This paper explores concepts and theories in the tradition of critical pedagogy as they relate to teaching practices in contemporary American urban public schooling. Objectives for critical pedagogies are discussed and applied to various aspects of teaching and education, including urban schools and school systems as problematical institutions; establishing a healthy classroom climate and learning community; creating a learning partnership with students; posing-problems for study; generating ideas through collaborative dialogue; guiding inquiry and critical thinking; providing ongoing and authentic assessment; and the imperatives of ethical values, ideology, and multiple perspectives in critical teaching praxis. Critical educational scholarship informs teaching and learning in schools to provide liberating opportunities to achieve critical and academic literacies. Theories of liberation, freedom, democracy, justice, power, oppression, transformation, community-building, humanization, authority, dialogue, agency, instructional ideology, social reproduction, standards, curriculum, culture, learning, thinking, questioning, literacy, assessment, and pedagogy are explored from critical perspectives and discussed as they are brought to bear on classroom teaching and learning in urban K-12 schools. / Urban Education

In recent years there has been an increased interest in inquiry-based learning, also known as experiential learning or problem-based learning, as a more appropriate model of teaching science. The purpose of this study was to incorporate inquiry-based learning in a college sophomore-level General Microbiology Laboratory. The goal of this laboratory course is to introduce students to basic techniques and procedures necessary for the study of microorganisms. Laboratory sections were randomly assigned to an experimental group or a control/reference group. The experimental group was taught the concept of serial dilutions using an inquiry-based learning approach whereas the control group was taught using traditional teaching methods. Analysis of the data generated from the students' involvement in the investigation during the fall semester indicated that the experimental group had a slightly greater improvement in their knowledge of serial dilution. The study continued in the spring semester and involved close to 300 students. During the spring semester both the experimental and the control groups had similar attitudes about their learning experience as evaluated by a Lickert Scale survey. However, a statistical analysis of the quiz scores of the students with values within the interquartiles indicated the experimental classes' quiz scores were significantly higher on quiz 2 taken at the midpoint in the study. Thus an inquiry-based learning approach was found to be beneficial to the middle 50% of the class. / Master of Science

The purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls' career goals emerged as a significant influence on school leaders' perceptions. Instructional methodology and cultural, gendered assumptions of women in science were found as themes in middle school leaders' perceptions that further shaped the advice to girls to enroll in high school science courses. The study provided information that clarified how middle school leaders can maintain the academic pathway for girls in science as well as recommendations for further study. / by Lori Kijanka. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Project-based learning (PBL) is a teaching approach where students engage in the investigation of real-world problems through their inquiries. Studies found considerable support for PBL on student performance and improvement in grades K-12 and at the collegiate level. However, fewer studies have examined the effects of PBL at the collegiate level in comparison to K-12 education. No studies have examined the effects of PBL with preservice teachers taking educational psychology courses. The purpose of this study was to provide an analysis of PBL with preservice teachers taking educational psychology courses. An experiment was conducted throughout two semesters to evaluate student achievement and satisfaction in an undergraduate educational psychology child development course and in an undergraduate educational psychology assessments course, which included the same students from the first semester. Student achievement was determined using quantitative and qualitative analyses in each semester and longitudinally. Results in semester one indicated that the comparison group outperformed the PBL group. Results in semester two suggested there were no differences in instructional styles between groups. Longitudinal analyses showed that the comparison group declined in performance over time, whereas the PBL group improved over time; although, the comparison group still outperformed the PBL group. Results of this study indicate that PBL was not an influential teaching method for preservice teachers taking educational psychology courses.

Since the No Child Left Behind Act (NCLB) was passed in 2001, museum educators have faced new challenges in designing programming that incorporates state standards of education while remaining faithful to the integrity of the museum’s collection and mission. Some museums have created programs that address these educational standards and can be used in school classrooms. This project is a case study of how one Virginia museum, Preservation Virginia, created a classroom program that addresses the state mandated Standards of Learning (SOLs). The report of this project includes discussion of the current debates that surround NCLB and its relationship to museum education. It also describes the five lesson plans included in the John Marshall House Trunk and explains why additions to those lesson plans have recently been created in order to incorporate inquiry-based teaching methods endorsed within museum education literature.

