS conceptions and their inquiry beliefs and practices in their classrooms and how this relationship impedes or contributes to the implementation of inquiry based science education reform efforts. The participants of this study were in-service teachers who were accepted into the online Masters Program in science education program at a southern university. Three online courses offered in the summer semester of 2005 constituted the research setting of this study: (1) Special Problems in the Teaching of Secondary School Science: Nature of Science & Science Teaching, (2) Curriculum in Science Education, and (3) Colloquium. Multiple data sources were used for data triangulation (Miles & Huberman, 1984; Yin, 1994) in order to understand the relationship between participants' NOS views and their conceptions and beliefs about inquiry-based science teaching. The study revealed that the relationship between the teachers' NOS conceptions and their inquiry beliefs and practices is far from being simple and linear. Data suggests that the teachers' sophistication of NOS conceptions influence their perception of inquiry science instruction in variety of ways. In a nutshell, these include: (1) The teachers become more confident in their ability to implement inquiry-based science classes; (2) Better understanding of NOS conceptions assists the teachers develop a higher appreciation of inquiry science instruction; (3) The teachers' misconceptions about nature of science appear to be connected to their misconceptions about inquiry science instruction; (4) A better understanding of NOS concepts seems to have stimulate the teachers to put more emphasis on some aspects of inquiry more than others; and (5) Sophistication of teachers' NOS conceptions influences their decisions about the type of inquiry they plan to incorporate in their instruction. This study also suggests that enhancing teachers' NOS conceptions should be among the main objectives of inquiry-based professional development programs and courses that are taught in science education programs. This study reveals that enhancing NOS conceptions helps teachers in their efforts to integrate inquiry into their instruction by boosting their confidence in their abilities to teach science through inquiry. This study reveals that especially teachers who lack strong science backgrounds and prior experience with inquiry science are at risk. Not having a strong background in science and lacking extensive experience with inquiry science negatively influences the teachers' confidence and thus delays their efforts to implement inquiry-based science lessons. (Abstract shortened by UMI.)

Analyzing Inquiry Questions of High-School Students in a Gas Chromatography Open-Ended Laboratory Experiment

ERIC Educational Resources Information Center

Blonder, Ron; Mamlock-Naaman, Rachel; Hofstein, Avi

2008-01-01

This paper describes the implementation of an open-ended inquiry experiment for high-school students, based on gas chromatography (GC). The research focuses on identifying the level of questions that students ask during the GC open inquiry laboratory, and it examines whether implementing the advanced inquiry laboratory opens up new directions for…

Teacher Beliefs about Implementing Guided-Inquiry Laboratory Experiments for Secondary School Chemistry

ERIC Educational Resources Information Center

Cheung, Derek

2011-01-01

One of the characteristics of teaching chemistry through inquiry is that teachers need to encourage students to design their experimental procedures. Although the benefits of inquiry teaching are well documented in the literature, few teachers implement it in schools. The purpose of this study was to develop a guided-inquiry scale (GIS) to measure…

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…

Middle School Students' Views of Scientific Inquiry: An International Comparative Study

ERIC Educational Resources Information Center

Senler, B.

2015-01-01

The aim of this study is to investigate middle school students' views of scientific inquiry. A total of 489 middle school students (238 from the United States, and 251 from Turkey) participated in the study. The Views of Scientific Inquiry-Elementary (VOSI-E) was used to assess participants' scientific inquiry views. The instrument covered four…

26 CFR 301.7611-1 - Questions and answers relating to church tax inquiries and examinations.

Code of Federal Regulations, 2011 CFR

2011-04-01

... inquiries and examinations. 301.7611-1 Section 301.7611-1 Internal Revenue INTERNAL REVENUE SERVICE... 4958 19 Church Tax Inquiry Q-1: When may the Internal Revenue Service begin an inquiry of a church's tax liability? A-1: Under section 7611 of the Internal Revenue Code, the Internal Revenue Service may...

12 CFR 27.4 - Inquiry/Application Log.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 12 Banks and Banking 1 2011-01-01 2011-01-01 false Inquiry/Application Log. 27.4 Section 27.4... SYSTEM § 27.4 Inquiry/Application Log. (a) The Comptroller, among other things, may require a bank to maintain a Fair Housing Inquiry/Application Log (“Log”), based upon, but not limited to, one or more of the...

12 CFR 27.4 - Inquiry/Application Log.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 12 Banks and Banking 1 2010-01-01 2010-01-01 false Inquiry/Application Log. 27.4 Section 27.4... SYSTEM § 27.4 Inquiry/Application Log. (a) The Comptroller, among other things, may require a bank to maintain a Fair Housing Inquiry/Application Log (“Log”), based upon, but not limited to, one or more of the...

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

ERIC Educational Resources Information Center

Broderick, Jane Tingle; Hong, Seong Bock

2011-01-01

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

Pragmatism and Community Inquiry: A Case Study of Community-Based Learning

ERIC Educational Resources Information Center

Bruce, Bertram C.; Bloch, Naomi

2013-01-01

This paper develops a philosophical basis for the concept of community inquiry. Community inquiry derives from pragmatist theory as articulated by Dewey, Peirce, Addams, and others. Following Brendel, we discuss pragmatism in terms of its emphasis on the practical dimensions of inquiry, the pluralistic nature of the tools that are used to study…

Collaborative Inquiry and Distributed Agency in Educational Change: A Case Study of a Multi-Level Community of Inquiry

ERIC Educational Resources Information Center

Butler, Deborah L.; Schnellert, Leyton; MacNeil, Kimberley

2015-01-01

Teacher professional development has been identified as essential to educational reform. Moreover, research suggests the power of inquiry communities in spurring teacher professional learning and shifts in classroom practice. However, not enough is known about what conditions within a community of inquiry might be necessary to inspire, support,…

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

ERIC Educational Resources Information Center

Lakin, Joni M.; Wallace, Carolyn S.

2015-01-01

Inquiry-based teaching promotes students' engagement in problem-solving and investigation as they learn science concepts. Current practice in science teacher education promotes the use of inquiry in the teaching of science. However, the literature suggests that many science teachers hold incomplete or incorrect conceptions of inquiry.…

Pedagogical Practices to Support Classroom Cultures of Scientific Inquiry

ERIC Educational Resources Information Center

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

2011-01-01

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

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

Code of Federal Regulations, 2011 CFR

2011-07-01

... 29 Labor 4 2011-07-01 2011-07-01 false Pre-employment inquiries as to sex. 1604.7 Section 1604.7... DISCRIMINATION BECAUSE OF SEX § 1604.7 Pre-employment inquiries as to sex. A pre-employment inquiry may ask “Male... directly or indirectly any limitation, specification, or discrimination as to sex shall be unlawful unless...

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

Code of Federal Regulations, 2013 CFR

2013-07-01

... 29 Labor 4 2013-07-01 2013-07-01 false Pre-employment inquiries as to sex. 1604.7 Section 1604.7... DISCRIMINATION BECAUSE OF SEX § 1604.7 Pre-employment inquiries as to sex. A pre-employment inquiry may ask “Male... directly or indirectly any limitation, specification, or discrimination as to sex shall be unlawful unless...

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

Code of Federal Regulations, 2012 CFR

2012-07-01

... 29 Labor 4 2012-07-01 2012-07-01 false Pre-employment inquiries as to sex. 1604.7 Section 1604.7... DISCRIMINATION BECAUSE OF SEX § 1604.7 Pre-employment inquiries as to sex. A pre-employment inquiry may ask “Male... directly or indirectly any limitation, specification, or discrimination as to sex shall be unlawful unless...

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

Code of Federal Regulations, 2014 CFR

2014-07-01

... 29 Labor 4 2014-07-01 2014-07-01 false Pre-employment inquiries as to sex. 1604.7 Section 1604.7... DISCRIMINATION BECAUSE OF SEX § 1604.7 Pre-employment inquiries as to sex. A pre-employment inquiry may ask “Male... directly or indirectly any limitation, specification, or discrimination as to sex shall be unlawful unless...

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

Code of Federal Regulations, 2010 CFR

2010-07-01

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

Enactment of Scientific Inquiry: Observation of Two Cases at Different Grade Levels in China Mainland

ERIC Educational Resources Information Center

Wang, Lei; Zhang, Ronghui; Clarke, David; Wang, Weizhen

2014-01-01

Enactment of scientific inquiry in classroom has attracted a great attention of science educators around the world. In this study, we examined two competent teachers' (one Grade 9 chemistry teacher and one Grade 4 science teacher) enactment of scientific inquiry in selected teaching units to reveal the characteristics of enacted inquiry at…

An Analysis of the Actual Processes of Physicists' Research and the Implications for Teaching Scientific Inquiry in School

ERIC Educational Resources Information Center

Park, Jongwon; Jang, Kyoung-Ae; Kim, Ikgyun

2009-01-01

Investigation of scientists' actual processes of conducting research can provide us with more realistic aspects of scientific inquiry. This study was performed to identify three aspects of scientists' actual research: their motivations for scientific inquiry, the scientific inquiry skills they used, and the main types of results obtained from…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Expressive Thought and Non-Rational Inquiry.

ERIC Educational Resources Information Center

Newton, Richard F.

A significant problem with inquiry teaching is that too much emphasis is placed on inquiry as a logical, scientific, and rational way of knowing. Feelings and mood are rarely dealt with except in rather off-handed remarks about intuitive leaps and creative encounters. Few consider what a model of inquiry based on mood and feeling might look like.…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Bridging Inquiry-Based Science and Constructionism: Exploring the Alignment between Students Tinkering with Code of Computational Models and Goals of Inquiry

ERIC Educational Resources Information Center

Wagh, Aditi; Cook-Whitt, Kate; Wilensky, Uri

2017-01-01

Research on the design of learning environments for K-12 science education has been informed by two bodies of literature: inquiry-based science and Constructionism. Inquiry-based science has emphasized engagement in activities that reflect authentic scientific practices. Constructionism has focused on designing intuitively accessible authoring…

Development and Validation of an Instrument for Evaluating Inquiry-Based Tasks in Science Textbooks

ERIC Educational Resources Information Center

Yang, Wenyuan; Liu, Enshan

2016-01-01

This article describes the development and validation of an instrument that can be used for content analysis of inquiry-based tasks. According to the theories of educational evaluation and qualities of inquiry, four essential functions that inquiry-based tasks should serve are defined: (1) assisting in the construction of understandings about…

49 CFR 845.20 - Powers of chairman of board of inquiry.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 49 Transportation 7 2010-10-01 2010-10-01 false Powers of chairman of board of inquiry. 845.20... of Hearing § 845.20 Powers of chairman of board of inquiry. The chairman of the board of inquiry, or his designee, shall have the following powers: (a) To designate parties to the hearing and revoke such...

