Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a case study with K-12 learners

This study explores how collaborative inquiry learning can be supported with multiple scaffolding agents in a real-life field trip context. In practice, a mobile peer-to-peer messaging tool provided meta-cognitive and procedural support, while tutors and a nature guide provided more dynamic scaffolding in order to support argumentative discussions between groups of students during the co-creation of knowledge claims. The aim of the analysis was to identify and compare top- and low-performing dyads/triads in order to reveal the differences regarding their co-construction of arguments while creating knowledge claims. Although the results revealed several shortcomings in the types of argumentation, it could be established that differences between the top performers and low performers were statistically significant in terms of social modes of argumentation, the use of warrants in the mobile tool and in overall participation. In general, the use of the mobile tool likely promoted important interaction during inquiry learning, but led to superficial epistemological quality in the knowledge claim messages.     

Inoculation against Wonder: Finding an antidote in Camus,pragmatism and the community of inquiry

In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry that begins with genuinely felt doubt, pointing to a problematic to which the inquirer seeks a solution or resolution. We argue that the central purpose of education is to develop lucid individuals. To this end, we concentrate on Dewey and the pragmatist tradition, starting from Peirce, leading to Lipman’s development of Dewey’s educational guidelines into classroom practice. We show where Camus and the pragmatists are congruent in their thinking, insofar as they can inform the educative process of the community of inquiry. What we conclude is that the role of the teacher is to develop lucid individuals facilitated in a classroom that is transformed into a community of inquiry embedded in contemporary historical moments.     

Using the inquiry-based learning approach to enhance student innovativeness: a conceptual model

ABSTRACT

Individual innovativeness has become one of the most important employability skills for university graduates. In this paper, we focus on how students could be better prepared to be innovative in the workplace, and we argue that inquiry-based learning (IBL) – a pedagogical approach in which students follow the inquiry-based processes used by scientists to construct knowledge – can be effective for this purpose. Drawing on research which examines the social and cognitive micro-foundations of innovative behavior, we develop a conceptual model that links IBL and student innovativeness, and introduce three teacher-controlled design elements that can influence the strength of this relationship, namely whether an inquiry is open or closed, discovery-focused or information focused and individual or team-based. We argue that an open, discovery-focused and team-based inquiry offers the greatest potential for enhancing students’ skills in innovation. This paper has several implications for higher education research and practice.     

Learning in action: creating a community of inquiry in a healthcare organisation

The aim of this paper is to discuss an insider action research project concerned with establishing an audit team, with responsibility for addressing a clinical and social services ‘assurance gap’ at corporate level in a healthcare organisation. The focus of the research account is on the knowledge that was generated internally by establishing the aforementioned team underpinned by an action learning ethos, and through the observed evolution of this team into a community of inquiry. Using the stages within the experiential learning cycle to guide team interventions and our own critical reflection, the authors have different research roles in this study; one has responsibility for the design, recruitment, establishment and management of this audit team, while the other acts as academic advocate in context. The knowledge that emerged from this study and the learning therein has the capacity to be actionable, that is, at the service of both academic and practitioner communities.     

高中化学研究性学习活动设计与思考--"化学元素与人体健康"案例实践

本文结合高中化学新教材中卤族元素的内容 ,探讨了研究性学习在化学教学中应用的具体实施步骤、过程 ,分析了研究性学习在高中化学教学中的重要作用 ,提出了在高中化学教学中实施研究性学习的几个注意点。     

Understanding distinctions in learning in hybrid,and online environments: an empirical investigation of the community of inquiry framework

This study of 723 college students seeks to assess the adequacy of the Community of Inquiry (CoI) framework for describing and explaining differences in learning outcomes in hybrid and fully online learning environments. Hypothesizing that the CoI model's theoretical constructs of presence reflect educational effectiveness in a variety of environments, this article seeks evidence of whether students in varying learning environments are likely to rank them differently with regard to teaching, social, and cognitive presence. The study utilizes factor-, hierarchical-regression-, and path analyses to determine the validity of the CoI constructs as well as to characterize the nature of relationships between them. Results suggest that the model is coherent and accounts for the small but significant differences recently reported in the literature regarding the superiority of hybrid environments relative to fully online environments (Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: US Department of Education, Office of Planning, Evaluation, and Policy Development). Recommendations for future research and practice are included.     