O professor é um ator fundamental para a promoção da educação de qualidade e desenvolvimento de cidadãos críticos. A formação inicial é uma etapa muito importante para que exerça com qualidade esse papel tão relevante na sociedade. Diversos programas visam fomentar essa formação inicial, como o Pibid. O presente trabalho caracterizou-se como um estudo de caso com 4 sujeitos de pesquisa. Investigou a atuação de licenciandos do Curso de Ciências Biológicas (IB-USP) envolvidos no processo de desenvolvimento e aplicação de uma sequência didática investigativa sobre ambientes costeiros durante o Pibid. Seus objetivos específicos foram: (1) investigar a Percepção Ambiental (PA) sobre ecossistemas marinhos e costeiros desses licencinados; (2) compreender suas concepções sobre Ensino por Investigação (EI); (2) Analisar a sequência didática proposta (planos de aula e roteiros) quanto às concepções de meio ambiente presentes e ocorrência das diferentes fases do ciclo investigativo proposto pelo pesquisador Pedaste e seus colaboradores em 2015; (4) analisar a aplicação de tal sequência em sala de aula por parte de cada um dos licenciandos quanto aos mesmo aspectos focados na análise da sequência. Visando atingir tais objetivos, realizamos o uso de questionários e entrevistas, análise da sequência didática e observações de aulas. Os dados foram avaliados por análise de conteúdo e quantificações simples. Quanto à PA, os 4 licenciandos posicionaram-se na categoria Preservação+Utilização- do Modelo de Valores Ecológicos. Eles declararam relações tanto globais, quanto mais utilitaristas com os ambientes marinhos e costeiros. A concepção Globalizante de meio ambiente foi detectada para dois licenciandos desde o início do Pibid. Já outros dois apresentaram concepções Naturalistas, que foram modificadas ao longo do tempo. No entanto, apenas a concepção Naturalista Reducionista foi detectada na sequência didática elaborada, bem como nas aplicações realizadas pelos licenciandos. Em relação às concepções sobre EI, os licenciandos destacam seus objetivos múltiplos (ex. promover a construção do conhecimento do estudante, desenvolver habilidades e pensamento crítico e auxiliar no entendimento da metodologia científica). Tais objetivos representam vantagens dessa abordagem. As principais desvantagens seriam a dificuldade de elaboração e a aplicação das atividades investigativas, bem como sua real inserção na escola. Pensando-se na análise da sequência didática, todas as cinco fases do ciclo investigativo estavam presentes, as subfases Levantamento de Hipótese e Experimentação foram ausentes, sendo que a dinâmica das aulas se baseou principalmente na relação Questionamento-Exploração (apesar da subfase Exploração não ser detectada para dois dos quatro temas da sequência). A Fase de Reflexão também não foi explicitada nos planos e roteiros. Referente à análise das aplicações da sequência didática, no que se refere à presença das fases e subfases do ciclo investigativo, percebemos diferenças entre o que foi planejado e o que foi efetivamente aplicado em sala de aula, bem como entre as aplicações dos 4 licenciandos. Ao final do processo, os licenciandos apresentaram uma boa avaliação sobre a própria sequência, detectando os momentos mais e menos investigativos. Também demostraram consciência sobre o papel de sua atuação como professores, percebendo que, por vezes, conduziram demasiadamente a atividade. Esta pesquisa evidencia a necessidade de atenção ao implementar-se prospostas/currículos baseados no EI, não sendo suficiente apenas fornecer aos professores sequências ou atividades prontas, mas também os preparando de forma efetiva para trabalharem adequadamente em sala de aula com o que foi proposto. Acreditamos que a situação ideal é formar esses professores para que eles próprios possam desenvolver suas atividades, valorizando sua autonomia e seu papel central no processo ensino-aprendizagem / The teacher is a key actor for the promotion of quality education and the development of critical citizens. Initial teacher training is a very important step to carry out this important role in society with quality. Several programs aim to foster this initial training, such as Pibid. The present study was characterized as a case study with 4 research subjects. It investigated the activities of the Biological Sciences (IB-USP) course graduates involved in the process of developing and applying a didactic sequence on coastal environments during the Pibid. Its specific objectives were: (1) to investigate the Environmental Perception (EP) on marine and coastal ecosystems of these licencinates; (2) understand their conceptions about Inquiry-based Learning (IL); (2) Analyze the proposed didactic sequence (lesson plans and scripts) regarding the present environmental conceptions and the occurrence of the different phases of the research cycle proposed by the researcher Pedaste et al. (2015); (4) to analyze the application of such sequence in the classroom by each of the subjects for the same aspects focused on the sequence analysis. In order to reach these objectives, we carried out the use of questionnaires and interviews, analysis of the didactic sequence and observations of classes. The data were evaluated basically by content analysis and simple quantifications. As for EP, the 4 undergraduated were placed in the category Preservation + Use - of the Ecological Values Model. They have declared both global and utilitarian relationships with marine and coastal environments. The Globalizing concept has been detected for two subjects since the beginning of the Pibid. Already two others presented Naturalist conceptions, which were modified over time. However, only the Naturalist Redutionist conception was detected in the didactic sequence elaborated, as well as in the applications made by the licenciandos. Regarding IL concepts, the licenciandos highlight their multiple objectives (eg. to promote the construction of student knowledge, to develop skills and critical thinking, and to help in understanding the scientific methodology). Such objectives represent advantages of this approach. The main disadvantages would be the difficulty of elaboration and the application of the investigative activities, as well as its real insertion in the school. Thinking on the analysis of the didactic sequence, all five phases of the investigative cycle were present, the Hypothesis survey sub-phases and Experimentation were absent, and the dynamics of classes was based mainly on Questioning-exploration relationship (despite the sub-phase exploration not be detected for two of the four tracks in the sequence). The Reflection phase was also not explicit in the plans and scripts. The analysis of the applications of the instructional sequence, with regard to the presence of phases and sub-phases of the investigative cycle perceive differences between what was planned and what was actually applied in the classroom, and between applications of 4 licensees. At the end of the process, the licenciandos presented a good evaluation on the sequence itself, detecting the moments more and less investigating. They also demonstrated an awareness of their role as teachers, realizing that they have sometimes led the activity too much. This research highlights the need for attention to implement up proposals / curriculum based on IL, it is not enough just to provide sequences teachers or ready activities, but also preparing effectively to work properly in the classroom with what has been proposed. We believe that the ideal situation is to train these teachers so that they themselves can develop their activities, valuing their autonomy and their central role in the teaching-learning process