49 CFR 845.20 - Powers of chairman of board of inquiry.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 49 Transportation 7 2011-10-01 2011-10-01 false Powers of chairman of board of inquiry. 845.20... of Hearing § 845.20 Powers of chairman of board of inquiry. The chairman of the board of inquiry, or his designee, shall have the following powers: (a) To designate parties to the hearing and revoke such...

Scientific Inquiry and Real-Life Applications Bring Middle School Students up to Standard

ERIC Educational Resources Information Center

Dass, Pradeep M.; Kilby, Diana; Chappell, Alicia

2005-01-01

The emphasis in both the National Science Education Standards (NSES) and "Science for All Americans" is on "science as inquiry" and inquiry-based science instruction as a way to accomplish the goals of science literacy. The NSES considers science as inquiry as a part of the content of science and include science as inquiry…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Planning, Enactment, and Reflection in Inquiry-Based Learning: Validating the McGill Strategic Demands of Inquiry Questionnaire

ERIC Educational Resources Information Center

Shore, Bruce M.; Chichekian, Tanya; Syer, Cassidy A.; Aulls, Mark W.; Frederiksen, Carl H.

2012-01-01

Tools are needed to track the elements of students' successful engagement in inquiry. The "McGill Strategic Demands of Inquiry Questionnaire" (MSDIQ) is a 79-item, criterion-referenced, learner-focused questionnaire anchored in Schon's model and related models of self-regulated learning. The MSDIQ addresses three phases of inquiry…

Measuring the "Unmeasurable": An Inquiry Model and Test for the Social Studies.

ERIC Educational Resources Information Center

Van Scotter, Richard D.; Haas, John D.

New social studies materials are based on inquiry modes of learning and teaching; however, little is known as to what students actually learn from an inquiry model (except for cognitive knowledge). An inquiry model and test to measure the "unmeasurable" in the social studies--namely, a student's ability to use the scientific process, attitudes…

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…

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

ERIC Educational Resources Information Center

Harmer, Andrea J.; Cates, Ward Mitchell

2007-01-01

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

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

ERIC Educational Resources Information Center

Hermann, Ronald S.; Miranda, Rommel J.

2010-01-01

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

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

ERIC Educational Resources Information Center

Cottey, Alan

2012-01-01

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

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

ERIC Educational Resources Information Center

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

2011-01-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

A Well-Started Beginning Elementary Teacher's Beliefs and Practices in Relation to Reform Recommendations about Inquiry-Based Science

ERIC Educational Resources Information Center

Avraamidou, Lucy

2017-01-01

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…

From Galileo to Snowflake Bentley: Using Literature To Teach Inquiry in Middle School Science.

ERIC Educational Resources Information Center

Moore, Sara Delano; Bintz, William P.

2002-01-01

Identifies literature that has the potential to introduce students to the meaning of science, inquiry, and scientists. Discusses the importance of using multiple texts to teach science, reading strategies to introduce the concept of inquiry, literature to extend student understanding of the role of inquiry in science, and the use of this cluster…

Teacher Collaborative Inquiry in the Context of Literacy Education: Examining the Effects on Teacher Self-Efficacy, Instructional and Assessment Practices

ERIC Educational Resources Information Center

Ciampa, Katia; Gallagher, Tiffany L.

2016-01-01

This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers' participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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…

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

ERIC Educational Resources Information Center

Lee, Carole K.; Shea, Marilyn

2016-01-01

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

TEAC Exercise Workbook: Writing the "Inquiry Brief" and "Inquiry Brief Proposal"

ERIC Educational Resources Information Center

Teacher Education Accreditation Council, 2010

2010-01-01

This workbook is about producing the "Inquiry Brief" or "Inquiry Brief Proposal" for TEAC (Teacher Education Accreditation Council) accreditation. It is designed as a companion to the TEAC "Guide to Accreditation." The exercises in this workbook are selected by the writing workshop presenters to help program faculty get started on their "Brief."…

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 design and implementation of GML data management information system based on PostgreSQL

NASA Astrophysics Data System (ADS)

Zhang, Aiguo; Wu, Qunyong; Xu, Qifeng

2008-10-01

GML expresses geographic information in text, and it provides an extensible and standard way of spatial information encoding. At the present time, the management of GML data is in terms of document. By this way, the inquiry and update of GML data is inefficient, and it demands high memory when the document is comparatively large. In this respect, the paper put forward a data management of GML based on PostgreSQL. It designs four kinds of inquiries, which are inquiry of metadata, inquiry of geometry based on property, inquiry of property based on spatial information, and inquiry of spatial data based on location. At the same time, it designs and implements the visualization of the inquired WKT data.

Inquiry-based Learning and Digital Libraries in Undergraduate Science Education

NASA Astrophysics Data System (ADS)

Apedoe, Xornam S.; Reeves, Thomas C.

2006-12-01

The purpose of this paper is twofold: to describe robust rationales for integrating inquiry-based learning into undergraduate science education, and to propose that digital libraries are potentially powerful technological tools that can support inquiry-based learning goals in undergraduate science courses. Overviews of constructivism and situated cognition are provided with regard to how these two theoretical perspectives have influenced current science education reform movements, especially those that involve inquiry-based learning. The role that digital libraries can play in inquiry-based learning environments is discussed. Finally, the importance of alignment among critical pedagogical dimensions of an inquiry-based pedagogical framework is stressed in the paper, and an example of how this can be done is presented using earth science education as a context.

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.

39 CFR 263.5 - Inquiries.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Inquiries. Inquiries regarding records maintenance and disposition should be directed to the Manager, Records Office, United States Postal Service, 475 L'Enfant Plaza, SW., Washington, DC 20260, or, by...

39 CFR 263.5 - Inquiries.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Inquiries. Inquiries regarding records maintenance and disposition should be directed to the Manager, Records Office, United States Postal Service, 475 L'Enfant Plaza, SW., Washington, DC 20260, or, by...

39 CFR 263.5 - Inquiries.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Inquiries. Inquiries regarding records maintenance and disposition should be directed to the Manager, Records Office, United States Postal Service, 475 L'Enfant Plaza, SW., Washington, DC 20260, or, by...

39 CFR 263.5 - Inquiries.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Inquiries. Inquiries regarding records maintenance and disposition should be directed to the Manager, Records Office, United States Postal Service, 475 L'Enfant Plaza, SW., Washington, DC 20260, or, by...

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

PubMed Central

An, Ji-Young

2016-01-01

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

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

PubMed

Foster, Jamie S; Lemus, Judith D

2015-01-01

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

A Recipe for Inquiry.

ERIC Educational Resources Information Center

Bernstein, Jesse

2003-01-01

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

A Comparison of Exemplary Biology, Chemistry, Earth Science, and Physics Teachers' Conceptions and Enactment of Inquiry

ERIC Educational Resources Information Center

Breslyn, Wayne; McGinnis, J. Randy

2012-01-01

Teachers' use of inquiry has been studied largely without regard for the disciplines in which teachers practice. As a result, there is no theoretical understanding of the possible role of discipline in shaping teachers' conceptions and enactment of inquiry. In this mixed-methods study, conceptions and enactment of inquiry for 60 National Board…

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

ERIC Educational Resources Information Center

Kazempour, Mahsa; Amirshokoohi, Aidin

2013-01-01

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

Argument-Driven Inquiry to Promote the Understanding of Important Concepts & Practices in Biology

ERIC Educational Resources Information Center

Sampson, Victor; Gleim, Leeanne

2009-01-01

Inquiry is an integral part of the teaching and learning of science. However, many science teachers are unsure of how to promote and support inquiry in the classroom or how to design lessons that engage students in inquiry in a way that improves students' understanding of important concepts and practices in biology. In this article, the authors…

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…

The Twin Purposes of Guided Inquiry: Guiding Student Inquiry and Evidence-Based Practice

ERIC Educational Resources Information Center

FitzGerald, Lee

2010-01-01

Guided Inquiry is a means by which student enquiry can be facilitated in schools, while simultaneously being the vehicle for evidence-based practice. This paper illustrates this twin purpose in two contexts: An overview discussion of the 2008 NSW Association of Independent Schools' Project, led by Dr. Todd, and a 2010 Guided Inquiry at Loreto…

Revising the Community of Inquiry Framework for the Analysis of One-to-One Online Learning Relationships

ERIC Educational Resources Information Center

Stenbom, Stefan; Jansson, Malin; Hulkko, Annelie

2016-01-01

In online learning research, the theoretical community of inquiry framework has been used extensively to analyze processes of inquiry among learners and instructors within a community. This paper examines a special case of community of inquiry consisting of only one learner and one instructor. Together they engage in an online coaching discourse…

A Comparative Analysis of Earth Science Curriculum Using Inquiry Methodology between Korean and the U.S. Textbooks

ERIC Educational Resources Information Center

Park, Mira; Park, Do-Yong; Lee, Robert E.

