I explore how recreational canoeists develop sense of place developed and ecological identity through experience. The intersection between artefact and narrative is the entry-point of exploration of understandings of how recreational canoeists learn through experiences. There are three structural elements. A factional narrative arc of a canoe trip frames the work. Fragments of collective narratives: weave into this story and add richness and depth of experience. Participants’ interwoven narratives form the second element of this work. Finally, footnotes underpin this text to explain and support the research. They emerge to reflect the complexity of telling, and understanding, experience. This is a story of stories. This is a story of a trip that never happened. It holds real participants’ narratives based in lived experiences that shape this story. Narratives emerge between artefact and experience, between experience and ecological identity, between ecological identity and place, and between place and story.

The Socratic Method has been an educational tool ever since Socrates himself turned the marketplace of Athens into a classroom, enticing his interlocutors into dialogue whereby they could have their assumptions questioned and learn to journey towards new conceptions of knowledge and understanding. This concept has been reflected recently in a current proposal by UNESCO for educators and philosophers to find ways in which philosophy and philosophical inquiry may be approached in current education practices to enhance democratic ways of life. I draw on the UNESCO idea of philosophy as a ‘school of freedom’ and contend that not only is dialogical inquiry useful to teaching and learning, but that it is necessary. Inquiry is viewed in this way as necessarily dialogical and I draw on both Charles Peirce’s and John Dewey’s views on inquiry as being situated within the community if it is to satisfy some of the aims of the UNESCO report. This dissertation proposes a framework for Socratic pedagogy, a collaborative inquiry-based approach to teaching and learning suitable not only for formal educational settings such as the school classroom but for all educational settings. The term is intended to capture a variety of philosophical approaches to classroom practice that could broadly be described as Socratic in form. I explore three models that, I argue, make a significant contribution to Socratic pedagogy: Matthew Lipman’s Community of Inquiry, Leonard Nelson’s Socratic Dialogue, and David Bohm’s Dialogue. I also draw on the metaphors used by each of the proponents because they give an additional insight into the theoretical underpinnings of their models of dialogue for the development of Socratic thinking. Socratic pedagogy is multi-dimensional, which I argue is underpinned by generative, evaluative, and connective thinking. These terms are better placed to describe Socratic pedagogy than creative, critical, and caring thinking, because they are defined by the function they perform. It is hoped that this dissertation offers some way to show how philosophy as inquiry can contribute to educational theory and practice, while also demonstrating how it can be an effective way to approach teaching and learning. This, I contend is foundational to Socratic pedagogy.

This qualitative study sets out to explore the experiences of secondary school students while they are learning mathematics in school. By using student stories of learning mathematics as my main data collection method I began to understand the view of mathematics that my students were constructing as they negotiated the complicated terrain that I know as the mathematics classroom. This method of student stories to communicate student voice was selected by me to allow the students the freedom to express themselves in a variety of comfortable, differentiated formats. My methodological approach evolved as the action research phases progressed, allowing for methodological inventiveness (Dadds and Hart 2001). This was a deliberate decision by me so that my research progress could be best served by a suitable methodological approach. The end result was a qualitative study that embraced a living theory model of action research (McNiff 2013), where practitioners can develop their own personal theories of practice (Whitehead 1999). Within this action research structure I used a narrative approach, considering narratives both as a data collection method and as a transformative phenomenon. Using the ideas of narrative research for data collection, I facilitated storytelling workshops with my students, collecting stories to inform the research interest. In this research, using narratives was also considered as a phenomenon because of their influence in allowing authors to model and re-model their experiences through their stories. I found that considering narrative as phenomenon complemented and supported a portraiture methodological stance (Lawrence-Lightfoot 2005). Narrative as a phenomenon also became apparent by the influence the student stories had on my 9 ability to understand my classroom and my subsequent teaching practice. To analyse the story data I utilised the ideas of Anderson (2011) who developed a transpersonal research method that incorporates the researcher's intuition, emotional and personal capacities into the research process. By using a multi-method approach of thematic analysis, symbolic interactionist perspective, input from colleagues and my reflexive intuition, I formed an analysis of the data that could be used to look at similarities and trends in the student stories. In addition, working with the student stories encouraged levels of empathy between the reader and the student author that transformed classroom practice and understandings. There are several ways that this thesis can contribute to practice. Firstly this research develops a pedagogical tool that encourages student voice, celebrates individuality and helps create an approachable interface between mathematics teacher and student. Secondly, it models how this way of working could be used to inform the practice of the classroom teacher by developing a deeper understanding of their students. Thirdly, the identification of particular themes is invaluable to subject department development and planning, and these themes can feed into a department and whole school ethos. Finally, it models a form of action research that encourages critical reflexive practice and utilises the knowledge, experience and intuition of the researcher with the sole purpose of improving the experiences of their students.

