Global ETD Search

21	A Comparison Of Teachers' Beliefs Of The Use Of Inquiry Teaching, Origin Of Knowledge Of Inquiry Teaching, And Student Achievement Between International Baccalaureate And Non-International Baccalaureate Primary Years Programme Schools Haddock, Lucy 01 January 2014 (has links) The goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) was used to determine teacher beliefs of inquiry based teaching strategies. Student achievement was measured using Florida Comprehensive Achievement Test 2.0 (FCAT 2.0) levels. Results from the MSDIQ indicated strong beliefs among participants of inquiry based teaching indicators within three domains: planning, enactment, and reflection. The researcher recommended further research into the origin of inquiry based teaching strategies knowledge to determine accurate professional development from districts that require inquiry based teaching strategies in evaluation systems. In addition, further research was recommended to determine the relationship between IBPYP affiliation and student achievement. Inquiry international baccalaureate ibpyp student achievement professional development teaching inquiry based teaching msdiq Education Educational Leadership
22	FDU in a Swedish English teaching classroom. : An action-based study of the inquiry-based model's potential as an English teaching tool in a Swedish context. / FDU i ett svenskt engelskundervisande klassrum. . : En aktionsstudie av den frågedrivande undervisningens potential som ett verktyg i engelskundervisning i en svensk kontext Nordahl, Marie January 2024 (has links) Inquiry-based teaching has started to find its way into Swedish classrooms and its quest for answers is believed to engage the students by activating them to discover new facts and discourses through the exploration of specific sources. It has foremost become a model to structure history and civics teaching, but international research shows that inquiry-based teaching, or FDU as it is called in Sweden, can also reinforce learning English as a foreign language, EFL. The purpose of my research is to investigate the possibility of implementing the FDU model as a teaching tool in a Swedish EFL classroom as well as student perception of the model. The research questions aim at investigating student perception of the model and whether there are any particular advantages and disadvantages with FDU. Through and action-based study, the FDU was implemented in an advanced EFL class consisting of 17 senior upper-secondary school students, and their perception was evaluated through a graded scale survey of 1-5, which also included three open-ended questions. Even though the survey revealed quite undistinguished results regarding the positive claims attached to FDU such as motivation, increase of attentiveness, alertness and learning reinforcement, most of the students found the model very helpful at providing them with a clear and comprehensible structure and description of the learning objectives. It was also a good opportunity to cooperate with peers in a varied manner. As an English teacher, I found the FDU very helpful for planning and constructing, as well as executing, my ideas. Even though some students reported disadvantages such as confusion due to the vast amount of information included in the FDU and the connection between the different parts of the final assignment, a clear majority said they would like to work with the model again. In conclusion, according to this study FDU shows potential as a structural and clarifying tool, both for the students as well as the teacher. FDU inquiry-based inquiry-based learning inquiry-based teaching EFL frågedriven undervisning Swedish English teaching Humanities and the Arts Humaniora och konst Educational Sciences Utbildningsvetenskap
23	In Search of Understanding Children's Engagement with Nature and their Learning Experiences in One Urban Kindergarten Classroom Ghafouri, Farveh 21 August 2012 (has links) Considering the context of large city schools, this study explores what variables in a kindergarten classroom may impact the process of children’s engagement with nature. In particular I examine the central role of children and teacher in co-constructing their own unique understanding, knowledge, and attitude towards the natural world. In this study, I examine nature-child’s connection considering the complexity of nature beyond a pre-packaged concept (Louv, 2007) and avoiding a linear identification of a cause and effect relationship between children’s learning experiences and nature, (Kellert, 2005). This qualitative case study is based on extensive classroom observations, in which 20 kindergarten