2009-01-01

The purpose of this study is to investigate in what ways the inquiry task of teaching and learning in earth science textbooks reflect the unique characteristics of earth science inquiry methodology, and how it provides students with opportunities to develop their scientific reasoning skills. This study analyzes a number of inquiry activities in…

The Challenges of Science Inquiry Teaching for Pre-Service Teachers in Elementary Classrooms: Difficulties on and under the Scene

ERIC Educational Resources Information Center

Yoon, Hye-Gyoung; Joung, Yong Jae; Kim, Mijung

2012-01-01

In the context of the emphasis on inquiry teaching in science education, this study looks into how pre-service elementary teachers understand and practice science inquiry teaching during field experience. By examining inquiry lesson preparation, practice, and reflections of pre-service elementary teachers, we attempt to understand the difficulties…

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

ERIC Educational Resources Information Center

Voet, Michiel; De Wever, Bram

2017-01-01

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

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

ERIC Educational Resources Information Center

Marin, Katherine Ariemma

2014-01-01

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

Learning Environments and Inquiry Behaviors in Science Inquiry Learning: How Their Interplay Affects the Development of Conceptual Understanding in Physics

ERIC Educational Resources Information Center

Bumbacher, Engin; Salehi, Shima; Wierzchula, Miriam; Blikstein, Paulo

2015-01-01

Studies comparing virtual and physical manipulative environments (VME and PME) in inquiry-based science learning have mostly focused on students' learning outcomes but not on the actual processes they engage in during the learning activities. In this paper, we examined experimentation strategies in an inquiry activity and their relation to…

Effects of Web Based Inquiry Science Environment on Cognitive Outcomes in Biological Science in Correlation to Emotional Intelligence

ERIC Educational Resources Information Center

Manoj, T. I.; Devanathan, S.

2010-01-01

This research study is the report of an experiment conducted to find out the effects of web based inquiry science environment on cognitive outcomes in Biological science in correlation to Emotional intelligence. Web based inquiry science environment (WISE) provides a platform for creating inquiry-based science projects for students to work…

Giving Children Space: A Phenomenological Exploration of Student Experiences in Space Science Inquiry

ERIC Educational Resources Information Center

Horne, Christopher R.

2011-01-01

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…

Teaching Nature of Scientific Inquiry in Chemistry: How Do German Chemistry Teachers Use Labwork to Teach NOSO?

ERIC Educational Resources Information Center

Strippel, C. G.; Sommer, K.

2015-01-01

Learning about scientific inquiry (SI) is an important aspect of scientific literacy and there is a solid international consensus of what should be learned about it. Learning about SI comprises both the doing of science (process) and knowledge about the nature of scientific inquiry (NOSI). German reform documents promote inquiry generally but do…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

The Inquiry Wheel, an Alternative to the Scientific Method

ERIC Educational Resources Information Center

Robinson, William R.

2004-01-01

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

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…

Effects of Explicit and Implicit Prompts on Students' Inquiry Practices in Computer-Supported Learning Environments in High School Earth Science

ERIC Educational Resources Information Center

Fang, Su-Chi; Hsu, Ying-Shao; Hsu, Wei Hsiu

2016-01-01

The study explored how to best use scaffolds for supporting students' inquiry practices in computer-supported learning environments. We designed a series of inquiry units assisted with three versions of written inquiry prompts (generic and context-specific); that is, three scaffold-fading conditions: implicit, explicit, and fading. We then…

Bit by Bit or All at Once? Splitting up the Inquiry Task to Promote Children's Scientific Reasoning

ERIC Educational Resources Information Center

Lazonder, Ard W.; Kamp, Ellen

2012-01-01

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

A Theory of Planned Behaviour-Based Analysis of TIMSS 2011 to Determine Factors Influencing Inquiry Teaching Practices in High-Performing Countries

ERIC Educational Resources Information Center

Pongsophon, Pongprapan; Herman, Benjamin C.

2017-01-01

Given the abundance of literature describing the strong relationship between inquiry-based teaching and student achievement, more should be known about the factors impacting science teachers' classroom inquiry implementation. This study utilises the theory of planned behaviour to propose and validate a causal model of inquiry-based teaching…

Effects of an Inquiry-Based Science Program on Critical Thinking, Science Process Skills, Creativity, and Science Fair Achievement of Middle School Students

ERIC Educational Resources Information Center

Longo, Christopher M.

2012-01-01

This study investigated the impact of an inquiry-based science program on the critical thinking skills, science process skills, creativity, and science fair achievement of middle school students. Although research indicates the connection between inquiry and achievement, there is limited empirical research relating specific inquiry-based programs…

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.

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.

Trained Inquiry Skills on Heat and Temperature Concepts

NASA Astrophysics Data System (ADS)

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

2017-09-01

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

Parsesciencing: A Basic Science Mode of Inquiry.

PubMed

Parse, Rosemarie Rizzo

2016-10-01

The purpose of this article is to introduce the language for the mode of inquiry, now known as Parsesciencing. The language for the Humanbecoming Hermeneutic Sciencing was introduced in an earlier volume of Nursing Science Quarterly. Language both reflects and cocreates meaning. The language of sciencing is everchanging; it is an evolutionary emergent, shifting as new ideas cocreate horizons beyond. The language set forth here is to articulate more explicitly meanings of the modes of inquiry consistent with the humanbecoming paradigm and distinct from modes of inquiry in other disciplines. In dwelling with the findings of published and unpublished studies that were guided by humanbecoming, new insights arose, and with creative conceptualizing these new insights gave birth to new meanings, thus different language. The language introduced here includes the following: Parsesciencing as coming to know the meanings of universal humanuniverse living experiences, horizon of inquiry, foreknowings, inquiry stance, mode of inquiry, historians, dialoging-engaging, scholar, distilling-fusing, discerning extant moment, transmogrifying, transsubstantiating, and newknowings. Note: an example of the new language with a Parsesciencing inquiry on the universal humanuniverse living experience of feeling unsure by Sandra Bunkers appears later in this issue. © The Author(s) 2016.

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

NASA Astrophysics Data System (ADS)

DiBiase, D.; Baker, T.

2016-12-01

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

Improving science inquiry with elementary students of diverse backgrounds

NASA Astrophysics Data System (ADS)

Cuevas, Peggy; Lee, Okhee; Hart, Juliet; Deaktor, Rachael

2005-03-01

This study examined the impact of an inquiry-based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third- and fourth-grade students from six elementary schools representing diverse linguistic and cultural groups. Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low-achieving, low-SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. The study adds to the existing literature on designing learning environments that foster science inquiry of all elementary students.

Recognizing Students' Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry

PubMed Central

Grady, Julia

2010-01-01

Teaching by inquiry is touted for its potential to encourage students to reason scientifically. Yet, even when inquiry teaching is practiced, complexity of students' reasoning may be limited or unbalanced. We describe an analytic tool for recognizing when students are engaged in complex reasoning during inquiry teaching. Using classrooms that represented “best case scenarios” for inquiry teaching, we adapted and applied a matrix to categorize the complexity of students' reasoning. Our results revealed points when students' reasoning was quite complex and occasions when their reasoning was limited by the curriculum, instructional choices, or students' unprompted prescription. We propose that teachers use the matrix as a springboard for reflection and discussion that takes a sustained, critical view of inquiry teaching practice. PMID:21113314

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

NASA Astrophysics Data System (ADS)

Broom, Frances A.

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

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

NASA Astrophysics Data System (ADS)

Mezei, Jessica M.

The implementation of inquiry learning in American science classrooms remains a challenge. Teachers' perceptions of inquiry learning are predicated on their past educational experiences, which means outdated methods of learning may influence teachers' instructional approaches. In order to enhance their understanding and ultimately their implementation of inquiry learning, teachers need new and more relevant models. This study takes a preliminary step exploring the potential of game play as a valuable experience for science teachers. It has been proposed that game play and inquiry experiences can embody constructivist processes of learning, however there has been little work done with science teachers to systematically explore the relationship between the two. Game play may be an effective new model for teacher education and it is important to understand if and how teachers relate game playing experience and knowledge to inquiry. This study examined science teachers' game playing experiences and their perceptions of inquiry experiences and evaluated teacher's recognition of learning in both contexts. Data was collected through an online survey (N=246) and a series of follow-up interviews (N=29). Research questions guiding the study were: (1) What is the nature of the relationship between science teachers' game experience and their perceptions of inquiry? (2) How do teachers describe learning in and from game playing as compared with inquiry science learning? and (3) What is the range of similarities and differences teachers articulate between game play and inquiry experiences?. Results showed weak quantitative links between science teachers' game experiences and their perceptions of inquiry, but identified promising game variables such as belief in games as learning tools, game experiences, and playing a diverse set of games for future study. The qualitative data suggests that teachers made broad linkages in terms of parallels of both teaching and learning. Teachers mostly articulated learning connections in terms of the active or participatory nature of the experiences. Additionally, a majority of teachers discussed inquiry learning in concert with inquiry teaching which led to a wider range of comparisons made based on the teacher's interpretation of inquiry as a pedagogical approach instead of focusing solely on inquiry learning. This study has implications for both research and practice. Results demonstrate that teachers are interested in game play as it relates to learning and the linkages teachers made between the domains suggests it may yet prove to be a fruitful analogical device that could be leveraged for teacher development. However, further study is needed to test these claims and ultimately, research that further aligns the benefits of game play experiences to teacher practice is encouraged in order to build on the propositions and findings of this thesis.

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

NASA Astrophysics Data System (ADS)

Evans, Paige K.

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

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 perceived as a gateway to knowledge translation rather than transformative change in practice. Appreciative Inquiry offers potential for nurse practice development and change but not without cognisance of the pivotal components. If Appreciative Inquiry is to be perceived as a legitimate research endeavour, there must be engagement and attention to rigour. Findings suggest caution is required against the choreography of Appreciative Inquiry where participant experiences are moulded to fit a previously drafted master plan. Further research is needed to explore the role of expert facilitation in securing and sustaining successful outcomes of Appreciative Inquiry. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

Zuiker, Steven; Whitaker, J. Reid

2014-01-01

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

Evaluating Students' Perceptions of Library and Science Inquiry: Validation of Two New Learning Environment Questionnaires

ERIC Educational Resources Information Center

Schultz-Jones, Barbara A.; Ledbetter, Cynthia E.

