Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Institution
- Publication
- Publication Type
Articles 1 - 5 of 5
Full-Text Articles in Education
Inquiry-Based Learning: Student Teachers’ Challenges And Perceptions, Alain Petro Gholam Dr.
Inquiry-Based Learning: Student Teachers’ Challenges And Perceptions, Alain Petro Gholam Dr.
Journal of Inquiry and Action in Education
Inquiry-based learning (IBL) is a student-centered approach driven by students’ questions and their innate curiosity. IBL was introduced and effectively implemented in the general secondary teaching methods course at the American University in Dubai. The study made use of a mixed methods approach. It was guided by two research questions: 1). What factors hinder the implementation of IBL in the student teachers’ classrooms? 2). Why do student teachers favor the use of IBL in their classroom? Eight student teachers enrolled in the general secondary teaching methodology course at the American University in Dubai (Fall 2017) participated in the study. First, …
Where's The Rigor? A Study Of Direct Instruction Vs. Inquiry-Based Learning In Math Education, Brianna Rae Warner
Where's The Rigor? A Study Of Direct Instruction Vs. Inquiry-Based Learning In Math Education, Brianna Rae Warner
Honors Projects
Research suggests that there is an absence of rigor in high school mathematics classes. Since curricula is often used to guide instruction, an analysis of direct instruction and inquiry-based learning curricula was conducted to investigate how rigor is integrated into these divergent approaches for presenting content to high school mathematics students, based on the expectation of rigor aligned with the Common Core State Standards regarding how (1) conceptual understanding, (2) procedural skill and fluency, and (3) applications are developed in the text. The results of the analysis show that neither style for writing curriculum is in alignment with the CCSS. …
Inquiry-Based Learning In The Elementary And Middle School Setting, Dale Uselman
Inquiry-Based Learning In The Elementary And Middle School Setting, Dale Uselman
Graduate Teacher Education
There are many instructional strategies available to educators for use in the classroom. With this variety of strategies, there is a responsibility for educators to ensure the strategies selected for use have a positive impact on student learning. One such instructional strategy used in classrooms around the world is inquiry-based learning. This strategy allows students to create their own understanding of content while teachers act as facilitators. Research about inquiry-based learning in the elementary and middle school setting indicates it has a positive impact on student learning. These positive influences on learning include greater academic achievement in multiple content areas …
Inquiry In Inquiry: A Classification Of The Learning Theories Underlying Inquiry-Based Undergraduate Number Theory Texts, Rebecca L. Butler
Inquiry In Inquiry: A Classification Of The Learning Theories Underlying Inquiry-Based Undergraduate Number Theory Texts, Rebecca L. Butler
Honors Projects
While undergraduate inquiry-based texts in number theory share similar approaches with respect to learning as the embodiment of professional practice, this does not entail that these texts all operate from the same fundamental understanding of what it means to learn mathematics. In this paper, the instructional design of several texts of the aforementioned types are analyzed to assess the theory of learning under which they operate. From this understanding of the different theories of learning employed in an inquiry-based mathematical setting, one can come to understand the popular model of what it is to learn number theory in a meaningful …
Reflective Structuration Of Knowledge Building Practices In Grade 5 Science Classrooms, Dan Tao
Reflective Structuration Of Knowledge Building Practices In Grade 5 Science Classrooms, Dan Tao
Legacy Theses & Dissertations (2009 - 2024)
Recent reforms in science education call for efforts to engage students in authentic and sustained science practices. In order to engage students in authentic science practices, students need to enact epistemic agency over the processes of inquiry in line with how knowledge is constructed and practiced in the real world. A critical research challenge is to understand how student agency-driven science practices can be socially organized and pedagogically supported over time without pre-defined tasks and procedures from the teacher in classrooms. Situated in the context of Knowledge Building pedagogy, this dissertation contributes to a reflective structuration approach of science practices …