children and their teacher participate. The children’s direct, indirect, and vicarious experiences with nature are documented using digital photography, video-audio recording, and collection of artifacts. I interview the classroom teacher two times and invite the parents to fill up a questionnaire about their children’s experiences with nature outside the school time. I use the techniques and procedure of the grounded theory to analyze the data. A comparative analysis of the five learning episodes demonstrates four major factors that when all woven together encourage and sustain the children’s engagement with nature. These factors are: investigating children’s meaningful and autotelic questions, encountering and experiencing nature in familiar contexts, developing emotional bonding, and having sufficient time. The findings show the crucial role of the classroom teacher in creating five main conditions to engage the children in the process of each inquiry. She offers the children many opportunities to use their prior skills and knowledge, take responsibility of their own learning, and experiment with learning as a process. She often responds positively to the children’s learning endeavours and communicates her high confidence and expectations for them. This study makes an important contribution to the field of early childhood education and environmental education by demonstrating the possibilities and challenges in actively and holistically engaging children with nature in school settings. The findings shed light on our understanding of children and teacher’s sense of ownership and motivation as two driving forces of learning. early childhood education kindergarten learning curriculum environmental education nature urban schools classroom observation grounded theory case study Reggio Emilia aaproach inquiry-based learning inquiry-based teaching free choice learning model contextual model of learning 0518
24	In Search of Understanding Children's Engagement with Nature and their Learning Experiences in One Urban Kindergarten Classroom Ghafouri, Farveh 21 August 2012 (has links) Considering the context of large city schools, this study explores what variables in a kindergarten classroom may impact the process of children’s engagement with nature. In particular I examine the central role of children and teacher in co-constructing their own unique understanding, knowledge, and attitude towards the natural world. In this study, I examine nature-child’s connection considering the complexity of nature beyond a pre-packaged concept (Louv, 2007) and avoiding a linear identification of a cause and effect relationship between children’s learning experiences and nature, (Kellert, 2005). This qualitative case study is based on extensive classroom observations, in which 20 kindergarten children and their teacher participate. The children’s direct, indirect, and vicarious experiences with nature are documented using digital photography, video-audio recording, and collection of artifacts. I interview the classroom teacher two times and invite the parents to fill up a questionnaire about their children’s experiences with nature outside the school time. I use the techniques and procedure of the grounded theory to analyze the data. A comparative analysis of the five learning episodes demonstrates four major factors that when all woven together encourage and sustain the children’s engagement with nature. These factors are: investigating children’s meaningful and autotelic questions, encountering and experiencing nature in familiar contexts, developing emotional bonding, and having sufficient time. The findings show the crucial role of the classroom teacher in creating five main conditions to engage the children in the process of each inquiry. She offers the children many opportunities to use their prior skills and knowledge, take responsibility of their own learning, and experiment with learning as a process. She often responds positively to the children’s learning endeavours and communicates her high confidence and expectations for them. This study makes an important contribution to the field of early childhood education and environmental education by demonstrating the possibilities and challenges in actively and holistically engaging children with nature in school settings. The findings shed light on our understanding of children and teacher’s sense of ownership and motivation as two driving forces of learning. early childhood education kindergarten learning curriculum environmental education nature urban schools classroom observation grounded theory case study Reggio Emilia aaproach inquiry-based learning inquiry-based teaching free choice learning model contextual model of learning 0518