2013-01-01

As part of a larger study, the How My Library Supports Inquiry and the How My Science Class Supports Inquiry questionnaires were developed for evaluating the extent of inquiry-based teaching in classrooms and school libraries and the effect of this instruction on student literacy and, by extension, the social good. Each has 28 items in seven…

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

ERIC Educational Resources Information Center

Henning, Teresa

2011-01-01

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

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

ERIC Educational Resources Information Center

Gillies, Robyn M.; Nichols, Kim

2015-01-01

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

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

NASA Astrophysics Data System (ADS)

Biggers, Mandy Sue

Using a framework for variations of classroom inquiry (National Research Council [NRC], 2000, p. 29), this study explored 40 inservice elementary teachers' planning, modification, and enactment of kit-based science curriculum materials. As part of the study, a new observation protocol was modified from an existing protocol (Practices of Science Observation Protocol [P-SOP]) to measure the amount of teacher direction in science inquiry lessons (Practices of Science Observation Protocol + Directedness [P-SOPd]). An embedded mixed methods design was employed to investigate four questions: 1. How valid and reliable is the P-SOPd? 2. In what ways do inservice elementary teachers adapt existing elementary science curriculum materials across the inquiry continuum? 3. What is the relationship between the overall quality of inquiry and variations of inquiry in elementary teachers' enacted science instruction? 4. How do inservice elementary teachers' ideas about the inquiry continuum influence their adaptation of elementary science curriculum materials? Each teacher chose three lessons from a science unit for video-recorded observation, and submitted lesson plans for the three lessons. Lesson plans and videos were scored using the P-SOPd. The scores were also compared between the two protocols to determine if a correlation existed between the level of inquiry (measured on the P-SOP) and the amount of teacher direction (measured on the P-SOPd). Findings indicated no significant differences between planned and enacted lessons for the amount of teacher direction, but a correlation existed between the level of inquiry and the amount of teacher direction. In effect, the elementary teachers taught their science curriculum materials with a high level of fidelity for both the features of inquiry and the amount of teacher direction. A smaller group of three case study teachers were followed for the school year to give a more in-depth explanation of the quantitative findings. Case study findings revealed that the teachers' science instruction was teacher-directed while their conceptions of inquiry were student-directed. This study contributes to existing research on preservice teachers' learning about the continuum (Biggers & Forbes, 2012) and inservice teachers' ideas about the five features of inquiry (Biggers & Forbes, in press).

Moving from answer finding to sensemaking: Supporting middle school students' online inquiry

NASA Astrophysics Data System (ADS)

Zhang, Meilan

Online inquiry, use of the Web as an information source to conduct inquiry for a scientific question, has become increasingly common in middle schools in recent years. However, while valuable Web resources provide unprecedented learning opportunities, easy access to information does not guarantee learning. Previous research has found that middle school students tend to use the Web in a superficial manner. To address the challenges that students face in online inquiry, this study explored several supporting strategies implemented in Digital IdeaKeeper, a scaffolded software tool to help students move from passively finding a ready-made answer to actively making sense of the information they encounter through support for inquiry planning, information search, analysis, and synthesis. This study examined the differences and similarities between regular online inquiry and supported online inquiry performed by several sixth-graders in real classroom settings. Four pairs from a sixth grade class used IdeaKeeper for their online inquiry project, and another four pairs from a different sixth grade class taught by the same teacher used regular online search engines only. Both groups worked on the same science topic-water, and the entire project lasted about four weeks. During that time, students in both groups used computers for about 10-14 days to conduct online research. Multiple sources of data were collected, including video recordings of students' computer activities and conversations, students' artifacts, log files and student final writings. Several themes emerged from the data analysis. First, the findings refer to the importance of providing a structure for students' online inquiry, to promote a more integrated, efficient, continuous, metacognitive and engaging online inquiry. In addition, guidance is important to promote more careful, thorough, and purposeful online reading, Overall, the results suggest that middle school students' online inquiry needs to be structured and their online reading needs to be guided. However, challenges still remain to engage students in high-level critical thinking in online inquiry, because some prompts designed to guide students' reading do not seem effective. Implications of the research findings are discussed.

Epilepsy and Neuromodulation—Randomized Controlled Trials

PubMed Central

Kwon, Churl-Su; Ripa, Valeria; Al-Awar, Omar; Panov, Fedor; Ghatan, Saadi; Jetté, Nathalie

2018-01-01

Neuromodulation is a treatment strategy that is increasingly being utilized in those suffering from drug-resistant epilepsy who are not appropriate for resective surgery. The number of double-blinded RCTs demonstrating the efficacy of neurostimulation in persons with epilepsy is increasing. Although reductions in seizure frequency is common in these trials, obtaining seizure freedom is rare. Invasive neuromodulation procedures (DBS, VNS, and RNS) have been approved as therapeutic measures. However, further investigations are necessary to delineate effective targeting, minimize side effects that are related to chronic implantation and to improve the cost effectiveness of these devices. The RCTs of non-invasive modes of neuromodulation whilst showing much promise (tDCS, eTNS, rTMS), require larger powered studies as well as studies that focus at better targeting techniques. We provide a review of double-blinded randomized clinical trials that have been conducted for neuromodulation in epilepsy. PMID:29670050

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

NASA Astrophysics Data System (ADS)

Sibbernsen, Kendra J.

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

Experimental comparison of inquiry and direct instruction in science

NASA Astrophysics Data System (ADS)

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

2010-04-01

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

Developing the Critical Thinking Skills of Astrobiology Students through Creative and Scientific Inquiry

PubMed Central

Lemus, Judith D.

2015-01-01

Abstract Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology. Key Words: Scientific inquiry—Critical thinking—Curriculum development—Astrobiology—Microbialites. Astrobiology 15, 89–99. PMID:25474292

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.

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

ERIC Educational Resources Information Center

Gube, Maren; Shore, Bruce M.

2018-01-01

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

Comparative Analysis of Two Inquiry Observational Protocols: Striving to Better Understand the Quality of Teacher-Facilitated Inquiry-Based Instruction

ERIC Educational Resources Information Center

Marshall, Jeff C.; Smart, Julie; Lotter, Christine; Sirbu, Cristina

2011-01-01

With inquiry being one of the central tenets of the national and most state standards, it is imperative that we have a solid means to measure the quality of inquiry-based instruction being led in classrooms. Many instruments are available and used for this purpose, but many are either invalid or too global. This study sought to compare two…

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.

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

NASA Astrophysics Data System (ADS)

Louden, Cynthia Knapp

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

There and Back Again: A Middle Scholar's Inquiry Excursion (Middle School).

ERIC Educational Resources Information Center

Katz, Claudia Anne; Johnson-Kuby, Sue Ann

1996-01-01

Describes an inquiry project that middle school students complete during the first quarter of the year, and that serves as a foundation for future inquiry undertakings, research papers, and writing workshops. (SR)

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)

29 CFR 1602.29 - Applicability of State or local law.

Code of Federal Regulations, 2010 CFR

2010-07-01

... RECORDKEEPING AND REPORTING REQUIREMENTS UNDER TITLE VII, THE ADA AND GINA Records and Inquiries as to Race... inquiries and recordkeeping with respect to race, color, national origin, or sex do not apply to inquiries...

29 CFR 1602.29 - Applicability of State or local law.

Code of Federal Regulations, 2014 CFR

2014-07-01

... RECORDKEEPING AND REPORTING REQUIREMENTS UNDER TITLE VII, THE ADA AND GINA Records and Inquiries as to Race... inquiries and recordkeeping with respect to race, color, national origin, or sex do not apply to inquiries...

29 CFR 1602.29 - Applicability of State or local law.

Code of Federal Regulations, 2013 CFR

2013-07-01

... RECORDKEEPING AND REPORTING REQUIREMENTS UNDER TITLE VII, THE ADA AND GINA Records and Inquiries as to Race... inquiries and recordkeeping with respect to race, color, national origin, or sex do not apply to inquiries...

29 CFR 1602.29 - Applicability of State or local law.

Code of Federal Regulations, 2012 CFR

2012-07-01

... RECORDKEEPING AND REPORTING REQUIREMENTS UNDER TITLE VII, THE ADA AND GINA Records and Inquiries as to Race... inquiries and recordkeeping with respect to race, color, national origin, or sex do not apply to inquiries...

29 CFR 1602.29 - Applicability of State or local law.

Code of Federal Regulations, 2011 CFR

2011-07-01

... RECORDKEEPING AND REPORTING REQUIREMENTS UNDER TITLE VII, THE ADA AND GINA Records and Inquiries as to Race... inquiries and recordkeeping with respect to race, color, national origin, or sex do not apply to inquiries...

Examining the Features of Earth Science Logical Reasoning and Authentic Scientific Inquiry Demonstrated in a High School Earth Science Curriculum: A Case Study

ERIC Educational Resources Information Center

Park, Do-Yong; Park, Mira

2013-01-01

The purpose of this study was to investigate the inquiry features demonstrated in the inquiry tasks of a high school Earth Science curriculum. One of the most widely used curricula, Holt Earth Science, was chosen for this case study to examine how Earth Science logical reasoning and authentic scientific inquiry were related to one another and how…

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

NASA Astrophysics Data System (ADS)

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

2013-08-01

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

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

NASA Astrophysics Data System (ADS)

Lee, Okhee; Buxton, Cory; Lewis, Scott; Leroy, Kathryn

2006-09-01

This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on evaporation. The results indicate that students demonstrated enhanced abilities with some aspects of the inquiry task, but continued to have difficulties with other aspects of the task even after instruction. Although students from all demographic subgroups showed substantial gains, students from non-mainstream and less privileged backgrounds in science showed greater gains in inquiry abilities than their more privileged counterparts. The results contribute to the emerging literature on designing learning environments that foster science inquiry of elementary students from diverse backgrounds.

Developing occupational therapy students' practice habits via qualitative inquiry education.

PubMed

Marterella, Abbey L; Aldrich, Rebecca M

2015-04-01

Accreditation standards and practice competencies underscore the importance of research for occupational therapy practice, but they do not guide how occupational therapy education addresses research. Despite the prominence of qualitative research in the health professions, there exists a need to articulate how and why qualitative inquiry is taught in occupational therapy education. We discuss how qualitative inquiry education can develop habits of reflection and reflexivity, criticality, and active engagement in preparation for occupational therapy practice. We hold that our students' professional abilities to practice in a well-reasoned, ethical, and responsive manner are enhanced by experiences with qualitative inquiry and suggest that there is potential in linking qualitative inquiry experiences to professional habit formation in occupational therapy education. In addition to teaching research for its own sake, we suggest that educators can adopt a broader view of how qualitative inquiry functions within occupational therapy education.

