Pedagogy as an Inquiry Approach to Teaching: Inspiring Science Educators Through CPD Webinars

2016 ◽  
pp. 193-199
Author(s):  
Yvonne Crotty ◽  
Margaret Farren ◽  
Martin Owen
Keyword(s):  
Inquiry Approach ◽  
Approach To Teaching ◽  
Science Educators

scholarly journals Understanding the nature of science and scientific progress: A theory-building approach

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Maria Chuy ◽  
Marlene Scardamalia ◽  
Carl Bereiter ◽  
Fleur Prinsen ◽  
Monica Resendes ◽  
...  
Keyword(s):  
Nature Of Science ◽  
Knowledge Building ◽  
Scientific Progress ◽  
Theory Building ◽  
Collaborative Project ◽  
Technological Support ◽  
Constructivist Inquiry ◽  
Inquiry Approach ◽  
Approach To Teaching

In 1993 Carey and Smith conjectured that the most promising way to boost students’ understanding of the nature of science is a “theory-building approach to teaching about inquiry.” The research reported here tested this conjecture by comparing results from two Grade 4 classrooms that differed in their emphasis on and technological support for creating and improving theories. One class followed a Knowledge Building approach and used Knowledge Forum®, which together emphasize theory improvement and sustained creative work with ideas. The other class followed an inquiry approach mediated through collaborative project-based activities. Apart from this, the two classes were demographically similar and both fell within the broad category of constructivist, inquiry-based approaches and employed a range of modes and media for investigative research and reports. An augmented version of Carey and Smith’s Nature of Science Interview showed that the Knowledge Building approach resulted in deeper understanding of the nature of theoretical progress, the connections between theories and facts, and the role of ideas in scientific inquiry.

scholarly journals A Guided Inquiry Approach To Teaching Fan Selection

2020 ◽  
Author(s):  
Robert Edwards ◽  
Gerald Recktenwald
Keyword(s):  
Guided Inquiry ◽  
Inquiry Approach ◽  
Approach To Teaching ◽  
Fan Selection

scholarly journals The Ups and Downs of a French Immersion Kindergarten Teacher: My Journey Toward an Inquiry-Based Approach to Teaching

2014 ◽  
Vol 8 (1) ◽  
pp. 123-138
Author(s):  
Paula Fortier
Keyword(s):  
Teaching And Learning ◽  
French Immersion ◽  
Learning Theories ◽  
Pedagogical Approach ◽  
Emergent Curriculum ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Inquiry Approach ◽  
Approach To Teaching ◽  
Kindergarten Classroom

Drawing on her lived experiences, and using the metaphor of a Snakes and Ladders game, the author reflects on her teacher practice related to using an inquiry approach in her French Immersion Kindergarten classroom. Looking backward while moving forward in time, she makes visible her process of change, foregrounding how her beliefs about children, teaching, and learning—her educational philosophy—paired with a new understanding of learning theories—in particular, constructivism—shape a pedagogical approach centered in inquiry-based learning. She stories her move from being structured and teacher-directed in her pedagogical approach to embracing an emergent curriculum and a student-centered pedagogy.

Quantum Dotting the “i” of Inquiry: A Guided Inquiry Approach to Teaching Nanotechnology

2010 ◽  
Vol 48 (3) ◽  
pp. 186-188 ◽  
Author(s):  
Timothy A. Laubach ◽  
Lee A. Elizondo ◽  
Patrick J. McCann ◽  
Shahryar Gilani
Keyword(s):  
Guided Inquiry ◽  
Inquiry Approach ◽  
Approach To Teaching

scholarly journals Keeping Students Out of Mary’s (Class)room

2019 ◽  
Vol 28 (9-10) ◽  
pp. 985-1000 ◽  
Author(s):  
Richard Brock ◽  
David Hay
Keyword(s):  
Science Classroom ◽  
Thought Experiment ◽  
Scientific Information ◽  
Propositional Knowledge ◽  
Scientific Concept ◽  
Approach To Teaching ◽  
Scientific Expertise ◽  
Class Room ◽  
Science Educators ◽  
First Time