25	Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment Peterson, Cheryl 2012 August 1900 (has links) PlantingScience (PS) is a unique web-based learning system designed to develop secondary students' scientific practices and proficiencies as they engage in hands-on classroom investigations while being mentored online by a scientist. Some students' teachers had the opportunity to attend PS professional development (PD). In this dissertation, I developed a process of assessing student learning outcomes associated with their use of this system and evaluated inquiry engagement within this system. First, I developed a valid and reliable instrument (Online Elements of Inquiry Checklist; OEIC) to measure participants' (students, scientists, and teachers) engagement in scientific practices and proficiencies embedded within an inquiry cycle I collaborated with an expert-group to establish the OEIC's construct and content validities. An inter-rater reliability coefficient of 0.92 was established by scientists and a split half analysis was used to determine the instruments' internal consistency (Spearman-Brown coefficient of 0.96). Next, I used the OEIC to evaluate inquiry cycle engagement by the participants who used the PS online platform designed by the Botanical Society of America which facilitated communication between participants. Students provided more evidence of engagement in the earlier phases of an inquiry cycle. Scientists showed a similar trend but emphasized experimental design and procedures. Teachers rarely engaged online. Exemplary students' outcomes followed similar inquiry cycle trends, but with more evidence of engagement with one notable difference. Exemplary students provided evidence for extensive engagement in immersion activities, implicating immersion as a crucial component of successful inquiry cycle engagement. I also compared engagement outcomes of students whose teachers attended the PD experience to the students of teachers who did not attend PD. Differences found between the two groups occurred throughout the inquiry cycle, typically associated with experiences provided during the PD. As a result of this research I have several recommendations about revisions to the PS online platform and use of approaches to assure students development of scientific practices and proficiencies. The recommendations include additional scaffolding of the platform, explicit inquiry cycle instruction, and continued opportunities for teachers to engage in PD experiences provided by PS. Inquiry On-line Learning Online Learning Cyber-learning Asynchronous Discourse Reformed-based teaching and learning PlantingScience Secondary Science Students Mentoring Student Engagement Inquiry-based teaching and learning Professional Development Scientific Practices and Proficiencies Assessment Student Outcomes Inquiry Cycle
26	Teachers' perceptions and enactment of inquiry- based teaching to stimulate learner interest in science Mkandla, Justice 22 February 2021 (has links) Abstracts in English, Afrikaans and Zulu / This qualitative, single high school case-study conveniently sampled eight natural sciences teachers and, after conducting lesson observations and document analysis, interviewed all participants to obtain their perceptions about the effectiveness of inquirybased teaching in motivating learners to specialise in sciences. The major finding was that most participants were sceptical about inquiry-based teaching. Participants from a behaviourist epistemology did not believe that learner motivation resulted from inquirybased teaching while those from an eclectic epistemology preferred a complementary use of both approaches. The few participants oriented towards inquiry acknowledged the link between learner motivation and inquiry-based teaching but faced the challenge of limited time to prepare all the apparatus and procedures required for inquiry-based teaching. This researcher recommends employing laboratory assistants to assist teachers with setting up apparatus for inquiry-based lessons, trimming some content to reduce overload in the Annual Teaching Plans (ATP), and in-service training on inquirybased teaching to develop learner interest in sciences. / Hierdie kwalitatiewe gevallestudie het agt natuurwetenskap onderwysers betrek en na leswaarnemings en dokumentanalise, is onderhoude met die deelnemers gevoer om hul sienings te bekom oor die bydrae van die ondersoek-gebaseerde konstruktivistiese benadering as ’n strategie om leerders te motiveer om in wetenskap-verwante vakke te spesialiseer. Die belangrikste bevindings was dat die deelnemers