Inquiry identity and science teacher professional development

NASA Astrophysics Data System (ADS)

Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

2016-06-01

An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.

Effects of non-enzymatic glycation in human serum albumin. Spectroscopic analysis

NASA Astrophysics Data System (ADS)

Szkudlarek, A.; Sułkowska, A.; Maciążek-Jurczyk, M.; Chudzik, M.; Równicka-Zubik, J.

2016-01-01

Human serum albumin (HSA), transporting protein, is exposed during its life to numerous factors that cause its functions become impaired. One of the basic factors - glycation of HSA - occurs in diabetes and may affect HSA-drug binding. Accumulation of advanced glycation end-products (AGEs) leads to diseases e.g. diabetic and non-diabetic cardiovascular diseases, Alzheimer disease, renal disfunction and in normal aging. The aim of the present work was to estimate how non-enzymatic glycation of human serum albumin altered its tertiary structure using fluorescence technique. We compared glycated human serum albumin by glucose (gHSAGLC) with HSA glycated by fructose (gHSAFRC). We focused on presenting the differences between gHSAFRC and nonglycated (HSA) albumin used acrylamide (Ac), potassium iodide (KI) and 2-(p-toluidino)naphthalene-6-sulfonic acid (TNS). Changes of the microenvironment around the tryptophan residue (Trp-214) of non-glycated and glycated proteins was investigated by the red-edge excitation shift method. Effect of glycation on ligand binding was examined by the binding of phenylbutazone (PHB) and ketoprofen (KP), which a primary high affinity binding site in serum albumin is subdomain IIA and IIIA, respectively. At an excitation and an emission wavelength of λex 335 nm and λem 420 nm, respectively the increase of fluorescence intensity and the blue-shift of maximum fluorescence was observed. It indicates that the glycation products decreases the polarity microenvironment around the fluorophores. Analysis of red-edge excitation shift method showed that the red-shift for gHSAFRC is higher than for HSA. Non-enzymatic glycation also caused, that the Trp residue of gHSAFRC becomes less accessible for the negatively charged quencher (I-), KSV value is smaller for gHSAFRC than for HSA. TNS fluorescent measurement demonstrated the decrease of hydrophobicity in the glycated albumin. KSV constants for gHSA-PHB systems are higher than for the unmodified serum albumin, while KSV values for gHSA-KP systems are only slightly lower than that obtained for HSA-KP. The affinity of PHB to the glycated HSA is stronger than to the non-glycated in the first class binding sites within subdomain IIA, in the vicinity of Trp-214. Ketoprofen bound to unmodified human serum albumin stronger than for glycated albumin and one class of binding sites is observed (Scatchard linear plots).

Assessment of seasonality in exposure to dioxins, furans and dioxin-like PCBs by using long-term food-consumption data.

PubMed

Feinberg, M; Soler, L; Contenot, S; Verger, P

2011-04-01

According to the European Food Safety Authority (EFSA) guidance related to uncertainties in dietary exposure assessment, exposure assessment based on short-term food-consumption surveys, such as 24-h recalls or 2-day records, tend to overestimate long-term exposure because of the assumption that the dietary pattern will be similar day after day over a lifetime. The aim of this study was to make an assessment of dietary exposure to polychlorinated dibenzodioxins (PCDDs) and polychlorinated dibenzofurans (PCDFs), also called 'dioxins' and 'dioxin-like PCBs', using long-term household purchase and consumption survey data collected by TNS-Secodip. Weekly purchases of the major dioxins and dl-PCB vector products of these contaminants were collected for 328 single-person households, who participated at TNS-Secodip consumption surveys from 2003 to 2005 and who were single-person households in order to estimate better their consumption. These data were combined with average contamination levels of food products. Weekly gross average exposure was estimated at 10.2 pg toxic equivalent (WHO TEQ) kg(-1) bw week(-1) (95% confidence interval [9.6, 10.9]). According to the typical shape of the distribution of individual weekly exposures, it is sensible to fit an exponential law to these data. The mean was therefore 12.1 pg WHO TEQ kg(-1) bw week(-1). This value is higher than the arithmetic mean because it better takes into account inter-individual variability. It was estimated that about 20% of persons in this sample were exceeding the current health-based guidance value mainly due to high consumption of seafood and/or dairy products. Thanks to long survey duration (3 years) and the weekly recording of food consumption, it was possible to demonstrate the actual seasonality of dietary exposure to dioxins and dl-PCBs with a maximum between March and September; similar seasonality is observable for fish consumption. Autoregressive integrated moving average (ARIMA) models were adjusted to the time series and it was demonstrated that the number of times the upper limit of confidence intervals exceeds the provisional tolerable weekly intake (PTWI) is about 15 weeks per year on average. Finally, compared with the results obtained from data collected in the short-term surveys (1 week), this study does not suggest that short-term consumption surveys tend to overestimate the long-term exposure.

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

PubMed

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

2013-06-01

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

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

NASA Astrophysics Data System (ADS)

Asbell-Clarke, Jordis

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

Factors Affecting Participation in Traditional and Inquiry-based Laboratories.

ERIC Educational Resources Information Center

Russell, Connie P.; French, Donald P.

2002-01-01

Reports on a study of participation, achievement, and attitude in cookbook and inquiry-based introductory biology laboratories through observations, interviews, and attitude/knowledge surveys. Participation differences between men and women disappeared in the inquiry-based laboratory. (Author/MM)

Momentum--"Evaluating Your Marketing Program: Measuring and Tracking Techniques."

ERIC Educational Resources Information Center

Meservey, Lynne D.

1990-01-01

Suggests 10 tracking techniques for evaluating marketing performance. Techniques involve utilization rate, inquiry and source of inquiry tracking, appointment and interview tracking, enrollment conversion, cost per inquiry and per enrollment, retention rate, survey results, and "mystery shopper." (RJC)

Private highway-rail grade crossing safety research and inquiry

DOT National Transportation Integrated Search

2010-02-01

This report provides a summary of the private highway-rail grade crossing safety inquiry conducted by the United States Department of Transportation Federal Railroad Administration and the Volpe Center. The safety inquiry consisted of a series of pub...

48 CFR 32.909 - Contractor inquiries.

Code of Federal Regulations, 2010 CFR

2010-10-01

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

An interpretative study of elementary school teachers' conceptions of the nature of inquiry and of their roles while participating in an inquiry based science curriculum

NASA Astrophysics Data System (ADS)

Stucke, Ann Hancock

The problem. Recent reform efforts in science education have culminated in National Science Education Standards (NSES), which include the theme of inquiry across all grade levels. Consideration must be given to teachers' conceptions of inquiry, and their perceived roles, as they implement the processes of inquiry in the science classroom. Because of the change in pedagogy required by the standards, research efforts must address these areas. Research questions. The following research questions guided this study. (1) What are teachers' conceptions of inquiry? (2) What do the teachers consider important aspects of their roles when providing inquiry experiences for their students? (3) What do the teachers consider important aspects of the students' roles as inquirers? Research paradigm and methodology. The research paradigm that grounded this investigation is the constructivist paradigm proposed by Guba and Lincoln (1989). Participants were three elementary school teachers participating in the Elementary School Education Partners project. Qualitative methodology techniques used in the study included focus group discussion, semi-structured interviews, classroom observation with videotaping, teacher reflections, and fieldnotes. Data were analyzed using the constant comparative method as provided by Glaser and Strauss (1967). A case study format was used to discuss the results of themes that emerged. Results. Themes that emerged from the data were (a) inquiry is viewed as a teaching strategy; (b) the teachers' perceptions of the nature of inquiry are different from one another's; (c) there are differences in the degree of fit with the NSES description of inquiry; (d) the manner in which they see themselves as facilitators originates in their own educational experiences and varies from that of a guide, to a monitor, to one who models; and (e) teachers see the role of students as active participants in their learning but the teachers' perceptions of students' roles, as inquirers falls short of students' pursuing answers to their own questions. Conclusions. The themes that emerged from the data suggest that practicing teachers involved in a project using inquiry-based kits don't have an adequate concept of the nature of science and of inquiry in particular as reflected by the NSES and this seems to influence their concepts of their students' roles as inquirers.

Infusing Authentic Inquiry into Biotechnology

NASA Astrophysics Data System (ADS)

Hanegan, Nikki L.; Bigler, Amber

2009-10-01

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

Increasing the practice of questioning among pediatric nurses: "The Growing Culture of Clinical Inquiry" project.

PubMed

Laibhen-Parkes, Natasha

2014-01-01

This paper describes an innovative methodology implemented in an acute care pediatric setting to build nurses' confidence and competence in questioning practice. The Growing Culture of Clinical Inquiry (GCCI) project was composed of several evidence-based strategies to attain and maintain a spirit of clinical inquiry. These strategies included PowerPoint presentations, evidence-based practice (EBP) unit champions, patient-intervention-comparison-outcome (PICO) boxes, Clinical Inquiry Posters, summaries of evidence (SOE), layman's SOE, medical librarian in-services, and journal clubs. After 1 year of implementation, the GCCI project was evaluated and found to be a promising methodology for fostering a culture of inquiry among pediatric nurses. © 2014.

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.