“Applying anatomy to something I care about”: Authentic inquiry learning and student experiences of an inquiry project

Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry‐based approach to learning human gross anatomy. Utilizing a case‐study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group‐based investigation. Results were further considered in context of theoretical frameworks of inquiry‐based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538–548. © 2017 American Association of Anatomists.     

Learning and Teaching Critical Thinking: From a Peircean Perspective

The article will argue that Charles Sanders Peirce's concepts of the 'Dynamics of Belief and Doubt', the 'Fixation of Belief' as well as 'habits of belief' taken together comprise a theory of learning. The 'dynamics of belief and doubt' are Peirce's explanation for the process of changing from one belief to another. Teaching, then, would be an attempt to control that process. Teaching critical thinking represents an attempt to teach the learner to regulate and discipline his or her own 'settlement of belief'. The 'settlement of belief' takes four different forms based on doubt. Peirce's concept of the 'habits of belief' refers to the inner and outer constraints placed both on belief as such and belief as it becomes action. The article may be read as both an exegesis of learning and as a pedagogical guide for teaching critical thinking to college students.     

Effects of a professional development program on science teacher knowledge and practice,and student understanding of interdisciplinary science concepts

Situated in the context of an in-service professional development (PD) program focused on Interdisciplinary Science Inquiry, this quantitative study tests the validity of and further explores the theoretical model adapted from Desimone's (2009), Educational Researcher, 38, 181–199 conceptual framework on effectiveness of PD. The participants include 204 teachers and 5,581 students within 12 local public schools from 2012 to 2016. The multilevel models indicate that PD participation, school-, and teacher-level factors influence teacher pedagogical content knowledge and inquiry instruction in different ways. Furthermore, the inquiry instruction significantly relates student understanding of interdisciplinary science concepts (ISCs) through a few mediators. Therefore, this study reinforces calls to provide teachers with high quality PD and contributes to current knowledge base of the mechanisms of how inquiry instruction influences students' understanding of ISCs.     

Strategies to enhance learning and teaching in a research-extensive university

Challenges confronting those who seek to bring about change within large organizations include the need to engage with the values and beliefs held by those involved. In universities with academic cultures that have traditionally lauded and rewarded disciplinary research, attempts to enhance the status and effectiveness of teaching and learning practices must take account of the ongoing power of the research culture. In Australia and elsewhere, prestigious research-extensive 1 universities are now seriously committed to improving the educational experience of student learners from their first year on campus. The focus on teaching and learning is buttressed by another aspect of cultural change - one which values the scholarship of teaching alongside traditional disciplinary research. To the need to re-emphasize teaching, and the need to value that teaching as a scholarly, research-based activity is added a third dimension of change - a focus on the student rather than the teacher. This paper will utilize Fullan's (1991) model for educational change in outlining strategies for change within a large research-extensive university in Australia. While it is too early to ascertain whether those strategies have effectively enhanced student learning, indications are that the strategies have had an impact on the beliefs, behaviour and teaching practice of academic staff. It is suggested that the culture of a university can and will shift given the right conditions for institutional change.     

Seamless learning in the mobile age: a theoretical and methodological discussion on using cooperative inquiry to study digital kids on-the-move

This paper shares the theoretical and methodological frameworks that are deployed in a 3-year study to examine how Singapore primary school students leverage on mobile technology for seamless learning. This notion of seamless learning refers to the integrated and synergistic effects of learning in both formal and informal settings, which is distributed across different learning processes (emergent or planned) as well as across different spaces (in or out of class). Drawing insights from the literature and our study, we assert that we should jettison the technology-centric view to adopt a socio-cultural framework. This move puts us in a better position to make sense of the rich complexities coalescing around the students’ in-situ use of mobile devices. We also critiqued the adequacy of our people-centred data collection method, in particular, cooperative inquiry in capturing instances of seamless learning. Challenges of operationalising the cooperative inquiry approaches are also detailed in the paper.     