ABSTRACT OF THE DISSERTATION OF Yahya Assiri, for the Doctor of Philosophy degree in Curriculum and Instruction, presented on August 19th, 2016, at Southern Illinois University Carbondale. TITLE: SCIENCE TEACHERS’ KNOWLEDGE, BELIEFS, VALUES, AND CONCERNS OF TEACHING THROUGH INQUIRY MAJOR PROFESSOR: Dr. D. John McIntyre, Professor Emeritus of Curriculum and Instruction, Ed.D., Southern Illinois University Carbondale, Department of Curriculum and Instruction. This study investigated elementary science teachers’ knowledge, beliefs, values, and concerns of teaching through inquiry. A mixed-methods research design was utilized to address the research questions. Since this study was designed as a mixed-methods research approach, the researcher gathered two type of data: quantitative and qualitative. The study was conducted in Mohayel School District, Saudi Arabia. The information was collected from 51 participants using a questionnaire with multiple choice questions; also, 11 participants were interviewed. After collecting the data, descriptive and comparative approaches were used. In addition, themes and codes were used to obtain the results. The results indicated that the mean of elementary science teachers’ knowledge was 51.23%, which was less than 60% which was the acceptable score. Also, the qualitative results showed that science teachers had a limited background of teaching through inquiry. In addition, the elementary science teachers had a high level of belief to teach science through inquiry since the mean was 3.99 out of 5.00. These quantitative results were confirmed by the qualitative data. Moreover, the overall mean of elementary science teachers was 4.01, which indicated that they believed in the importance of teaching science through inquiry which was also confirmed by the responses of teachers in the interviews. Also, the findings indicated that elementary school science teachers had concerns about teaching science through inquiry since the overall mean was 3.53. In addition, the interviewees mentioned that they faced some obstacles when they teach by inquiry, such as time, resources, class size, and the teachers’ background. Generally, the results did not show any significant differences among elementary science teachers’ knowledge, beliefs, values, and concerns depending on gender, level of education, and teaching experience. However, the findings indicated there was one significant difference which was the level of teaching experience between groups: (6-10) years and (11-15) years, and (16- more) and (11-15) years. In addition, the implications and suggestions for future research were provided to enhance teaching science through inquiry.

abstract: To develop critical reasoning skills potentially advances students' ability to critically consume information, make informed decisions, and actively participate in a democracy. An inquiry-based pedagogical approach to science teaching remains an effective means to develop critical reasoning skills. Participating in scientific inquiry requires students to generate arguments and test alternative hypotheses using experimental evidence. Scientific inquiry demands that students use their critical reasoning skills. Unfortunately, many teachers fail to allocate an adequate amount of time for genuine experimentation in science classes. As a result, science classes often leave students unprepared to think critically and apply their knowledge in a practical manner. The focus of this study was to investigate the extent to which an inquiry-based professional development experience, including a two-day summer workshop and 18 weeks of follow up Professional Learning Community (PLC) support, affected the attitudes and pedagogical skills regarding scientific inquiry among six high school biology teachers. A concurrent mixed methods, action research design was used to measure changes in teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy was measured throughout the 22 weeks of the study. A survey instrument, card sorting activity, classroom observations using the Reformed Teacher Observation Protocol (RTOP), individual interviews, and PLC observations were used to gather data. Results indicated the professional development was effective in transforming the participating teachers' attitudes, perceptions, and skills regarding inquiry-based pedagogy. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