Pre-university Chemistry Students in a Mimicked Scholarly Peer Review

NASA Astrophysics Data System (ADS)

van Rens, Lisette; Hermarij, Philip; Pilot, Albert; Beishuizen, Jos; Hofman, Herman; Wal, Marjolein

2014-10-01

Peer review is a significant component in scientific research. Introducing peer review into inquiry processes may be regarded as an aim to develop student understanding regarding quality in inquiries. This study examines student understanding in inquiry peer reviews among pre-university chemistry students, aged 16-17, when they enact a design of a mimicked scholarly peer review. This design is based on a model of a human activity system. Twenty-five different schools in Brazil, Germany, Poland and The Netherlands participated. The students (n = 880) conducted in small groups (n = 428) open inquiries on fermentation. All groups prepared an inquiry report for peer review. These reports were published on a website. Groups were randomly paired in an internet symposium, where they posted review comments to their peers. These responses were qualitatively analyzed on small groups' level of understanding regarding seven categories: inquiry question, hypothesis, management of control variables, accurate measurement, presenting results, reliability of results, discussion and conclusion. The mimicked scholarly review prompted a collective practice. Student understanding was significantly well on presenting results, discussion and conclusion, and significantly less on inquiry question and reliability of results. An enacted design, based on a model of a human activity system, created student understanding of quality in inquiries as well as an insight in a peer-reviewing practice. To what extent this model can be applied in a broader context of design research in science education needs further study.

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.

An investigation of the practice of scientific inquiry in secondary science and agriculture courses

NASA Astrophysics Data System (ADS)

Grady, Julie R.

The purpose of this exploratory qualitative study was to investigate the practice of scientific inquiry in two secondary biology classes and one agriculture class from different schools in different communities. The focus was on teachers' interests and intentions for the students' participation in inquiry, the voices contributing to the inquiry, and students' opportunities to confront their conceptions of the nature of science (NOS). The Partnership for Research and Education in Plants (PREP) served as the context by providing students with opportunities to design and conduct original experiments to help elucidate the function(s) of a disabled gene in Arabidopsis thaliana . Transcripts of teacher and student semi-structured interviews, field notes of classroom observations and classroom conversations, and documents (e.g., student work, teacher handouts, school websites, PREP materials) were analyzed for evidence of the practice of scientific inquiry. Teachers were interested in implementing inquiry because of potential student learning about scientific research and because PREP supports course content and is connected to a larger scientific project outside of the school. Teachers' intentions regarding the implementation of inquiry reflected the complexity of their courses and the students' previous experiences. All inquiries were student-directed. The biology students' participation more closely mirrored the practice of scientists, while the agriculture students were more involved with the procedural display of scientific inquiry. All experiences could have been enhanced from additional knowledge-centered activities regarding scientific reasoning. No activities brought explicit attention to NOS. Biology activities tended to implicitly support NOS while the agriculture class activities tended to implicitly contradict NOS. Scientists' interactions contributed to implied support of the NOS. There were missed opportunities for explicit attention to NOS in all classes. The major voices contributing to the inquiry in all classrooms included those of teachers, students, technology, scientists, textbooks, and mandated standards; however, they were more prevalent in the biology classrooms than the agriculture classroom. The powers influencing the voice frequency may be related to the teachers' own teaching and research experiences, as well as the alignment of the expectations and values of students' participation in scientific inquiry and those associated with the school-classroom communities and the students' identities.

Comparing the perceptions of scientific inquiry between experts and practitioners

NASA Astrophysics Data System (ADS)

Gooding, Julia Terese Chembars

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

Teacher challenges, perceptions, and use of science models in middle school classrooms about climate, weather, and energy concepts

NASA Astrophysics Data System (ADS)

Yarker, Morgan Brown

Research suggests that scientific models and modeling should be topics covered in K-12 classrooms as part of a comprehensive science curriculum. It is especially important when talking about topics in weather and climate, where computer and forecast models are the center of attention. There are several approaches to model based inquiry, but it can be argued, theoretically, that science models can be effectively implemented into any approach to inquiry if they are utilized appropriately. Yet, it remains to be explored how science models are actually implemented in classrooms. This study qualitatively looks at three middle school science teachers' use of science models with various approaches to inquiry during their weather and climate units. Results indicate that the teacher who used the most elements of inquiry used models in a way that aligned best with the theoretical framework than the teachers who used fewer elements of inquiry. The theoretical framework compares an approach to argument-based inquiry to model-based inquiry, which argues that the approaches are essentially identical, so teachers who use inquiry should be able to apply model-based inquiry using the same approach. However, none of the teachers in this study had a complete understanding of the role models play in authentic science inquiry, therefore students were not explicitly exposed to the ideas that models can be used to make predictions about, and are representations of, a natural phenomenon. Rather, models were explicitly used to explain concepts to students or have students explain concepts to the teacher or to each other. Additionally, models were used as a focal point for conversation between students, usually as they were creating, modifying, or using models. Teachers were not observed asking students to evaluate models. Since science models are an important aspect of understanding science, it is important that teachers not only know how to implement models into an inquiry environment, but also understand the characteristics of science models so that they can explicitly teach the concept of modeling to students. This study suggests that better pre-service and in-service teacher education is needed to prepare students to teach about science models effectively.

7 CFR 3022.3 - Inquiry, investigation, and adjudication.

Code of Federal Regulations, 2011 CFR

2011-01-01

... RESEARCH; RESEARCH MISCONDUCT § 3022.3 Inquiry, investigation, and adjudication. A research institution... detection of research misconduct and for the inquiry, investigation, and adjudication of research misconduct... or apparent instance of research misconduct has substance. The responsibilities for adjudication must...

7 CFR 3022.3 - Inquiry, investigation, and adjudication.

Code of Federal Regulations, 2014 CFR

2014-01-01

... RESEARCH; RESEARCH MISCONDUCT § 3022.3 Inquiry, investigation, and adjudication. A research institution... detection of research misconduct and for the inquiry, investigation, and adjudication of research misconduct... or apparent instance of research misconduct has substance. The responsibilities for adjudication must...

7 CFR 3022.3 - Inquiry, investigation, and adjudication.

Code of Federal Regulations, 2012 CFR

2012-01-01

... RESEARCH; RESEARCH MISCONDUCT § 3022.3 Inquiry, investigation, and adjudication. A research institution... detection of research misconduct and for the inquiry, investigation, and adjudication of research misconduct... or apparent instance of research misconduct has substance. The responsibilities for adjudication must...

75 FR 53303 - Notice of Public Hearing

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-31

... FINANCIAL CRISIS INQUIRY COMMISSION Notice of Public Hearing AGENCY: Financial Crisis Inquiry Commission. ACTION: Notice. SUMMARY: The next public hearing of the Financial Crisis Inquiry Commission (FCIC) is titled ``Too Big to Fail: Expectations and Impact of Extraordinary Government Intervention and the...

Grand Conversations across Texts

ERIC Educational Resources Information Center

Crafton, Linda K., Ed.; Johnson, Nancy J., Ed.

2008-01-01

This issue of "School Talk" brings together the ideas of purposefulness and intertextuality together in a teaching practice called intentional intertextual inquiry. "Making Inquiry Intentional and Intertextual" (Karen Smith, Sarah Diaz, and Silvia Edgerton) discusses the framework that combines inquiry-based learning and intertextuality within…

The impact of a medication record sharing program among diabetes patients under a single-payer system: The role of inquiry rate.

PubMed

Lin, Jin-Hung; Cheng, Shou-Hsia

2018-08-01

Taiwan's single health insurer introduced a medication record exchange platform, the PharmaCloud program, in 2013. This study aimed to evaluate the effects of the medication record inquiry rate on medication duplication among patients with diabetes. A retrospective pre-post design with a comparison group was conducted using nationwide health insurance claim data of diabetic patients from 2013 to 2014. Patients whose medication record inquiry rate fell within the upper 25th percentile were classified as the high-inquiry group, and the others as the low-inquiry group. The dependent variables were the likelihood of receiving duplicated medication and the overlapped medication days of the study subjects. Generalized estimation equations with difference-in-difference analysis were calculated to examine the net effect of the PharmaCloud inquiry rate for a matched sub-sample. In total, 106,508 patients with diabetes were randomly selected. From 2013 to 2014, the medication duplication rate was reduced 7.76 percentile (54.12%-46.36%) for the high-inquiry group and 9.58 percentile (63.72%-54.14%) for the low-inquiry group; the average medication overlap periods were shortened 4.36 days (8.49-4.13) and 6.29 days (11.28-4.99), respectively. The regression models showed patients in the high-inquiry group were more likely to receive duplicated medication (OR = 1.11, 95% C.I. = 1.07-1.16) and with longer overlapped days (7.53%, P = 0.0081) after the program. The medication record sharing program has reduced medication duplication among diabetes patients. However, higher inquiry rate did not lead to greater reduction in medication duplication; the overall effect might be due to enhanced internal control via prescription alert system in hospitals rather physician's review of the records. Copyright © 2018 Elsevier B.V. All rights reserved.

Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students

NASA Astrophysics Data System (ADS)

Marshall, Jill A.; Dorward, James T.

2000-07-01

The study reported here was designed to substantiate the findings of previous research on the use of inquiry-based laboratory activities in introductory college physics courses. The authors sought to determine whether limited use of inquiry activities as a supplement to a traditional lecture and demonstration curriculum would improve student achievement in introductory classes for preservice teachers and general education students. Achievement was measured by responses to problems designed to test conceptual understanding as well as overall course grades. We analyzed the effect on selected student outcome measures in a preliminary study in which some students engaged in inquiry activities and others did not, and interviewed students about their perceptions of the inquiry activities. In the preliminary study, preservice elementary teachers and female students showed significantly higher achievement after engaging such activities, but only on exam questions relating directly to the material covered in the exercises. In a second study we used a common exam problem to compare the performance of students who had engaged in a revised version of the inquiry activities with the performance of students in algebra and calculus-based classes. The students who had engaged in inquiry investigations significantly outperformed the other students.

Private highway-rail grade crossing safety research and inquiry. Volume 2 : appendices

DOT National Transportation Integrated Search

2010-02-01

This report provides a summary of the private highway-rail grade crossing safety inquiry conducted by the United States Department of Transportation Federal Railroad Administration and the Volpe Center. The safety inquiry consisted of a series of pub...