Effects of cooperative learning plus inquiry method on student learning and attitudes: a comparative study for engineering economic classrooms

In the Iranian higher education system, including engineering education, effective implementation of cooperative learning is difficult because classrooms are usually crowded and the students never had a formal group working background in their previous education. In order to achieve the benefits of cooperative learning in this condition, this paper proposes a combination of cooperative learning and inquiry method. The method is implemented by grouping students in a way that the learning procedure is done in non-official class sessions by each group, while the inquiry method is done in the regular programmed class sessions. The study is performed in Islamic Azad University and the methods are implemented in two engineering economic classes with different numbers of students in each working group. The results are compared with a control class in which traditional teaching style is implemented. The results of analysis show simultaneous improvement of learning and behavioural attitudes of the students with cooperative learning plus inquiry method in the classroom with a fewer number of students in each working group.     

Negotiating epistemological challenges in thinking and practice: A case study of a literacy and inquiry tool as a mediator of professional conversation

This study examines how a Humanities team engaged in professional conversation to refine and implement a literacy and inquiry tool in an Asian Studies curriculum. Drawing on socio-cultural perspectives of teacher learning and theories of tools as mediators of action, this case study investigates the ways this community of practice discussed their understandings of contexts, curriculum, and classroom practice to implement the literacy and inquiry tool. Such practices hold promise for the design of professional learning experiences where teachers engage in conversations about key tools they can use in their practice and assume more control of their own professional learning.     

Weaving action learning into the fabric of manufacturing: the impact of humble inquiry and structured reflection in a cross-cultural context

This account of practice examines the implementation of and reactions to action learning through the Lean methodology in a unique, cross-cultural context. I review my time spent as a Lean coach; engaging with, training, and using action learning with employees in a garment manufacturing facility located in Bali, Indonesia. This research addresses the issue of action learning as it applies to line-level manufacturing workers in an Indonesian national culture. The paper first examines the role of action learning as it applies to the Lean methodology. Then I reflect on broad observations from my ethnographic research, before delving more deeply into the process and reflections of the action learning group. I conclude with some key learning points for the role of action learning for manufacturing work in cross-cultural environments.     

Fight the power: situated learning and conscientisation in a gendered community of practice

In this paper, I employ situated learning theory to explore gendered processes of marginalisation and conscientisation in a social movement organisation. Using a student activist organisation as a case study, I explain women's awareness of and resistance to masculine performances of leadership and decision-making through the concept of gendered communities of practice and legitimate peripheral participation. I explore how gender inequality is performed in a community of practice, and how it both impedes and facilitates learning and resistance through legitimate peripheral participation. I attempt to bridge situated learning and conscientisation to better theorise the learning and resistance that occur when people are marginalised within communities of practice.     

Valuing difference in teachers and learners: building on Kolb's learning styles to develop a language of teaching and learning

Abstract

The first part of this paper provides a brief historical account of the development of mathematics teaching and learning through the medium of Welsh. It provides a review of developments which have seen the teaching and learning of mathematics through a native but minority language become an accepted part of the curriculum for a great number of pupils. It goes on to examine the nature of bilingual education currently to be found in Wales by considering two main types of bilingual schools which currently serve Welsh pupils and which have contributed towards a modest but notable minority language revival. It is in this context that current practice relating to Welsh‐medium mathematics is explored and a number of questions concerning current mathematics teaching, learning and assessment practices are raised. While celebrating the success and expansion of bilingual education in Wales, attention is drawn to the need to subject current practice to closer scrutiny. Although the paper focuses on the particular situation to be found in Wales, the issues and questions raised are clearly of interest to those involved with other bilingual educational programmes.     

