One Teacher's Journey toward Inquiry Methods (original) (raw)
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International Journal of Science and Mathematics Education, 2005
Consistent with international trends, an emergent interest in inquiry-based science teaching and learning in K-12 schools is also occurring in China. This study investigates the possibilities for and the barriers to enactment of inquiry-based science education in Chinese schools. Altogether 220 Chinese science teachers, science teacher educators and researchers (primarily from the field of chemistry education) participated in this study in August 2001. Participants represented 13 cities and provinces in China. We administered two questionnaires, one preceding and one following a 3-hour presentation by a US science educator and researcher about inquiry-based teaching and learning theories and practices. In each of three sites in which the study was conducted (Shanghai, Guangzhou and Beijing), questionnaires were administered, and four representative participants were interviewed. Our coding and analysis of quantifiable questionnaire responses (using a Likert scale), of open-ended responses, and of interview transcripts revealed enthusiastic interest in incorporating inquiry-based teaching and learning approaches in Chinese schools. However, Chinese educators face several challenges: (a) the national college entrance exam needs to align with the goals of inquiry-based teaching; (b) systemic reform needs to happen in order for inquiry-based science to be beneficial to students, including a change in the curriculum, curriculum materials, relevant resources, and teacher professional development; (c) class size needs to be reduced; and (d) an equitable distribution of resources in urban and rural schools needs to occur.
Teaching and Learning Inquiry Framework
Journal of Curriculum and Teaching, 2019
This article describes the development of the Teaching and Learning Inquiry Framework (TLIF) and applications forits use. For decades teacher preparation and support has been dictated by a narrow mindset in which academicdisciplines have been taught in isolation. This landscape, however, is evolving to align with the view that the world israrely experienced in disciplinary silos. Interdisciplinary approaches to teaching and learning can enable students tomake more holistic connections to the world around them and be better prepared for college and career. With the recentpublication in the USA of four related standards-based reform documents across each of the core subject areas, teacherpreparation and professional development programs are evolving to offer teachers opportunities to examine theimplications of the new standards. To address these complexities, a guiding conceptual framework is needed thatfocuses in on how inquiry can serve as an entry point to frame the integration of ...
2018
This study was conducted to investigate the role of narrative inquiry curriculum in the professional development of student-teachers at Farhangian University of Iran. This is a quasi-experimental study including a pretest, a posttest, a control group, and an experimental group. The statistical population included the student-teachers of Farhangian University at Shahid Bahonar Campus in Hamadan. The students studying elementary education were selected as the research sample. Then the experimental and control groups were selected randomly. The experimental group was trained in narrative inquiry curriculum based on the professional development for one semester, and the control group was trained in the narrative inquiry curriculum designed by Farhangian University. Both groups were evaluated using a researcher-made tool before and after the training programs. Multivariate ANCOVA was employed to analyze the results. After conducting the training programs, the two groups were significantl...
Teachers and teacher educators learning through inquiry: international perspectives
2017
This text focuses on the issue of teacher knowledge and expertise and demands that teachers and teacher educators must be engaged in professional inquiry or practitioner research. Teachers are expected to lead curriculum development through inquiry. Teacher educators, based in school or in the university, are all expected to engage in professional inquiry and be able to support the inquiry-based learning of student teachers and beginning teachers. University-based teacher educators are expected to engage in practitioner research related to developing their practice in teacher education. The text brings together teacher educators from across Europe and beyond to share their studies of inquiry-based learning by teachers and teacher educators.
Inquiry Method in the Teaching and Learning Process
Shanlax International Journal of Education
The aim of this study is to discuss the use of the inquiry method in the teaching and learning process. The inquiry method is a student-centered learning approach with the concept of students who are actively involved in the teaching and learning activity under the monitoring and supervision of teachers. This study describes how to implement the inquiry method in the classroom. Five aspects such as planning behavioral objectives, designing teaching materials, designing questioning strategies, designing teaching and learning strategies, and evaluating are emphasized in the designing of the inquiry method in the teaching and learning process. Teaching and Learning based on the inquiry method is an approach that helps students build their knowledge and understanding through research and exploration activities based on existing knowledge. The inquiry method requires higher-order thinking skills and critical thinking to make conclusions. Besides that, teachers play a vital role in the su...
2020
There is a need to prepare teachers for a changing educational landscape as more schools and states are adopting and mandating the use of inquiry-based instruction alongside curricular mandates (ISBE, 2017a, 2017b; National Research Council, 2012; NGSS Lead States, 2013). This study brings into focus novice teachers’ inquiry stances with regard to coconstructed practices such as inquiry-based learning and pedagogical documentation. Additional empirical understandings about how novice teachers engage with inquiry-based pedagogies will inform education initiatives geared at promoting inquiry practices. I adopted a Deweyan (1904, 1933, 1938a) theoretical framework using his theories of teacher growth, inquiry, and progressive education as a means of engaging with and viewing the empirical realities faced by teachers new to inquiry teaching. I used an embedded case study design to look closely at three individual novice teachers’ learning and inquiry stances within a single case K-1 cla...