Abstract Whilst many science educators, it is reported, associate knowledge with justified true belief (JTB), epistemologists have observed that the JTB model is an incomplete account of knowledge. Moreover, researchers from several fields have argued that developing scientific expertise involves not only the acquisition of knowledge that can be expressed in the form of a sentence, propositional knowledge, but also knowledge that cannot be articulated. This article examines the Mary’s room thought experiment proposed by Frank Jackson and applies it to the context of science education. The thought experiment imagines a scientist, Mary, who has learned all the available scientific information about the physical properties of a tomato and the process of colour vision without directly experiencing the fruit. Jackson poses the question of whether Mary will gain new knowledge when she encounters a tomato for the first time. An argument is put forward that propositional and non-propositional knowledge are distinct, and a case is made for the value of non-propositional knowledge in learning science. An analogy is drawn between the scientist in Jackson’s thought experiment and a learner in a science classroom who is taught propositional knowledge about a scientific concept without directly experiencing relevant phenomena. It is argued that this approach to teaching fails to develop the learner’s non-propositional knowledge. A number of strategies for supporting learners to develop non-propositional knowledge are discussed. It is argued that science educators should consider the phenomenological curriculum, the experiences that students should be introduced to alongside propositional knowledge, in order to develop scientific understanding.

On My Mind: Getting Back to Class

2003 ◽  
Vol 9 (1) ◽  
pp. 8-10
Author(s):  
Daniel J. Brahier
Keyword(s):  
Teaching And Learning ◽  
Full Time ◽  
College Level ◽  
Inquiry Approach ◽  
University Professor ◽  
Approach To Teaching ◽  
Time Basis

These are just a few of the expressions that I have heard tossed about by teenagers in my classroom this past year. I have even secretly pulled students aside after class and occasionally asked what a slang phrase meant. I have been serving as an administrator, consultant, and university professor for over a decade, and it had been thirteen years since I last taught mathematics on a full-time basis. I decided that it was time to immerse myself in the life of a teacher and took a sabbatical from my college-level work to step back into a classroom and teach full time for a year. The experience was as much of an education for me as it was for my students. I learned many important lessons during that year, but probably the most significant is to keep up the efforts to spread the word about reforms advocated by the NCTM's Standards. An inquiry approach to teaching and learning really does work.

scholarly journals The Fledgling Mindset

2020 ◽  
Vol 3 (2) ◽  
pp. 47-75
Author(s):  
Laura Cruz ◽  
Jennifer Meadows ◽  
Nikki Panter
Keyword(s):  
Teaching And Learning ◽  
Soft Skills ◽  
Ability To Work ◽  
Professional Skills ◽  
Skill Levels ◽  
Student Centered ◽  
Biology Students ◽  
Inquiry Approach ◽  
Approach To Teaching ◽  
Scientific Skills

As Biology students prepare to complete their undergraduate degrees and continue into either a career or to another degree, the scientific skills learned in the classroom are not enough to secure their professional path. In this study, the soft skills such as the ability to work in a team and to communicate effectively were emphasized within the context of a newly designed Biology course. As a required course for majors within the Department of Biology, students represented a wide array of experiences, skill levels, and motivation. By adopting a guided inquiry approach to teaching and learning, instructors designed a student-centered course that focused on four categories of professional skills: problem solving, communication, teamwork, and career management. Data collected from student surveys were analyzed to determine the effectiveness of these interventions in enhancing student’s abilities and attitudes towards professional skills. These data suggest that students increased their proficiency in attributes valued by employers regardless of gender or major; became more likely to recognize those traits sought by employers; and gained confidence in their ability to use these skills in the workplace.

A State-Wide Earth Science Institute in Missouri

1985 ◽  
Vol 4 (1) ◽  
pp. 63-68
Author(s):  
Clayton Johnson
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Attitude Change ◽  
Teaching And Learning ◽  
Earth Science ◽  
School Science ◽  
Teacher Attitude ◽  
Inquiry Approach ◽  
Approach To Teaching ◽  
Trained Teachers

One-hundred-fifteen secondary school science teachers in Missouri were trained in 1969-70 in an NSF-funded, state-wide institute in which eight colleges and universities participated. An inquiry approach to teaching and learning, in contrast to lecturing and reciting, was to be used by the newly trained teachers. Because of this, special attention was given, during the training period, to teacher attitudes and attitude change in relation to students and classroom situations. Evaluation showed that the greatest positive change in teacher attitude came during the early, very intensive part of the year-long program.

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