Development and Application of Semi-Structured Group Inquiry Program

2020 ◽  
Vol 12 (2) ◽  
pp. 104-116
Author(s):  
Wonhyeong Jang ◽  
Hun-Gi Hong
Keyword(s):  
Inquiry Program

Understanding Context: Transculturation and Imposed Change

2000 ◽  
Vol 44 (12) ◽  
pp. 2-588-2-590 ◽  
Author(s):  
Andrew Kirwin
Keyword(s):  
Community Development ◽  
Program Development ◽  
Cultural Norms ◽  
Successful Development ◽  
Implementing Change ◽  
Response To Change ◽  
Inquiry Program

Community development is a long process of inquiry, program development, and deployment. There are many impediments to successful development, and many methods for implementing change. One issue that often thwarts development is the rejection of change through transculturation by the community. Understanding and modeling transculturation can improve development by increasing the predictability of stakeholders response to change, and providing a template for designing change that is congruent with existing cultural norms.

Inquiry Strategy, Cognitive Style, and Mathematics Achievement

1977 ◽  
Vol 8 (2) ◽  
pp. 132-143
Author(s):  
Norval C. Scott
Keyword(s):  
High School ◽  
Mathematics Achievement ◽  
Cognitive Style ◽  
Comparison Group ◽  
Cognitive Test ◽  
Inquiry Method ◽  
And Mathematics ◽  
Inquiry Program

The purposes were 1) to determine what effect a specific inquiry method can have on styles of categorization and mathematics achievement and 2) to discover what relationship might exist between an analytical style and mathematics achievement. Two groups were tested as seniors in high school with the Sigel Cognitive Test. Thirty-nine students had experienced an inquiry program 5 years earlier, and 40 pupils had not received this type of instruction. Results indicated that inquiry-trained students were not only significantly more analytical but better in mathematics than the comparison group. Correlations showed no relationship between analytical style and mathematics achievement.

scholarly journals “Terrorism plus Canada in the 1960’s equals hell frozen over”: Learning about the October Crisis with computer technology in the Canadian classroom

2009 ◽  
Vol 34 (2) ◽  
Author(s):  
Stéphane Lévesque
Keyword(s):  
Computer Technology ◽  
Comparison Group ◽  
School Curriculum ◽  
Canadian History ◽  
Digital History ◽  
Web Based ◽  
Quasi Experimental ◽  
The Subject ◽  
Inquiry Program ◽  
Classroom Inquiry

This study investigated the role and impact of a digital history program (the Virtual Historian©) on students’ historical thinking and reasoning about a controversial episode in Canadian history. The purpose was to examine whether the use of the Virtual Historian©, a web-based inquiry program to teach Canadian history, improves the learning of a key episode in the school curriculum (French-English relations and the October Crisis, 1970). Using a quasi-experimental design, two Ontario Grade 10 classes were assigned to a treatment group (Virtual Historian©) and comparison group (classroom lessons) on the topic. Findings indicate that using the Virtual Historian© can significantly increase students’ understanding of the subject-matter and their ability to think and write historically more than classroom inquiry-based lessons. Résumé : Cet article présente les résultats d’une étude quasi-expérimentale menée auprès de deux groupes d’élèves ontariens de la 10e année inscrit au cours d’histoire du Canada. L’étude avait pour but d’examiner le rôle et l’impact des technologies de l’information et des communications (TIC), et plus particulièrement d’un nouveau didacticiel en histoire canadienne, l’historien virtuel©, sur l’apprentissage d’un épisode marquant de l’histoire scolaire (la Crise d’octobre, 1970). Les résultats de l’étude indiquent que les élèves du groupe expérimental (l’historien virtuel©) ont développé une meilleure compréhension de l’histoire et de la Crise d’octobre que ceux du groupe de comparaison (enseignement en classe).

Development and Application of Molecular Biology Inquiry Program using ABO gene

2020 ◽  
Vol 10 (4) ◽  
pp. 547-569
Author(s):  
Jae-Hyoung Jo ◽  
Jung-Wook Roh ◽  
Dan-Bi Seo ◽  
Wan-Yeon Kim
Keyword(s):  
Molecular Biology ◽  
Inquiry Program

Archaeology Education for Children

2016 ◽  
Vol 4 (4) ◽  
pp. 441-453 ◽  
Author(s):  
Jeanne M. Moe
Keyword(s):  
Science Inquiry ◽  
Program Assessment ◽  
After School Programs ◽  
After School ◽  
Learning Centers ◽  
School Programs ◽  
Understanding Of Science ◽  
Inquiry Program ◽  
Informal Settings

AbstractIn the past 30 years, archaeologists have taught children and youth about the processes of archaeological inquiry and the results of archaeological research. Hundreds, if not thousands, of education programs have sprouted up over the last 30 years; some have endured, while others have faded away. Some efforts and programs are aimed at formal learning in school classrooms, while many others are based in informal settings, such as museums, outdoor learning centers, after-school programs, and many others. A few of these programs have been assessed for learning outcomes, but many others have not. For example, all Project Archaeology education materials are intensively assessed in classrooms and peer reviewed prior to release for their efficacy in teaching predetermined goals or enduring understandings. Additionally, the Project Archaeology curriculum was assessed for its efficacy in teaching conceptual understanding of science inquiry. Program assessment is critical for the long-term success and sustainability of archaeology education.

scholarly journals The Effect of Philosophical Inquiry Program in Improving Academic Participation Among Secondary Graders in Malaysia Arabic School

2020 ◽  
pp. 72-76
Author(s):  
Dawood A. Al-Hidabi ◽  
Mohammed H. Al-Arrja ◽  
Mohammed F. Abu owda
Keyword(s):  
Saudi Arabia ◽  
Experimental Approach ◽  
Philosophical Inquiry ◽  
Twelfth Graders ◽  
Quasi Experimental ◽  
The Mean ◽  
Academic Participation ◽  
Inquiry Program

This study aimed to identify the effect of a philosophical inquiry program in improving Academic participation among secondary graders in Malaysia Arabic School. Quasi-experimental approach was followed in this study. To achieve the study aim, the tool of the study were a philosophical inquiry (PI) and an academic participation questionnaire. The sample of the study was Twelfth graders in Saudi Arabia Schools in Kalu Lampour who were 39 students. The results of the study showed that there were statistically significant differences between the mean scores of the secondary graders in improving Academic participation in favor of the post application of the tools.

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