Search results for: Inquiry
Page 4/9 84 items
The authors explored how Inquiry Seminar did, and did not, align with program objectives. Inquiry Seminar was created by Lynch School of Education faculty at Boston College, and it requires teacher candidates (TCs) to complete a formal inquiry project. Conducted while student-teaching, the project requires candidates to research their teaching practice, identify areas of concern, and modify their teaching accordingly. The authors found that when Inquiry Seminar experiences complemented TCs’ field experience, program objectives were more often realized.
Updated: Apr. 28, 2013
Science Faculty Belief Systems in a Professional Development Program: Inquiry in College Laboratories
The goal 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. 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.
Updated: Apr. 24, 2013
The authors explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning in the science curriculum. The analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions.
Updated: Apr. 22, 2013
A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings
The authors present a targeted critical review of research focused specifically on the nature of professional development programs purported to emphasize inquiry. The review analyzes the features of each program and critiques the reported outcomes of each study. The findings suggest a general alignment with recommended features of effective PD as outlined in the literature with a few notable exceptions, including: supporting teachers in developing inquiry-based lesson plans, providing authentic inquiry experiences, and focusing on science content for teachers.
Updated: Mar. 24, 2013
In this qualitative study, the author examines how authority was negotiated in an undergraduate teacher education course. The findings suggest that constructing relations of mutual interdependence, deriving legitimacy from mutually recognized sources, and communicating about the problem rather than the people present potential frameworks for negotiating authority in teacher education.
Updated: Nov. 28, 2012
This paper presents a study of how practitioner-based enquiry was embedded in an initial teacher education programme; the reasons for this; and the purposes of the strategy, which raised the one-year postgraduate qualification to masters-level.
Updated: Nov. 27, 2012
Supporting the Technology-Enhanced Collaborative Inquiry and Design Project: A Teacher’s Reflections on Practices
This study aims to analyze how an elementary school teacher supported the collaborative inquiry practices within her classroom. The Artifact Project was designed to support students’ developing an understanding of Finnish culture and the role and diversity of artifacts, and it was divided into three phases – ‘The Past, the Present, and the Future of Artifacts.’ The researchers and the teacher designed the overall frame of learning by setting up the basic infrastructure. However, the teacher was responsible for the implementation of the projects and its specific activities.
Updated: Oct. 22, 2012
In this article, the author examines a preservice teacher’s use of the Inquiry-Application Instructional Model (I-AIM) to plan and enact an instructional sequence about photosynthesis. The author concludes that Leslie’s case illustrates some of the mediators that may shape preservice teachers’ uses of an instructional model, including their approach to teaching science, the curriculum materials they have available, and the meanings they make of the key constructs underlying the model.
Updated: Sep. 10, 2012
Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom
This article describes the self study of Charles, a science teacher educator returned to teaching adolescents in a public school located in a rural area in the southeastern United States. The authors examined his beliefs and his abilities in practice by gaining first-hand, experiential knowledge through his efforts to implement a reform-based curriculum. The authors conclude that teachers must seek creative and varied ways for their students to learn science via relevant experiences that connect to student interests, utilizing more open forms of inquiry where appropriate.
Updated: Sep. 09, 2012
Zen and the Art of Neriage: Facilitating Consensus Building in Mathematics Inquiry Lessons through Lesson Study
In this article, the authors were interested to explore how teachers can effectively facilitate classroom discussions in the ways that elicit negotiation of meaning and maximize the potential of mathematical inquiry activities. In the neriage stage, Japanese teachers encourage students to listen to other students’ ideas carefully and consider the strengths and weaknesses of different problem-solving strategies. Then the teachers facilitate discussions to co-determine which strategy is the most reasonable and efficient one. This article introduces a video-based lesson study that explored how a group of U.S. teachers could successfully implement consensus building discussions (or neriage) in their mathematics classrooms.
Updated: Aug. 21, 2012