Learning “to do” and learning “about” inquiry at the same time: different outcomes in valuing the importance of various intellectual tasks in planning, enacting, and evaluating an inquiry curriculum

Syer, Cassidy A.; Chichekian, Tanya; Shore, Bruce M.; Aulls, Mark W.

doi:10.1007/s11251-012-9242-5

Cited by 18 publications

(17 citation statements)

References 16 publications

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“…This is consistent with Meijer’s (2007) observation that a research-methods course improved but did not guarantee inquiry understanding. It is also compatible with the comparison by Syer, Chichekian, Shore, and Aulls (2012) in which student-teachers who had inquiry experiences as teachers were directly comparable with psychology undergraduates who had done a major research project in recognition and valuing of major elements of doing inquiry. However, the education students were better able to articulate the inquiry as a pedagogical approach.…”

Section: Discussionsupporting

confidence: 66%

What Makes Inquiry Stick? The Quality of Preservice Teachers’ Understanding of Inquiry

2016

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This nonexperimental, exploratory, mixed-design study used questionnaires with 167 preservice secondary teachers to identify prior educational experiences associated with student-teachers' inquiry understanding. Understanding was determined through content analysis then open coding of definitions of inquiry and descriptions of best-experienced inquiry instruction, in terms of 23 potential learner-inquiry outcomes. Only two of seven educational-context variables related to understanding: prior experience doing a thesis or research-especially to definition quality and having taken a researchmethods course-especially to description quality. How definitions and descriptions of inquiry are different and similar was analyzed qualitatively and quantitatively. Implications for methodology, theory, and practice were presented, for example, research opportunities and research-methods training during teacher education. Diana Tabatabai received her MA in educational planning from the University of Toronto, and PhD in educational psychology from McGill University. She has worked as a research associate with the Toronto Board of Education, in private industry on planning and project development, as well as in medical education, psychiatry, and educational psychology at McGill University in Montreal. Bruce M. Shore holds a BSc specialized in mathematics and chemistry, a teaching diploma, and an MA in education from McGill University, and a PhD in educational psychology from The University of Calgary. He is emeritus professor of educational psychology at McGill University in Montreal, Fellow of the American Educational Research Association, and a licensed psychologist. His research is on intellectual and social qualities of giftedness and on inquiry-based teaching.

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Section: Discussionsupporting

confidence: 66%

What Makes Inquiry Stick? The Quality of Preservice Teachers’ Understanding of Inquiry

2016

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“…Instead, they could include more "Type-III" independent research and inquiry projects for students on topics of interest (Renzulli, 1986). Research suggests these can have many positive outcomes, even at the undergraduate level (Syer, Chichekian, Shore, & Aulls, 2013), and the emphasis on process, rather than just the final product might lessen the performance component. Incorporating several "mini-assignments" in the form of drafts, where the student is given formative feedback and points are given based on submission itself rather than content, might help students overcome their perfectionistic worries.…”

Section: Educational Implicationsmentioning

confidence: 99%

The Influence of Personality, Parenting Styles, and Perfectionism on Performance Goal Orientation in High Ability Students

Miller

Neumeister

2017

Journal of Advanced Academics

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The current study explores relationships among gender, perceived parenting style, the personality traits of conscientiousness and neuroticism, perfectionism, and achievement goal orientation in a high ability and high achieving young adult population. Using data from Honors College students at a Midwestern university, a path model suggests that neuroticism and conscientiousness are positively related to self-oriented perfectionism, whereas neuroticism and authoritarian parenting style are positively related to socially prescribed perfectionism. In addition, both selforiented and socially prescribed perfectionism are positively related to performance goal orientation. However, personality traits and parenting style did not have significant relationships with performance goal orientation in the model. Potential reasons for these findings, along with educational implications and suggestions for future research, are discussed.

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“…There are parallel versions for students, parents, and teachers, and adaptations have been developed to assess self-efficacy to use inquiry as a learner or teacher (e.g., Chichekian & Shore, 2014; Ibrahim, 2014). The MSDIQ discriminated between newly enrolled and senior preservice teachers’ understanding of inquiry (Shore et al, 2012), and between preservice teachers’ and honors psychology students’ ability to understand versus do inquiry (Syer, Chichekian, Shore, & Aulls, 2013). Nevertheless, it imposes work in respondents’ “free” time, it is long, and subscales need to be tallied.…”

Section: Review Of the Literaturementioning

confidence: 99%

Using Brief Teacher Interviews to Assess the Extent of Inquiry in Classrooms

Oppong-Nuako

Shore

Saunders-Stewart

et al. 2015

Journal of Advanced Academics

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Inquiry-based instruction is common to nearly every model of gifted education. Six teachers of 14 secondary classes were briefly interviewed about their teaching and learning methods, use of inquiry-based strategies, classroom descriptions, a typical day, student expectations, and inquiry-instruction outcomes. A criterion-referenced checklist of 25 qualities of inquiry classrooms was used in a protocol analysis of the transcribed interviews. The classes were previously categorized as Most, Middle, and Least Inquiry with a modification of Llewellyn’s simplified rubric for inquiry teaching complemented by teacher and student interviews and a teacher questionnaire. Extent of inquiry was well identified using only the teacher interviews and checklist. Teachers of Most Inquiry classrooms mentioned 21 or 25 of the 25 inquiry items. Middle Inquiry teachers mentioned 17 and 18 items. Least Inquiry teachers noted 6 and 9. Brief teacher interviews with a relatively straightforward coding system can assess the extent of classroom inquiry students experience.

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Learning “to do” and learning “about” inquiry at the same time: different outcomes in valuing the importance of various intellectual tasks in planning, enacting, and evaluating an inquiry curriculum

Cited by 18 publications

References 16 publications

What Makes Inquiry Stick? The Quality of Preservice Teachers’ Understanding of Inquiry

What Makes Inquiry Stick? The Quality of Preservice Teachers’ Understanding of Inquiry

The Influence of Personality, Parenting Styles, and Perfectionism on Performance Goal Orientation in High Ability Students

Using Brief Teacher Interviews to Assess the Extent of Inquiry in Classrooms

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