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

ERIC Educational Resources Information Center

Kennedy, Nadia Stoyanova

2009-01-01

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

Bringing Back Books

ERIC Educational Resources Information Center

Cervetti, Gina; Barber, Jacqueline

2009-01-01

How can you connect, supplement, and extend students' firsthand investigations? Look toward your bookshelves for a clue. Books and other textual materials can serve the following roles in support of scientific inquiry: providing context, modeling, supporting firsthand inquiry, supporting secondhand inquiry, and delivering content. Each of these…

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)

Enhancement of Self Efficacy of Vocational School Students in Buffer Solution Topics through Guided Inquiry Learning

NASA Astrophysics Data System (ADS)

M, Ardiany; W, Wahyu; A, Supriatna

2017-09-01

The more students who feel less confident in learning, so doing things that are less responsible, such as brawl, drunkenness and others. So researchers need to do research related to student self efficacy in learning, in order to reduce unwanted things. This study aims to determine the effect of guided inquiry learning on improving self-efficacy of learners in the buffer solution topics. The method used is the mixed method which is the two group pretest postest design. The subjects of the study are 60 students of class XI AK in one of the SMKN in Bandung, consisting of 30 experimental class students and 30 control class students. The instruments used in this study mix method consist of self-efficacy questionnaire of pretest and posttest learners, interview guides, and observation sheet. Data analysis using t test with significant α = 0,05. Based on the result of inquiry of guided inquiry study, there is a significant improvement in self efficacy aspect of students in the topic of buffer solution. Data of pretest and posttest interview, observation, questionnaire showed significant result, that is improvement of experimental class with conventionally guided inquiry learning. The mean of self-efficacy of student learning there is significant difference of experiment class than control class equal to 0,047. There is a significant relationship between guided inquiry learning with self efficacy and guided inquiry learning. Each correlation value is 0.737. The learning process with guided inquiry is fun and challenging so that students can expose their ideas and opinions without being forced. From the results of questionnaires students showed an attitude of interest, sincerity and a good response of learning. While the results of questionnaires teachers showed that guided inquiry learning can make students learn actively, increased self-efficacy.

[Influenza telephone consultation target the general public--2003-2004, 2004-2005].

PubMed

Yamadera, Shizuko; Kobune, Fumio; Komatsu, Toshihiko; Suzuki, Kazuyoshi; Nakayama, Mikio; Hagiwara, Toshikatsu; Matsumoto, Miyako; Yamamoto, Kiichi; Renard, Junko; Oya, Akira

2007-07-01

The NPO Biomedical Science Association provided telephone consultation, including contacts by fax and email, targeting the general public within the framework of influenza control measures worked out by the Japanese Ministry of Health, Labor and Welfare (MHLW). We received 2,813 inquiries during the 2003-2004 flu season and 2,444 inquiries during the 2004-2005 season. By month, the highest number was in October-November, accounting for 42.6%. The preceding season showed a similar trend. By gender, 72.5% of those seeking advice were women. By area of residence, the highest number was living in metropolitan Tokyo, and the remainder lived in the prefectures of Kanagawa, Chiba, Saitama, Nagano, Shizuoka, and Ibaraki in this order. We received no inquiries from the prefectures of Shimane or Saga. By occupation, housewives accounted for 1,114 inquiries (45.6%), followed by private companies with 447 inquiries (18.3%) and health-care providers with 227 inquiries (9.3%), similar to the 2003-2004 flu season. By subject, 1,545 inquiries concerned vaccines (62.2%) mainly, the pros and cons of vaccination, adverse reactions, and the number of inoculations required. Inquiries about pregnancy, infants and young children, and breast-feeding accounted for 19.2%. Inquiries on vaccine shortages during the 2004-2005 flu season (7), SARS (22), and bird flu (22) decreased compared to the previous season, while the number of consultations on antiviral agents increased (209). In discussing how information on influenza should be communicated to the public, we propose that "Influenza Q & A" provided by the Infectious Diseases Surveillance Center of the NIID, MHLW, should include information on influenza specifically addressing pregnant woman and breast-feeding or child-rearing mothers.

Characteristics of Drug and Dietary Supplement Inquiries by College Athletes

PubMed Central

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

2010-01-01

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

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.

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

NASA Astrophysics Data System (ADS)

Jackson, Diann Carol

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

Backwards Faded Scaffolding Impact on Pre-Service Teachers’ Cognition

NASA Astrophysics Data System (ADS)

Slater, T. F.; Slater, S. J.

2009-12-01

In response to national reform movements calling for future teachers to be prepared to design and deliver science instruction using the principles of inquiry in the context of Earth system science, we created and evaluated an innovative curriculum for specially designed courses for pre-service elementary education and secondary undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for inquiry-oriented instruction. Students completed both structured- and open-inquiry projects using online scientific data bases, particularly those available from NASA, and presented the results of their investigations several times throughout the semester as a mini-science conference. Using a single-group, multiple-measures, quasi-experimental design, students demonstrated enhanced content knowledge of astronomy and inquiry as well as attitudes and self-efficacy toward teaching as measured by the Test of Astronomy STandards (TOAST), the Science Teaching Efficacy Belief Instrument - Version B, and the Attitudes Toward Science Inventory. We adopted a model of inquiry where: (i) students are engaged in questions; (ii) students are designing plans to pursue data; and (iii) students are generating and defending conclusions based on evidence they have collected. We developed an approach that is directly in contrast with the open inquiry “science fair” model to specifically use carefully scaffolded, shorter term inquiries, placing the most challenging aspects of “question generation” at the end of the lessons. In this model, during students' first experience with inquiry they are guided through the entire process, from research question to the appropriate content and format for a scientific conclusion. In their second experience, students generate their conclusions independently, with the previous experience set out as a guide for content and format. They are required to make sense of data that has been purposefully and logically planned, collected, and analyzed with instructor guidance. They construct and defend conclusions based upon evidence that is, effectively, given to them. By the time students reach their third inquiry they have been exposed to two experiences in which they were guided through the process of data collection and analysis. On this third inquiry data collection and analysis becomes an independent task. By the fourth inquiry, students have received explicit instruction on the connection between the research question or hypothesis, and the procedure undergone to address those questions three times. They are positioned to take responsibility for creating a plausible method for collecting data given a research prompt. By the fifth inquiry, students have now seen four examples of quality research questions andhypotheses, and their relationship to procedures, data collection and conclusions. At this point they are positioned to successfully conduct an entire inquiry cycle. This strategy is specifically designed to provide students with early success and a sense of how the pieces of the scientific process connect to each other.

Narrative inquiry: a relational research methodology for medical education.

PubMed

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

2017-01-01

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

Dilemmas of Teaching Inquiry in Elementary Science Methods

ERIC Educational Resources Information Center

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

2004-01-01

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

76 FR 24571 - Proposed Information Collection (Veterans Mortgage Life Insurance Inquiry); Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-02

... (Veterans Mortgage Life Insurance Inquiry); Comment Request AGENCY: Veterans Benefits Administration... maintain Veterans Mortgage Life Insurance accounts. DATES: Written comments and recommendations on the... use of other forms of information technology. Title: Veterans Mortgage Life Insurance Inquiry, VA Form...

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…

19 CFR 202.3 - Preliminary inquiry.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 19 Customs Duties 3 2010-04-01 2010-04-01 false Preliminary inquiry. 202.3 Section 202.3 Customs Duties UNITED STATES INTERNATIONAL TRADE COMMISSION NONADJUDICATIVE INVESTIGATIONS INVESTIGATIONS OF COSTS OF PRODUCTION § 202.3 Preliminary inquiry. Upon the receipt of an application properly filed, the...

19 CFR 202.3 - Preliminary inquiry.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 19 Customs Duties 3 2011-04-01 2011-04-01 false Preliminary inquiry. 202.3 Section 202.3 Customs Duties UNITED STATES INTERNATIONAL TRADE COMMISSION NONADJUDICATIVE INVESTIGATIONS INVESTIGATIONS OF COSTS OF PRODUCTION § 202.3 Preliminary inquiry. Upon the receipt of an application properly filed, the...

19 CFR 202.3 - Preliminary inquiry.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 19 Customs Duties 3 2014-04-01 2014-04-01 false Preliminary inquiry. 202.3 Section 202.3 Customs Duties UNITED STATES INTERNATIONAL TRADE COMMISSION NONADJUDICATIVE INVESTIGATIONS INVESTIGATIONS OF COSTS OF PRODUCTION § 202.3 Preliminary inquiry. Upon the receipt of an application properly filed, the...

19 CFR 202.3 - Preliminary inquiry.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 19 Customs Duties 3 2012-04-01 2012-04-01 false Preliminary inquiry. 202.3 Section 202.3 Customs Duties UNITED STATES INTERNATIONAL TRADE COMMISSION NONADJUDICATIVE INVESTIGATIONS INVESTIGATIONS OF COSTS OF PRODUCTION § 202.3 Preliminary inquiry. Upon the receipt of an application properly filed, the...

19 CFR 202.3 - Preliminary inquiry.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 19 Customs Duties 3 2013-04-01 2013-04-01 false Preliminary inquiry. 202.3 Section 202.3 Customs Duties UNITED STATES INTERNATIONAL TRADE COMMISSION NONADJUDICATIVE INVESTIGATIONS INVESTIGATIONS OF COSTS OF PRODUCTION § 202.3 Preliminary inquiry. Upon the receipt of an application properly filed, the...

Inquiry Science and Active Reading

ERIC Educational Resources Information Center

Sandifer, Cody

2011-01-01

Pairing an inquiry lesson with a traditional reading activity creates a jarring philosophical mismatch between the interaction, deep thinking, and scientific reasoning that drives meaningful inquiry instruction and the "scan the text, copy the answers" response often obtained from elementary nonfiction readers. Realizing that there must be a…

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…

Inquiry and Problem Solving.

ERIC Educational Resources Information Center

Thorson, Annette, Ed.

1999-01-01

This issue of ENC Focus focuses on the topic of inquiry and problem solving. Featured articles include: (1) "Inquiry in the Everyday World of Schools" (Ronald D. Anderson); (2) "In the Cascade Reservoir Restoration Project Students Tackle Real-World Problems" (Clint Kennedy with Advanced Biology Students from Cascade High…

41 CFR 60-741.23 - Medical examinations and inquiries.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 41 Public Contracts and Property Management 1 2014-07-01 2014-07-01 false Medical examinations and... SUBCONTRACTORS REGARDING INDIVIDUALS WITH DISABILITIES Discrimination Prohibited § 60-741.23 Medical examinations and inquiries. (a) Prohibited medical examinations or inquiries. Except as stated in paragraphs (b...