logiese positivistiese en eklektiese benaderings verkies; dat hulle skepties is oor ondersoek-gebaseerde onderrig en dat hulle nie leerder motivering aan onderwysbenaderings koppel nie. Daar was egter enkele deelnemers wat wel ondersoekend onderrig het en wat leerder belangstelling in wetenskap aan ondersoek-gebaseerde onderrig gekoppel het. Op grond van die data wat verkry is, beveel hierdie navorser aan dat laboratoriumassistente aangestel moet word om onderwysers by te staan met die opstel van apparaat vir ondersoek-gebaseerde lesse; dat spesifieke modelle van ondersoek in die “CAPS”- dokument ingesluit word; dat inhoud afgeskaal moet word om oorlading in die jaarlikse onderrigplanne (ATP) te verminder, en dat voor- en indiensopleiding aan onderwysers oor ondersoek-gebaseerde onderrig verskaf word as ‘n manier om die belangstelling van die leerders in die wetenskappe te prikkel. / Lesisifundo socwaningo esenziwe esikoleni esisodwa samabanga aphakeme lwakhetha othisha beSayensi Yemvelo (NS) abayisishiyagalombili ukuze kwazakale ukuthi bayibona kanjani indlela yokufundisa iSayensi ngophenyo (inquiry-based teaching) ehlose ukukhuphula intshisekelo yabafundi kwiSayensi. Ngemuva kokubona othisha beSayensi befundisa, lomcwaningi wahlaziya incwadi eziphathelene nokufundiswa kohlelo lwe CAPS, waphinde wenza izingxoxo nabothisha. Okumqoka okutholakale kuloluphenyo kube ukuthi iningi lababambe iqhaza, abakhuthalela ukufundisa ngendlela egxile kuthisha (logical positivism) bangabaza ukuthi abafundi bafunde bephenya njalo abakubonanga ukuxhumana kwenzindlela zokufundisa nokunyuka kwentshiseko yabafundi ezifundweni ze Sayensi. Ababambiqhaza abahlanganisa indlela yokufundisa egxile kuthisha ne ndlela yokufundisa ngophenyo (eclectic) bakholelwa ukuthi indlela yokufundisa egxile kuthisa nendlela yokuthi abafundi bafunde bephenya, kuyomela zisetshenziswe zombili. Kwatholakala ingcosana yabothisha eyenelisa ukufundisa isayensi ngendlela yophenyo eyayisezingeni eliphansi njalo yaqinisekisa ukuthi bukhona ubudlelwano phakathi kwendlela zokufundisa nokunyusa intshiseko yabafundi kwi Sayensi. Ngokolwazi olutholakele, lolucwaningo luncome ukusebenzisa abasizi basemagunjini okusebenzela ososayensi ukusiza ukuhlela amalungiselelo okwenza uphenyo lwezifundo, nokuhlinzekwa kwezindlela eziqondile zokuphenya izincwadi zikaCAPS, kanye nokunciphisa okunye okuqukethwe, kwehliswe umthwalo kuhlelo lokufundisa lonyaka (i-ATP), ukuqeqeshwa kothisha kwi ndlela yokufundisa iSayensi ngokuphenya ukuze kuthuthukiswe intshiseko yabafundi. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies) Science teaching Logical positivism Inquiry-based teaching Motivation Behaviourist teaching approach Wetenskaponderrig Logiese positivisme Eklektisisme Epistemologie Wetenskaplike motivering Onderrig benadering Ukufundiswa kwesayensi Indlela yokufundisa egxile kuthisha Imfundo lwazi Intshiseko Imibono ngendlela zokufundisa 507.1268227
27	Evaluation of a Novel Biochemistry Course-Based Undergraduate Research Experience (CURE) Stefan M Irby (6326255) 15 May 2019 (has links) <p>Course-based Undergraduate Research Experiences (CUREs) have been described in a range of educational contexts. Although various learning objectives, termed anticipated learning outcomes (ALOs) in this project, have been proposed, processes for identifying them may not be rigorous or well-documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. Additionally, evaluation of CUREs has primarily relied on student and instructor perception data rather than more reliable measures of learning.This dissertation investigated a novel biochemistry laboratory curriculum for a Course-based Undergraduate Research Experience (CURE) known as the Biochemistry Authentic Scientific Inquiry Lab (BASIL). Students participating in this CURE use a combination of computational and biochemical wet-lab techniques to elucidate the function of proteins of known structure but unknown function. The goal of the project was to evaluate the efficacy of the BASIL CURE curriculum for developing students’ research abilities across implementations. Towards achieving this goal, we addressed the following four research questions (RQs): <b>RQ1</b>) How can ALOs be rigorously identified for the BASIL CURE; <b>RQ2</b>) How can the identified ALOs be used to develop a matrix that characterizes the BASIL CURE; <b>RQ3</b>) What are students’ perceptions of their knowledge, confidence and competence regarding their abilities to perform the top-rated ALOs for this CURE; <b>RQ4</b>) What are appropriate assessments for student achievement of the identified ALOs and what is the nature of student learning, and related