Design thinking and inquiry behaviours are co-constituted in a community of inquiry middle years’ science classroom context: Empirical evidence for design thinking and pragmatist inquiry interconnections

2021 ◽  
Author(s):  
Kim Nichols ◽  
Reshma Musofer ◽  
Liz Fynes-Clinton ◽  
Rosanne Blundell
Keyword(s):  
Empirical Evidence ◽  
Community Of Inquiry ◽  
Design Thinking ◽  
Science Classroom ◽  
Classroom Context ◽  
Middle Years

scholarly journals Design and Implementation of a Technology-Supported Socioscientfic Inquiry Unit in High School Biology

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Thomas Brush ◽  
Suhkyung Shin ◽  
Sungwon Shin ◽  
Jiyoon Jung ◽  
John Gensic ◽  
...  
Keyword(s):  
High School ◽  
Science Classroom ◽  
Implementation Process ◽  
Classroom Context ◽  
Design And Implementation ◽  
9Th Grade ◽  
Instructional Supports ◽  
Trade Offs ◽  
High School Classroom ◽  
K 12

Socioscientific Inquiry (SSI) represents an instructional approach designed to target interest and knowledge in science. In this context, students consider scientific issues that have social implications and comprise a range of trade-offs, concepts, and considerations in order to arrive at informed conclusions (Sadler, 2004, 2011). Given the potential benefits to students on utilizing SSI within K-12 instruction, it is important to explore the challenges to implementing SSI in authentic classrooms settings. Doing so may provide additional insight into how to better partner with teachers to successfully implement SSI instruction. This design case describes an iterative inquiry curricular design process within the context of a 9th grade science classroom. Specifically, our case attempts to increase our understanding of the SSI design and implementation process as it applies to a high school classroom context, and enables us to understand what kind of instructional supports most benefit students.

Mapping Software Augments Engineering Design Thinking

2017 ◽  
Vol 139 (5) ◽  
Author(s):  
Nathan Eng ◽  
Marco Aurisicchio ◽  
Rob Bracewell
Keyword(s):  
Complex Systems ◽  
Engineering Design ◽  
Empirical Evidence ◽  
Design Thinking ◽  
Use Cases ◽  
Engineering Industry ◽  
System Level ◽  
Mapping Software ◽  
Structured Information ◽  
Small Team

Maps are visual design representations used by engineers to model the information behind a design. This paper evaluates the application of mapping methods supported by the Decision Rationale editor (DRed) in aerospace engineering industry. Specifically, the research investigates what DRed mapping methods are used, where engineers find them useful and why. DRed was selected because it has been formally embedded in the design processes of the partner company and all engineering staff have access to it. The tool was investigated using semistructured interviews with 14 engineers, each already trained with DRed through their work and representing diverse departments and experience levels. Nineteen use cases were collected, ranging from high-profile, multistakeholder projects to everyday individual work. Collected cases were analyzed for the methods applied, common contexts of use, and reasons for use. The results validate baseline DRed mapping methods to capture design rationale and analyze the root causes of engineering problems. Further, it provides empirical evidence for new DRed mapping methods to manage requirements, analyze functional interactions in complex systems and manage personal information. The contexts where mapping methods are most used involve: system-level information that cuts across subsystem boundaries; irregular intervals between map applications; dealing with loosely structured information; individual use or small team collaborations; and addressing on-going problems. The reasons stated by engineers for using maps focus on engineering design thinking, communication, and planning support. Using empirical evidence of its recurrent use, this research establishes that DRed is a powerful and versatile tool for engineers in industry and its mapping methods aid important and otherwise unsupported work. The range and impact of the use cases found in practice suggest that engineers need better support for work with loosely structured information. Organizations involved in the design of complex systems should make greater use of semiformal, graph-based visual tools like DRed. The understanding of mapping software gained through this research demonstrates a shift in emphasis from the enrichment of the engineering record to the provision of immediate cognitive benefits for engineers. The results also support an incremental, adaptive approach for deploying this emerging class of tools in other organizations.

Creating a community of inquiry in the science classroom: an effective pedagogy for teaching diverse students?