Please read the abstract in the section, 00front, of this document / Thesis (DPhil)--University of Pretoria, 2006. / Humanities Education / DPhil / Unrestricted

såväl vårdens lagstiftning som i utveckling av vården får patienten allt mer central ställning och roll. Ur ett patientperspektiv pekar dock uppföljningar av lagstiftning som reglerar samverkan vid utskrivning från sluten hälso- och sjukvård på bristande kunskapsläge på nationell nivå. Syftet med denna studie var att genom patientens egen berättelse söka insikter om upplevelser av utskrivningsprocessen från somatisk sluten hälso- och sjukvård och tiden efter, där behov funnits av fortsatt vård och omsorg efter utskrivning. Syftet var också att söka förståelse för huruvida Appreciative Inquiry kan bidra till insikter till ständiga förbättringar ur ett patientperspektiv. Med kvalitativ design och narrativ ansats genomfördes nio värdeskapande intervjuer med vuxna personer som vårdats på sjukhus 1 januari 2018. Dessa personer hade även behov av vård och/eller omsorg efter utskrivning. Intervjuguiden innehöll två huvudfrågor; “Berätta din berättelse om när du senast låg inne på sjukhus och tiden efter när du kom hem” och “Kan du berätta om en situation eller händelse som sticker ut som fungerade riktigt bra?”. Släktskapsdiagram grupperade och sorterade intervjuernas innehåll varvid fem indikatorer identifierades som viktiga i utskrivningsprocessen; Bemötande, att bli Lyssnad på, vara Informerad, uppleva att det Klaffar och upplevelse av Delaktighet. Ålder, allvarlighetsgrad på sjukdom eller behovsnivå av kommunal vård och omsorg efter utskrivning verkar inte vara faktorer som påverkar vad som är viktigt i samband med utskrivning från sluten vård. Befintlig lagstiftad process harmoniserar delvis med patientens uttryckta behov av vad som är viktigt. Patientens egen berättelse ingår i personcentrerat förhållningssätt där Appreciative Inquirys grundfilosofi såväl som värdeskapande verktyg kan bidra till processutveckling. / In both healthcare legislation and in the development of healthcare, the role of the patient is obtaining an increasingly central position. However, from a patient perspective, there appears to be a lack of knowledge at the national level about what is important during the discharge process from the hospital. The study aimed to gain insights through the patient's own story about experiences of the discharge process from closed somatic health care, including the time following discharge when additional care was needed. The purpose was also to develop understanding about in what ways the Appreciative Inquiry method can contribute to insights about the patients perspective that could serve continuous improvements. With qualitative design, and a narrative approach based on appreciative inquiry, nine interviews were conducted with adults who had been hospitalized after January 1th 2018. These individuals were also in need for care after discharge. The interview guide contained two main questions; “Tell me your story of when you were last hospitalized and the time after when you came home” and “ Can you tell me about a certain situation or event which stands out, that worked really well?”. The content from the interviews was sorted and categorized using a relationship diagram that identified five indicators as important to the discharge process; Empathetic response, being listened to, being informed, experiencing flow and experience of participation. Age, severity of illness or level of need for municipal care after discharge does not appear to be factors of importance in context of the discharge process from hospitalized care. Existing legislative process are partially in harmony with the needs expressed by patients about what is important. The patient’s own story is part of the person-centered approach where Appreciative Inquiry’s philosophy, as well as its value-creating tools, can contribute to process development. / <p>2020-06-26</p>

No description available.

No description available.

No description available.