difficulties, developed by students during the BASIL CURE? To address these RQs, this project focused on the development and use of qualitative and quantitative methods guided by constructivism and situated cognition theoretical frameworks. Data was collected using a range of instruments including, content analysis, Qualtrics surveys, open-ended questions and interviews, in order to identify ALOs and to determine student learning for the BASIL CURE. Analysis of the qualitative data was through inductive coding guided by the concept-reasoning-mode (CRM) model and the assessment triangle, while analysis of quantitative data was done by using standard statistical techniques (e.g. conducting a parried t-test and effect size). The results led to the development of a novel method for identifying ALOs, namely a process for identifying course-based undergraduate research abilities (PICURA; RQ1; Irby, Pelaez, & Anderson 2018b). Application of PICURA to the BASIL CURE resulted in the identification and rating by instructors of a wide range of ALOs, termed course-based undergraduate research abilities (CURAs), which were formulated into a matrix (RQs 2; Irby, Pelaez, & Anderson, 2018a,). The matrix was, in turn, used to characterize the BASIL CURE and to inform the design of student assessments aimed at evaluating student development of the identified CURAs (RQs 4; Irby, Pelaez, & Anderson, 2018a). Preliminary findings from implementation of the open-ended assessments in a small case study of students, revealed a range of student competencies for selected top-rated CURAs as well as evidence for student difficulties (RQ4). In this way we were able to confirm that students are developing some of the ALOs as actual learning outcomes which we term VLOs or verified learning outcomes. In addition, a participant perception indicator (PPI) survey was used to gauge students’ perceptions of their gains in knowledge, experience, and confidence during the BASIL CURE and, therefore, to inform which CURAs should be specifically targeted for assessment in specific BASIL implementations (RQ3;). These results indicate that, across implementations of the CURE, students perceived significant gains with large effect sizes in their knowledge, experience, and confidence for items on the PPI survey (RQ3;). In our view, the results of this dissertation will make important contributions to the CURE literature, as well as to the biochemistry education and assessment literature in general. More specifically, it will significantly improve understanding of the nature of student learning from CUREs and how to identify ALOs and design assessments that reveal what students actually learn from such CUREs - an area where there has been a dearth of available knowledge in the past. The outcomes of this dissertation could also help instructors and administrators identify and align assessments with the actual features of a CURE (or courses in general), use the identified CURAs to ensure the material fits departmental or university needs, and evaluate the benefits of students participating in these innovative curricula. Future research will focus on expanding the development and validation of assessments so that practitioners can better evaluate the efficacy of their CUREs for developing the research competencies of their undergraduate students and continue to render improvements to their curricula.</p> Biochemistry Education Course-based Undergraduate Research Course-based Research Experiences CURE anticipated learning outcomes ALOs ALO CURAs research abilities PICURA ALO matrix BASIL weighted-relevance WR verified learning outcomes VLOs CUREs biochemistry computational biochemistry bioinformatics biochemistry education chemistry education chemistry teaching laboratory upper-division ACE-Bio experimental competencies Authentic science inquiry chemical education assessment assessment design Student understanding student difficulties biochemistry laboratory experiments biochemistry teaching laboratory chemistry teaching laboratory chemistry teaching laboratories predicting protein function protein inquiry-based learning inquiry-based teaching content analysis open-ended survey interviews semi-structured interviews PPI participant perception indicator assessment triangle CRM conceptual reasoning mode conceptual-reasoning-mode model curriculum evaluation experimental abilities discovery skills learning objectives learning outcomes LO LOs collaborations collaborative course implementation implementation student difficuluties experimental learning experimental literacy data-representation ACE-Bio Network Likert-survey

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