Postpositivist Conceptions of Science in Educational Administration: An Introduction.

ERIC Educational Resources Information Center

Willower, Donald J.

1996-01-01

Presents a naturalistic perspective on inquiry as a compelling philosophy for educational administration. Naturalistic inquiry is ethical, open, growing, self-corrective, fallible, and resembles scientific inquiry. Subjectivism, neo-Marxist critical theory, postmodernism, and identity politics are all creatures of the times. Thriving on relativism…

Supporting Inquiry in Science Classrooms with the Web

ERIC Educational Resources Information Center

Simons, Krista; Clark, Doug

2005-01-01

This paper focuses on Web-based science inquiry and five representative science learning environments. The discussion centers around features that sustain science inquiry, namely, data-driven investigation, modeling, collaboration, and scaffolding. From the perspective of these features five science learning environments are detailed: Whyville,…

Learning Design and Inquiry in Australian History Classrooms

ERIC Educational Resources Information Center

Carroll, Kay

2012-01-01

Global and digital connectivity transform Australian classrooms by creating rich environments for inquiry learning. Developing inquiry learning in this Information Communication Technology (ICT) context is an Australian educational goal. Recently the Australian Curriculum reform and the Digital Education Revolution has become a catalyst for…

Analyzing the Cognitive Skills and Inquiry

ERIC Educational Resources Information Center

Stafford, Tish

2011-01-01

The Common Core Standards (CCS) movement represents a double-edged sword for school librarians. On the one hand, it gives prominence to inquiry skills and interdisciplinary collaboration, reinforcing the profession's efforts to infuse inquiry into the curriculum through collaborative planning and co-instruction between classroom teachers and…

78 FR 44624 - Inquiry Routing and Information System; Correction

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-24

... DEPARTMENT OF VETERANS AFFAIRS [OMB Control No. 2900-0619] Inquiry Routing and Information System; Correction AGENCY: Office of Information and Technology, Department of Veterans Affairs. ACTION: Notice... information titled ``Inquiry Routing and Information System (IRIS) to the Office of Management and Budget (OMB...

Urban Schools' Teachers Enacting Project-Based Science

ERIC Educational Resources Information Center

Tal, Tali; Krajcik, Joseph S.; Blumenfeld, Phyllis C.

2006-01-01

What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry-based instruction and successful inquiry learning and teaching in project-based science (PBS) were described in previous studies (Brown & Campione, [1990]; Crawford, [1999]; Krajcik, Blumenfeld, Marx, Bass, & Fredricks,…

Multimodal Narrative Inquiry: Six Teacher Candidates Respond

ERIC Educational Resources Information Center

Morawski, Cynthia M.; Rottmann, Jennifer

2016-01-01

In this paper we present findings of a study on the implementation of a multimodal teacher narrative inquiry component, theoretically grounded by Rosenblatt's theory of transaction analysis, methodologically supported by action research and practically enacted by narrative inquiry and multimodal learning. In particular, the component offered…

48 CFR 22.806 - Inquiries.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 1 2010-10-01 2010-10-01 false Inquiries. 22.806 Section 22.806 Federal Acquisition Regulations System FEDERAL ACQUISITION REGULATION SOCIOECONOMIC PROGRAMS... inquiry from a contractor regarding status of its compliance with E.O. 11246, or rights of appeal to any...

Enhancing endorsement of scientific inquiry increases support for pro-environment policies.

PubMed

Drummond, Aaron; Palmer, Matthew A; Sauer, James D

2016-09-01

Pro-environment policies require public support and engagement, but in countries such as the USA, public support for pro-environment policies remains low. Increasing public scientific literacy is unlikely to solve this, because increased scientific literacy does not guarantee increased acceptance of critical environmental issues (e.g. that climate change is occurring). We distinguish between scientific literacy (basic scientific knowledge) and endorsement of scientific inquiry (perceiving science as a valuable way of accumulating knowledge), and examine the relationship between people's endorsement of scientific inquiry and their support for pro-environment policy. Analysis of a large, publicly available dataset shows that support for pro-environment policies is more strongly related to endorsement of scientific inquiry than to scientific literacy among adolescents. An experiment demonstrates that a brief intervention can increase support for pro-environment policies via increased endorsement of scientific inquiry among adults. Public education about the merits of scientific inquiry may facilitate increased support for pro-environment policies.

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

NASA Astrophysics Data System (ADS)

Haefner, Leigh Ann; Zembal-Saul, Carla

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

Enhancing endorsement of scientific inquiry increases support for pro-environment policies

PubMed Central

Palmer, Matthew A.; Sauer, James D.

2016-01-01

Pro-environment policies require public support and engagement, but in countries such as the USA, public support for pro-environment policies remains low. Increasing public scientific literacy is unlikely to solve this, because increased scientific literacy does not guarantee increased acceptance of critical environmental issues (e.g. that climate change is occurring). We distinguish between scientific literacy (basic scientific knowledge) and endorsement of scientific inquiry (perceiving science as a valuable way of accumulating knowledge), and examine the relationship between people's endorsement of scientific inquiry and their support for pro-environment policy. Analysis of a large, publicly available dataset shows that support for pro-environment policies is more strongly related to endorsement of scientific inquiry than to scientific literacy among adolescents. An experiment demonstrates that a brief intervention can increase support for pro-environment policies via increased endorsement of scientific inquiry among adults. Public education about the merits of scientific inquiry may facilitate increased support for pro-environment policies. PMID:27703700

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

NASA Astrophysics Data System (ADS)

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

2012-04-01

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

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

PubMed

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

2016-05-01

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

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

NASA Astrophysics Data System (ADS)

Tash, Gina G.

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

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

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

The Impact of a Multi-Year, Multi-School District K-6 Professional Development Programme Designed to Integrate Science Inquiry and Language Arts on Students' High-Stakes Test Scores

NASA Astrophysics Data System (ADS)

Shymansky, James A.; Wang, Tzu-Ling; Annetta, Leonard A.; Yore, Larry D.; Everett, Susan A.

2013-04-01

This paper is a report of a quasi-experimental study on the impact of a systemic 5-year, K-6 professional development (PD) project on the 'high stakes' achievement test scores of different student groups in rural mid-west school districts in the USA. The PD programme utilized regional summer workshops, district-based leadership teams and distance delivery technologies to help teachers learn science concepts and inquiry teaching strategies associated with a selection of popular science inquiry kits and how to adapt inquiry science lessons in the kits to teach and reinforce skills in the language arts-i.e. to teach more than science when doing inquiry science. Analyses of the school district-level pre-post high-stakes achievement scores of 33 school districts participating in the adaptation of inquiry PD and a comparative group of 23 school districts revealed that both the Grade 3 and Grade 6 student-cohorts in the school districts utilizing adapted science inquiry lessons significantly outscored their student-cohort counterparts in the comparative school districts. The positive school district-level high-stakes test results, which serve as the basis for state and local decision making, suggest that an inquiry adaptation strategy and a combination of regional live workshop and distance delivery technologies with ongoing local leadership and support can serve as a viable PD option for K-6 science.

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

NASA Astrophysics Data System (ADS)

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

2017-11-01

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

Mathematics in Student-­Centred Inquiry Learning: Student Engagement

ERIC Educational Resources Information Center

Calder, Nigel

2013-01-01

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

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…

Abductive Science Inquiry Using Mobile Devices in the Classroom

ERIC Educational Resources Information Center

Ahmed, Sohaib; Parsons, David

2013-01-01

Recent advancements in digital technology have attracted the interest of educators and researchers to develop technology-assisted inquiry-based learning environments in the domain of school science education. Traditionally, school science education has followed deductive and inductive forms of inquiry investigation, while the abductive form of…

Variations on an Historical Case Study

ERIC Educational Resources Information Center

Field, Patrick

2006-01-01

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

Connecting Mathematics in Primary Science Inquiry Projects

ERIC Educational Resources Information Center

So, Winnie Wing-mui

2013-01-01

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

14 CFR 1214.1707 - Media and public inquiries.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 5 2012-01-01 2012-01-01 false Media and public inquiries. 1214.1707 Section 1214.1707 Aeronautics and Space NATIONAL AERONAUTICS AND SPACE ADMINISTRATION SPACE FLIGHT Space Flight Participants § 1214.1707 Media and public inquiries. (a) The Associate Administrator for External...

14 CFR 1214.1707 - Media and public inquiries.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 5 2010-01-01 2010-01-01 false Media and public inquiries. 1214.1707 Section 1214.1707 Aeronautics and Space NATIONAL AERONAUTICS AND SPACE ADMINISTRATION SPACE FLIGHT Space Flight Participants § 1214.1707 Media and public inquiries. (a) The Associate Administrator for External...

14 CFR 1214.1707 - Media and public inquiries.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 5 2013-01-01 2013-01-01 false Media and public inquiries. 1214.1707 Section 1214.1707 Aeronautics and Space NATIONAL AERONAUTICS AND SPACE ADMINISTRATION SPACE FLIGHT Space Flight Participants § 1214.1707 Media and public inquiries. (a) The Associate Administrator for External...

14 CFR 1214.1707 - Media and public inquiries.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 5 2011-01-01 2010-01-01 true Media and public inquiries. 1214.1707 Section 1214.1707 Aeronautics and Space NATIONAL AERONAUTICS AND SPACE ADMINISTRATION SPACE FLIGHT Space Flight Participants § 1214.1707 Media and public inquiries. (a) The Associate Administrator for External...

Inquiry and Flow in Science Education

ERIC Educational Resources Information Center

Gyllenpalm, Jakob

2018-01-01

Ellwood's and Abrams's paper, "Students's social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement," describes two groups of students and their experiences in an extended inquiry unit. For one of these, the Off-Campus group, several educational aspects were enhanced compared…