Instructional improv to analyze inquiry-based science teaching: Zed’s dead and the missing flower

Abstract

In inquiry-based science lessons teachers face the challenge of adhering to curricular goals while simultaneously following students’ intuitive understandings. Improvisation (improv) provides a useful frame for understanding teaching in these inquiry-based contexts. This paper builds from prior work that uses improv as a metaphor for teaching to present a translated model for analysis of teaching in an inquiry-based, elementary school science lesson context. We call our model instructional improv, which shows how a teacher spontaneously synthesizes rules of improv with teaching practices to support student learning, engagement, and agency. We illustrate instructional improv through case study analysis of video recorded classroom interactions with one teacher and 26 first and second grade students learning about the complex system of honey bee pollination in a mixed reality environment. Our model includes the following defining features to describe how teaching happens in this context: the teacher 1) tells a story; 2) reframes mistakes as opportunities; 3) agrees; 4) yes ands; 5) makes statements (or asks questions that elicit statements); and 6) puts the needs of the classroom ensemble over individuals. Overall, we show how instructional improv helps explain how teachers can support science discourse and collective storytelling as a teacher (a) shifts power and agency to students; (b) balances learning and agency; and (c) makes purposeful instructional decisions. Findings have immediate implications for researchers analyzing interactions in inquiry-based learning environments and potential future implications for teachers to support inquiry learning.

Fostering self-regulation and engaged exploration during the learner-content interaction process: the role of scaffolding in the online inquiry-based learning environment

“…to pose questions to guide the student inquiry process. Research shows that in an inquiry learning environment, questions can serve to challenge students’ inconsistent views; help them to articulate their initial concepts; elicit their ideas to resolve confusion, and assist them to explain, elaborate and reflect on their understanding (Chin, 2007; Dahn et al , 2021; Syahmani et al , 2021). Therefore, as a surrogate for teacher questioning in an online module, the POEE method uses five types of inquiry questions: cognitive conflict, question prompts, concept check, confidence check and multiple-choice questions.…”

Bibliometric Analysis of Inquiry-Based Science Research During 2000-2021

“…Experiments have shown that IBS teaching improves students' cognitive and affective characteristics, as well as their critical thinking abilities (Koksal & Berberoglu, 2014;Ku et al, 2014). Recently, IBS teaching with Prediction-Observation-Explanation (Zhao et al, 2021), improvisation (Dahn et al, 2021), virtual reality (Lai et al, 2022), and digital practice (de Jong et al, 2021;Song & Wen, 2018), some methods and techniques seem to be combined. In addition, the relationships between IBS and variables such as learning, attitude, achievement, and interest are still being investigated (Salchegger et al, 2021;Chi et al, 2021;Stender et al, 2018;Kang & Keinonen, 2018).…”

“…Inquiry-based teaching with these elements is one of the most described goals for quality science education and scientific literacy instruction (Bybee & McCrae, 2011;Abd-El-Khalick & Lederman, 2000). Inquiry-based science (IBS) education is still useful for 21st-century education reform and professional science education (Song & Wen, 2018;Chu et al, 2021;Dahn et al, 2021).…”

Analysis of Needs for the Development of Nearpod-Based Interactive Learning Media to Improve Student Learning Outcomes in Class XI at SMAN Bengkulu City on Parabolic Motion Material

“…It is necessary to use a variety of strategies to get pupils to use their existing knowledge (Brod et al, 2018). Teachers must adjust their lesson plans, activities, and imagined conversations to match the behaviors that take place in the classroom with the knowledge that students are ready to acquire (Dahn et al, 2021).…”