2018 ◽  
Vol 44 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Derek Hang-Cheong Cheung ◽  
Andy Ka-Leung Ng ◽  
Kai-Ming Kiang ◽  
Henry Hin-Yan Chan
Keyword(s):  
Community Of Inquiry ◽  
Science Classroom ◽  
Diverse Students ◽  
Effective Pedagogy

nomen omen. una narrativa pedagógica sobre una comunidad de indagación en contexto de formación docente

2021 ◽  
Vol 17 ◽  
pp. 01-24
Author(s):  
Gonzalo Santiago Rodriguez
Keyword(s):  
Community Of Inquiry ◽  
Critical Issue ◽  
Research Strategy ◽  
Point Of View ◽  
Classroom Context ◽  
Pedagogical Discourse ◽  
Training Research ◽  
Education Discourse ◽  
Teacher Training Students ◽  
Formación Docente

This paper recounts the experience of a community of inquiry in a Philosophy with Children´s workshop directed at teacher training students. The workshop experience is documented in the form of pedagogical narrative, a practice-training-research strategy that seeks to make school practice visible from the teacher´s point of view. Our narrative documents the experience of the workshop in the students’ voices. Between August and October 2018, each session was audio-recorded and transcribed. The critical issue of the narrative analyzed here is the question of names; the discussion shows how the name not only constitutes a fundamental issue for identity definition, but also problematizes identity. The students’ experience of naming and being named opens questions about the teacher’s role in the classroom context, and problematizes the concept of the human subject in current pedagogical discourse, particularly in its opposition to the concept of community of inquiry in current philosophy of education  discourse.

Challenges to the social motivation theory of autism: The dangers of counteracting an imprecise theory with even more imprecision

2019 ◽  
Vol 42 ◽  
Author(s):  
Mirko Uljarević ◽  
Giacomo Vivanti ◽  
Susan R. Leekam ◽  
Antonio Y. Hardan
Keyword(s):  
Empirical Evidence ◽  
Social Motivation ◽  
Motivation Theory ◽  
The Social

Abstract The arguments offered by Jaswal & Akhtar to counter the social motivation theory (SMT) do not appear to be directly related to the SMT tenets and predictions, seem to not be empirically testable, and are inconsistent with empirical evidence. To evaluate the merits and shortcomings of the SMT and identify scientifically testable alternatives, advances are needed on the conceptualization and operationalization of social motivation across diagnostic boundaries.

Integrating perspectives: How the development of second-personal competence lays the foundation for a second-personal morality

2020 ◽  
Vol 43 ◽  
Author(s):  
John Corbit ◽  
Chris Moore
Keyword(s):  
Empirical Evidence ◽  
Developmental Process ◽  
Focal Point ◽  
Personal Information ◽  
Personal Competence ◽  
Triadic Interactions ◽  
Personal Morality ◽  
Integrative Process

Abstract The integration of first-, second-, and third-personal information within joint intentional collaboration provides the foundation for broad-based second-personal morality. We offer two additions to this framework: a description of the developmental process through which second-personal competence emerges from early triadic interactions, and empirical evidence that collaboration with a concrete goal may provide an essential focal point for this integrative process.

Men Are Hierarchical, Women Are Egalitarian: An Implicit Gender Stereotype

2004 ◽  
Vol 63 (2) ◽  
pp. 107-111 ◽  
Author(s):  
Marianne Schmid Mast
Keyword(s):  
Empirical Evidence ◽  
Implicit Association Test ◽  
Gender Stereotype ◽  
Association Test ◽  
Implicit Association ◽  
Two Samples

The goal of the present study was to provide empirical evidence for the existence of an implicit hierarchy gender stereotype indicating that men are more readily associated with hierarchies and women are more readily associated with egalitarian structures. To measure the implicit hierarchy gender stereotype, the Implicit Association Test (IAT, Greenwald et al., 1998) was used. Two samples of undergraduates (Sample 1: 41 females, 22 males; Sample 2: 35 females, 37 males) completed a newly developed paper-based hierarchy-gender IAT. Results showed that there was an implicit hierarchy gender stereotype: the association between male and hierarchical and between female and egalitarian was stronger than the association between female and hierarchical and between male and egalitarian. Additionally, men had a more pronounced implicit hierarchy gender stereotype than women.

Sign in / Sign up

Export Citation Format

Share Document