Inquiry as an entry point to equity in the classroom

Tang, Gail; Turkey, Houssein El; Cilli-Turner, Emily; Savic, Milos; Karakok, Gulden; Plaxco, David

doi:10.1080/0020739x.2017.1352045

Cited by 21 publications

(14 citation statements)

References 14 publications

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“…Active learning helps with equity issues Led by Prof. Linda Columbus, our general chemistry classes started implementing active learning to address equity issues of higher failure and withdrawal rates among first-generation students and underrepresented minorities [9][10][11]. In the classroom, active learning helped eliminate those gaps by boosting achievement of vulnerable groups.…”

Section: Benefitsmentioning

confidence: 99%

Strategies for enhancing remote student engagement through active learning

Venton

Pompano

2021

Anal Bioanal Chem

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Section: Benefitsmentioning

confidence: 99%

Strategies for enhancing remote student engagement through active learning

Venton

Pompano

2021

Anal Bioanal Chem

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“…Brown, Tang, and Hollman (2014), citing Brown (2009), stated that "part of [support groups'] strength lies in their empowering nature, where participants help each other as equals rather than taking on dependency roles where they rely on the advice of professionals" (p. 84). Therefore, in addition to inquiry-based mathematics education, demonstrations of productive failures may help shift power to create a more equitable classroom (Tang et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Productive Failures: From Class Requirement to Fostering a Support Group

Savic

Gunter

Curtis³

et al. 2021

IJEP

Self Cite

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Mistakes occur frequently in mathematics. Reframing mistakes into positive moments can be psychologically important in a student’s educational journey. We investigated two tertiary math classes that explicitly valued mistakes through a pedagogical requirement called “productive failure”. For a percentage of their grade, students demonstrated how they made mistakes in their problem solving and, most importantly, how they overcame those mistakes. Through interviews, video-stimulated recalls, and evaluations of the course all from students, we initially looked for affectual responses to the pedagogical allowance and student-led demonstration. Many of the responses, both benefits and drawbacks of the productive failure, were interpreted by the research group to resemble the psychology literature on peer-led support groups. Descriptions of both productive failure and support groups, as well as quotes from the students, aim to shed light on psychological benefits of valuing mistakes. Finally, we believe that productive failures benefitted many students because it made the human aspect of mathematics more explicit.

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“…It's a thermodynamic quantity with symbols and mathematical formulae to express it. Heat, according to Tang and Tan (Tang, 2017), is described as "a network of semantic meanings constructed across many representation modalities." Previous research (Paik,2007;Pelinek, 2021) showed that young children struggled to make semantic connections between various scientific topics.…”

Section: B Statement Of the Problemmentioning

confidence: 99%

Inquiry-Based Teaching Produces Better Results Than Traditional Teaching Method, a Quasi-Experimental Design Study Using the Topic ‘‘Measurement of Heat and Temperature’’ in Basic 8

Assem¹,

Ansah²,

Nartey³

et al. 2023

EJEDU

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The purpose of this study was to help determine the effectiveness of inquiry-based learning (IBL) over the traditional method. It was also to identify difficulties associated with the use of the inquiry-based learning method This was investigated using the two methods of teaching to teach the concept of measurement of temperature to Basic 8 students of K.O Methodist Junior High School ‘B’ in Kumasi, Ghana. The research design was quasi-experimental. Tests on the concept of heat and temperature (TCHT) were used to obtain responses from Sixty students who were sampled purposively from all students in Basic 8 and were divided into control and experimental groups. Five teachers were interviewed on the challenges of teaching science through the IBL approach. Data was collected under two stages: the pre-experimental, experimental, and post-experimental stages. It was recorded from the independent sample T test that, there was significant difference between the use of the inquiry-based method of teaching and learning and the traditional method of teaching in favour of the inquiry-based method at a confidence interval of 95%. Students who were taught using the inquiry-based method of teaching and learning performed better than those who were taught with the traditional approach. The research, however, concluded that due to factors such as lack of technical know-how, space on timetable etc. among others, teachers are unwilling to use the inquiry method. The study recommended among other things that teachers should adopt the improvisation technique if they want to use the IBL.

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Inquiry as an entry point to equity in the classroom

Cited by 21 publications

References 14 publications

Strategies for enhancing remote student engagement through active learning

Strategies for enhancing remote student engagement through active learning

Productive Failures: From Class Requirement to Fostering a Support Group

Inquiry-Based Teaching Produces Better Results Than Traditional Teaching Method, a Quasi-Experimental Design Study Using the Topic ‘‘Measurement of Heat and Temperature’’ in Basic 8

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