Connecting online learners with diverse local practices: the design of effective common reference points for conversation

This mixed‐methods study probed the effectiveness of three kinds of objects (video, theory, metaphor) as common reference points for conversations between online learners (student teachers). Individuals’ degree of detail‐focus was examined as a potentially interacting covariate and the outcome measure was learners’ level of tacit knowledge related to their practice (teaching). Analysis was conducted using hierarchical linear modeling and significant results were followed up with a qualitative theme analysis. An interaction between reference point type and detail‐focus was found, demonstrating a positive effect of detail‐focus within the metaphor condition. Unexpectedly, some participants interpreted the metaphors in ways other than those intended, leading to differences in the kinds of understandings developed. The study indicated that a conceptual frame is an important characteristic of a reference point that will be truly taken in common, and that metaphors need additional framing to be viable in this role. Implications for online learning conversation design are discussed.     

In defence of writing: a social semiotic perspective on digital media,literacy and learning

From a learning perspective, social semiotics researchers tend to focus on the liberation latent in the multimedia options available through the new media. It is true that digital media democratise the possibilities open to the general public of a more varied and comprehensive text production than ever before, both in and outside school. Participating in this text production naturally implies a richer potential for learning. But digital technology also allows us to opt out of, and thus avoid, semiotic work. With this as the starting point, the present article sets out to highlight the pedagogical benefits associated with the written mode, precisely in an age when the digital media are making multimodal forms of expression increasingly available to us all.     

Action research: a methodology for transformative learning for a professor and his students in an engineering classroom

ABSTRACT

An engineering professor of a first-year thermodynamics course and a PhD student with a focus in engineering education in a large research university in Canada participated in an ethnographic action research study with the intention of increasing active learning in the classroom to enhance student engagement and learning. Unexpected findings included transformative changes to the professor’s epistemology of teaching and learning. Through the action research cycle of planning, implementing, observing, and critically reflecting, modifications were made to the instructional strategies and the learning environment that created a micro engineering community of practice where both students and teaching assistants engaged in deep learning and legitimate peripheral participation on the trajectory to ‘becoming engineers’. Qualitative interview data from the professor, three students, and three teaching assistants are analysed through approaches to learning research and situated learning theory. Engaging in action research had profound repercussions in this case. The authors make the argument for action research as a catalyst for transformative learning required for teachers to engage students in the twenty-first century classroom.     

Research trends of flipped classroom studies for medical courses: a review of journal publications from 2008 to 2017 based on the technology-enhanced learning model

ABSTRACT

Medical education is a domain with fast-changing knowledge and attention to knowledge application and higher order thinking; therefore, how to implement effective teaching is a crucial issue. Based on the technology-based learning model, this study provides a multi-dimensional analysis of published papers on the flipped classroom in medical education from the SCOPUS database, including the form of the learning materials, learning system or player, learning strategies, educational technology, application domains, research issues, participants, and research methods. Based on the results, the application of flipped classrooms in medical education has grown rapidly over the past decade, with the number growing dramatically from 7 papers in 2014, to 16 papers in 2015, and 22 papers in 2016. It was found that a great number of studies adopted instructional videos uploaded on online learning systems or used existing online videos to conduct before-class teaching in the before-class stage of the flipped classroom; moreover, most studies involved no online discussion in the before-class stage. As for learning strategies in the in-class stage, the most frequently adopted strategies were issue discussion, practicing or doing exercises, and problem-based learning. This implies that most studies mainly emphasized basic knowledge understanding and skills training, while little attention was paid to developing learners’ higher order thinking skills. In addition, the majority of studies explored students’ learning interest/satisfaction, learning experience, and performance on the cognitive aspect, while little research was found to investigate their preparation degree or cognitive loading. Based on the review results, this study provides the research trends and potential research issues of flipped medical education to serve as a reference for researchers, instructors, and decision makers.