Search results for: Inquiry
Page 3/9 84 items
This article introduces an empirically based and theoretically informed model of a creative learning community. The model is based on three key concepts or learning principles which can take different forms in particular settings and social practices. As a theoretical point of departure, this article will outline a situated model of creativity and learning, and following this, will introduce a model of creative learning.
Updated: Jul. 23, 2014
This study has investigated the use of an open guided inquiry laboratory course in which a group of pre-service teachers planned and implemented practical work for school purposes. The results show that peer discussions about content and instructional decisions within active designing teaching sequences have enabled the participants to become aware of several aspects of a physics teacher’s teacher knowledge. Furthermore, the pre-service teachers who participated in this project suggested that they had learnt subject matter knowledge during the Course of Laboratory Practice for Physics Teachers (CLP). In light of the results, the authors would warmly suggest including the early use of the open guided inquiry laboratory, as part of the bachelor degree studies, for preservice physics teachers.
Updated: May. 25, 2014
This study was an exploration of the conceptions of inquiry science held by exemplary elementary teachers. The study explored the ideas, understandings, and the recommendations for teaching inquiry science of exemplary elementary teachers and the ways that they use inquiry science in their classrooms. The findings reveal that the six exemplary teachers held ideas about inquiry as ‘‘finding things out’’ and all described themselves as having been children who explored and experimented with the world around them. The teachers in this group all recommended that when encouraging other teachers to implement inquiry, they need to first recognize its importance, and certainly this will take involving teachers in authentic inquiry experiences as learners so that they will be able to begin to view themselves, as these focus group teachers did, as problem-solvers and experimenters.
Updated: May. 25, 2014
Are We Asking the Right Questions?: A Conceptual Review of the Educational Development Literature in Higher Education
This is a conceptual review of the literature variously referred to as faculty development, educational development, instructional development, and academic development in higher education. The authors used different questions that queried the nature of educational development practice and the thinking underlying practice. This six-cluster framework provides a new way of thinking about the design of practice and a more meaningful basis for investigating the effectiveness of educational development practice.
Updated: May. 25, 2014
Crossing the Border from Science Student to Science Teacher: Preservice Teachers’ Views and Experiences Learning to Teach Inquiry
This study investigated preservice science teachers’ successes and struggles in moving back and forth across the cultural border between science student and inquiry-oriented science teacher. The participants were eight preservice science teacher participants were enrolled in a small, post-baccalaureate teacher education program in Southern California. The authors conducted two types of qualitative analyses. One, they grouped their preservice teacher participants into one of four types of potential science teachers. Two, they identified successes and struggles in preservice teachers’ attempts to negotiate the cultural border between veteran student and beginning teacher. They found that preservice teachers were willing and interested in teaching science as inquiry.
Updated: May. 14, 2014
The authors propose that educative assessment materials that highlight students’ science writing can provide a framework to help teachers evaluate the growth of their students’ science understanding. The authors identified three educative features of this assessment that seemed both valuable to teachers and worthy of further study. The authors noted two main ways that teachers began to make instructional decisions based on considering their students’ responses on the educative assessments. The authors' experiences developing and implementing these two aspects of the LISELL project have implications for theory, research, and practice in how to support teachers’ and students’ engagement with language-rich science inquiry.
Updated: Apr. 08, 2014
In this article, the authors explore inquiry through the efforts of one pre-service teacher, Toni, during her practicum experience in a secondary mathematics classroom. Drawing on aspects of Bourdieu’s social field theory, the authors highlight the tensions between two different “fields', as well as the tensions within Toni herself in her efforts to identify and become proficient with inquiry pedagogy.
Updated: Dec. 15, 2013
This article reports on a mentoring programme in a university at the Republic of Ireland, which provides an accreditation pathway to a master’s level qualification. The authors adopted three different and complementary lenses through which to consider mentoring as an academic and professional practice: (a) the international literature; (b) their own reflective and reflexive dialogue; and (c) observations from mentor teachers’ efforts to interrogate their own professional practices. The authors conclude by arguing for productive mentoring, for sustainable change, as an academic, caring and professional practice that is contextually responsive.
Updated: Sep. 30, 2013
The authors examined shifts in secondary preservice teachers’ belief orientations as they progressed through a science methods course. The authors found that overall many of the preservice teachers progressed in their orientation beliefs from a teacher-centered orientation to more student-centered orientation. The authors characterized four trajectories of change or clusters that describe how preservice teachers’ beliefs changed over the course of the semester. The authors also describe the different ways in which preservice teachers reacted to specific instructional activities, and how those activities influenced their belief orientation.
Updated: May. 29, 2013
This article describes a critical and creative reflective inquiry (CCRI) structure and processes, as well as participant evaluations. CCRI has a three-phased structure: descriptive, reflective, critical/emancipatory. The CCRI method created a communicative space for leaders to critically reflect, feel supported and develop knowledge and skills that they could immediately apply to daily leadership practice. Skilled facilitation was found to be essential for enabling learning and efficacy and the use of creative expression enriched the inquiry, offering new and unexpected insights.
Updated: Apr. 28, 2013