Experimental inquiry and naturalistic inquiry: An evaluation

In recent years, questions have been raised about the usefulness of experimental inquiry in educational research and evaluation. An alternative paradigm, called naturalistic inquiry has been advocated by some and appears to be growing in acceptability. In this article, these two approaches are described and compared using illustrations from two science education research projects. Several strengths and limitations of each inquiry style are identified. Investigators are urged to seriously consider both paradigms in planning research and evaluation studies.     

BTI口译教学中的研究性学习和研究性教学

随着翻译学科的发展和"翻译专业本科教学质量国家标准"的出台,翻译本科专业人才培养的目标进一步明确。这对教师的教和学生的学都提出了新要求。本文以BTI的口译课程实践为研究对象,探讨把研究性学习和研究性教学方法引入口译课程之中,以期改变传统教学中以知识传授为主的教和学的方式,调动学生的主观能动性,依托学生的实践,使其理解口译工作的过程特点,提高学生口译能力。     

Personal inquiry: innovations in participatory design and models for inquiry learning

This paper describes a participatory design approach to the development of inquiry‐based learning supported through a technology toolkit. The work is part of an interdisciplinary project – Personal Inquiry (PI). The paper focuses on the approach we adopted, concentrating in particular on the two mediating artefacts we used to guide and frame the design process during two design workshops. The first mediating artefact used was an inquiry framework developed as part of the wider PI project and the second was Kellett’s enquiry research bubbles, which is a framework to guide enquiry‐based thinking processes. The paper reports on data collected during the workshops and reflects on the value of the approach adopted. The paper also explores the PI‐team’s own reflections on the design process and its role in the overall project.     

法律与道德的区别

很多年以前,我开办了一所学校,专门招收来自印第安原始部落的学生,他们从亚利桑那州的各个原始部落来到我位于加利福尼亚奥克兰市的家里。这些学生中有一个名叫纳瓦霍的年轻人,他是最爱学习和思考的。一个周日的晚上,我带他去参加一个聚会。在聚会上,小伙子们对法律和道德的区别展开了激烈的讨论,可是说到最后也没有一个人能     

Methodological pluralism and narrative inquiry

This paper considers how the integral theory model of Nancy Davis and Laurie Callihan might be enacted using a different qualitative methodology, in this case the narrative methodology. The focus of narrative research is shown to be on ‘what meaning is being made’ rather than ‘what is happening here’ (quadrant 2 rather than quadrant 1). It is suggested that in using the integral theory model, a qualitative research project focuses primarily on one quadrant and is enhanced by approaches suggested in the other quadrants.     

The development of dynamic inquiry performances within an open inquiry setting: A comparison to guided inquiry setting

Dynamic inquiry learning emphasizes aspects of change, intellectual flexibility, and critical thinking. Dynamic inquiry learning is characterized by the following criteria: learning as a process, changes during the inquiry, procedural understanding, and affective points of view. This study compared the influence of open versus guided inquiry learning approaches on dynamic inquiry performances among high‐school biology students. We hypothesized that open inquiry students who engage in the inquiry process from its initial stage, participating in the decision making process of asking inquiry questions and planning all aspects of the inquiry, will outperform students who experienced guided inquiry, in terms of developing dynamic inquiry performances. Students were divided into two groups: guided and open inquiry learning approaches. Both groups were followed throughout their 2‐year inquiry learning process. The data sources included interviews, students' inquiry summary papers, logbooks, and reflections. A quantitative content analysis of the two groups, using a dynamic inquiry performances index, revealed that open inquiry students used significantly higher levels of performances in the criteria “changes during inquiry” and “procedural understanding.” However, the study's results indicated no significant differences in the criteria “learning as a process” and “affective points of view.” The implementation of dynamic inquiry performances during inquiry learning may shed light on the procedural and epistemological scientific understanding of students conducting inquiries. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1137–1160, 2009     

Collaboration modality, cognitive load, and science inquiry learning in virtual inquiry environments

Educational multi-user virtual environments (MUVEs) have been shown to be effective platforms for situated science inquiry curricula. While researchers find MUVEs to be supportive of collaborative scientific inquiry processes, the complex mix of multi-modal messages present in MUVEs can lead to cognitive overload, with learners unable to effectively process the rich information encountered in virtual space. In this study, we investigated the effect of communication modality on cognitive load and science inquiry learning in students completing a science inquiry curriculum in an educational MUVE. Seventy-eight undergraduate education majors from a large southwestern university participated in this control-treatment study. Significant positive results were found for reducing cognitive load for participants communicating through voice-based chat, although this reduction was not found to influence learning outcomes. We conclude that use of voice-based communication can successfully reduce cognitive load in MUVE-based inquiry curricula.     

Science as mind-affected and mind-effecting inquiry

A report on the development of a conceptual theory of instruction which relates the interaction between science and culture.     

探究式教学的尝试与思考

探究式教学是按照科学探究要素来组织教学内容和教学活动,着重培养学生科学探究能力的一种教学方式.本文以作者的课堂探究式教学尝试与体会,阐述课堂探究的可能形式、内容,以及进一步提高探究式教学质量的建议.     

The assertive-aggressive distinction and the cross-cultural perspective

Are assertive and aggressive behaviors distinguishable from each other across different cultures? A limited amount of research, reviewed here, indicates that they are. It seems that, across cultures, assertive and aggresive behaviors are identifiable as different constructs and that they vary independently from each other. Other variables that mediate differences on assertiveness between cultures such as individualism versus collectivism and masculinity versus femininity are considered. Finally, recommendations regarding research methodology for the study of assertive behaviors across cultures are presented.     

Primary teachers conducting inquiry projects: effects on attitudes towards teaching science and conducting inquiry

ABSTRACT

This study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers’ attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of teachers’ attitudes. Teachers felt less anxious about teaching science and felt less dependent on contextual factors compared to the control group. With regard to attitude towards conducting inquiry, teachers felt less anxious and more able to conduct an inquiry project. There were no effects on other attitude components, such as self-efficacy beliefs or relevance beliefs, or on self-reported science teaching behaviour. These results indicate that practitioner research may have a partially positive effect on teachers’ attitudes, but that it may not be sufficient to fully change primary teachers’ attitudes and their actual science teaching behaviour. In comparison, a previous study showed that attitude-focused professional development in science education has a more profound impact on primary teachers’ attitudes and science teaching behaviour. In our view, future interventions aiming to stimulate science teaching should combine both approaches, an explicit focus on attitude change together with familiarisation with inquiry, in order to improve primary teachers’ attitudes and classroom practices.     

研究性学习实践与思考

研究性学习对于学生的学习方式有深远的意义,已作为一门课程在普通高中开设了几年时间。就目前的情况来看,无论是高中学生还是授课教师普遍缺乏有关课题研究的经验与方法,在实际操作中往往会出现各种问题,因此应该加强指导。     

浅谈对探究教学的认识与思考

探究教学是20世纪60年代提出的,其核心是使学生通过类似科学家的探究过程理解科学概念和科学探究的本质,培养科学探究能力.美国几十年的科学教育实践表明,探究教学有着明显的优势,但实践起来困难重重.本文分析了探究教学的优势与弊端,以及科学探究的基本特征,并针对我国的科学教育实际提出了一些建议.