A long tradition of progressive pedagogy, running from Jean-Jacques Rousseau and through the work of John Dewey, argues that it is ethically and politically important for students to learn to co-direct the process of inquiry. In a series of recent articles, a group of cognitive scientists (hereafter called ‘DI theorists’) has argued that due to the nature of human cognitive architecture, student-led instructional designs are likely to be less effective than fully teacher-led instructional designs and to exacerbate achievement gaps. Were DI theorists correct, contrary to the intentions of many educators, a great deal of progressive pedagogy would be likely to have negative effects on educational justice. In this dissertation, I argue that the framing of the debate in cognitive science misconstrues the ethical and political value of treating students as cooperative designers of educative experiences. To defend this controversial claim, I advance a Deweyan approach to ethics and justice in instructional design against two recent philosophical challenges. The first challenge, which I call ‘Dewey’s grounding problem’, asserts that Dewey’s appeal to the single ethical and political value of learning is unjustified against dissent and oppressive of reasonable pluralism. The second challenge, which I call ‘Dewey’s problem of elitism’, argues that his call to promote the common good of learning in ethics and politics will sometimes permit or require elitism, aristocracy, or tyranny. Based on the Deweyan ethos I defend, I trace four principles of just instructional design to reassess the claims of DI theorists. I argue that integrating DI theorists’ insights about efficacy and equality as means to create a student co-led community of inquiry confirms many educators’ intuitions: that student-led designs are important parts of developing the skills of inquiry, are well placed as culminating tasks, and are best phased in on a developmental pathway towards greater student independence.

This program evaluation study addressed a critical deficiency in early childhood math proficiency for a local urban school district. To strengthen students' skills in mathematics, the district adopted the Common Core State Standards and piloted an inquiry-based instructional program called My Math. The purpose of this project study was to determine the extent to which My Math met the goals of improving Grades K-2 students' math proficiency. The conceptual framework was based on theories of multiple intelligences, social learning, and foundations of social development. The National Program Evaluation Standards were used to guide the program evaluation. The research questions centered on the implementation of My Math in terms of usability, lesson coherence, support provided by program materials and effectiveness of materials in enhancing students' mathematical processes based on teachers' perspectives. Data were collected from 57 teachers who completed an electronic survey and from 6 teachers who participated in focus groups and interviews. Survey data were descriptively analyzed and interview and focus group data were coded for development of common themes. Teacher participants reported gains in students' mathematical processes after using the My Math program. The program evaluation report reflected support for My Math as an effective instructional program for Grades K-2 along with recommendations for supplementation of the program with additional resources to address individual needs among students. Positive social change at the local level includes enhancing students' learning and achievement in mathematics, and assisting other districts in understanding the benefits of the My Math program on student achievement for early childhood students.

The goal of primary science education is to foster children’s interest, develop positive science attitudes and promote science process skills development. Learning by playing and discovering provides several opportunities for children to inquiry and understand science based on the first–hand experience. The current research was conducted in the children’s laboratory in Heureka, the Finnish science centre. Young children (aged 7 years) which came from 4 international schools did a set of chemistry experiments in the laboratory. From the results of the cognitive test, the pre-test, the post-test, supported by observation and interview, we could make the conclusion that children enjoyed studying in the laboratory. Chemistry science was interesting and fascinating for young children; no major gender differences were found between boys and girls learning in the science laboratory. Lab work not only encouraged children to explore and investigate science, but also stimulated children’s cognitive development.

The main purpose of the present study was to investigate the effect of 7E learning cycle model as an inquiry-based learning on the improvement of 5th grade students&rsquo / critical thinking skills. This study was conducted during 2005-2006 spring semester in a private primary school in Sakarya. A total of 46 fifth grade students from two different classes of the same science teacher was involved in the study. Two classes were randomly assigned as experimental group and control group. While students in the control group were instructed with traditional method, inquiry-based learning was carried out in the experimental group. Since phenomena that show cause and effect relationships are good inquiry subjects, water cycle in the science and technology curriculum was taken as the unit in the present study. The Cornell Conditional Reasoning Test, from the Cornell Critical Thinking Skills Tests Series was administered as pre-test and post-test to students both in the experimental and control groups. The effects of gender and family income of the students on the dependent variable were also checked. Statistical Analysis of Covariance was used to test the hypotheses of this study. The results indicated that the experimental group achieved significantly better than the control group in both the critical thinking skill test. In other words, inquiry-based learning improved students&rsquo / critical thinking skills. On the other hand, no significant effect of gender and family income on improvement of students&rsquo / critical thinking skills was found.