Teaching and Learning About Inquiry: Insights and Challenges in Professional Development

Wee, Bryan; Shepardson, Dan; Fast, Juli J.; Harbor, Jonathan M.

doi:10.1007/s10972-006-9031-6

Cited by 79 publications

(54 citation statements)

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“…Field trips are widely used in geoscience education around the globe and in several other disciplines, including geography (e.g., Gold et al, 1991;Fuller, 2006), biology (e.g., Smith, 2004;Anderson et al, 2009), archaeology (e.g., Colley, 2003), and in-service teacher training (e.g., Crawford, 2007;Wee et al, 2007;Luera and Murray, 2016). In geoscience, field education is valued for its broad development of knowledge, skills, and scientific and professional identities (e.g., Boyle et al, 2007;Kastens et al, 2009;Whitmeyer et al, 2009;Feig, 2010;Petcovic et al, 2014).…”

Section: Research Context Field Education: Benefits and Stylesmentioning

confidence: 99%

Are we there yet? Sense of place and the student experience on roadside and situated geology field trips

et al. 2018

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Field work is an integral component of undergraduate geoscience education. Field areas for these crucial experiences are carefully selected, but how do these places affect our students? This study compares the field experience of students participating in two distinct modules of a study abroad field camp in New Zealand, through sense of place and perceptions of learning. The situated module was geological mapping based in a single site, whereas the roadside module was based on smaller exercises in multiple discrete sites. Survey findings indicate that students became significantly more attached to the situated field area, but had no significant change in their attachment to the roadside field area. Field observations and interview findings suggest that this may be due to student autonomy, the immersive landscape, and strong alignment of student perceptions of learning with instructor intentions on the situated field module. In contrast, the roadside module was more determined by the instructor, and student perceptions of learning did not align well with instructor intent in conveying a sense of the regional geologic history. We assimilate our field observations and student and instructor interview data into a schematic model of the two field trip styles. This model is then used to visualize an improved pedagogy to foster greater engagement with the landscape and geology in the roadside trip. We recommend that roadside field trips have explicit assessments that connect the field sites together. Our interview data suggest that this connection would be further enhanced with greater opportunities for student ownership of in-field decision making through student-centered learning, encouragement of a sense of exploration, and development of a student and instructor field learning community. RESEARCH CONTEXT Field Education: Benefits and StylesField trips are widely used in geoscience education around the globe and in several other disciplines, including geography (e.g., Gold et al

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Section: Research Context Field Education: Benefits and Stylesmentioning

confidence: 99%

Are we there yet? Sense of place and the student experience on roadside and situated geology field trips

et al. 2018

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“…Teacher training for concept maps is critical and forces us to rethink our priorities in science education research, particularly the notion of 'getting the most for our buck'. For example, we might consider shifting our emphasis on funding one-time workshops for more teachers toward providing ongoing professional development for fewer teachers so that in the long term "they can overcome obstacles associated with instructional change and develop new understandings" [36] (p. 83). We are not suggesting that all teachers use concept maps all the time as we appreciate the realities of increased testing, accountability, and responsibilities in schools today.…”

Section: Discussionmentioning

confidence: 99%

‘Sometimes They Are Fun and Sometimes They Are Not’: Concept Mapping with English Language Acquisition (ELA) and Gifted/Talented (GT) Elementary Students Learning Science and Sustainability

2018

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Abstract:This study presents an 'education for sustainability' curricular model which promotes science learning in an elementary classroom through equity pedagogy. A total of 25 fourth-grade students from an urban, public school in Denver, Colorado participated in this mixed-methods study where concept maps were used as a tool for describing and assessing students' understanding of ecosystem interactions. Concept maps provide a more holistic, systems-based assessment of science learning in a sustainability curriculum. The concept maps were scored and analyzed using SPSS to investigate potential differences in learning gains of English Language Acquisition (ELA) and Gifted/Talented (GT) students. Interviews were conducted after the concept maps were administered, then transcribed and inductively coded to generate themes related to science learning. Interviews also encouraged students to explain their drawings and provided a more accurate interpretation of the concept maps. Findings revealed the difference between pre-and post-concept map scores for ELA and GT learners were not statistically significant. Students also demonstrated an increased knowledge of ecosystem interactions during interviews. Concept maps, as part of an education for sustainability curriculum, can promote equity by providing diverse learners with different-yet equally valid-outlets to express their scientific knowledge.

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“…Los programas de formación de maestros deberían implicar activamente a los futuros docentes en procesos de aprendizaje con enfoques de enseñanza alternativos al pensamiento docente de sentido común (Gil, 1991), de manera que interactúen con sus formadores como aprendices, en lugar de como recolectores de información pues, como señalan Wee et. al (2007) (NRC, 2000).…”

Section: Enfoque De Enseñanza De Las Ciencias Para Maestros: Indagaciunclassified

¿Es posible diseñar un programa formativo para enseñar ciencias por Indagación basada en Modelos en la formación inicial de maestros? Fundamentos, exigencias y aplicación

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Lucio-Villegas

Liso

2014

Didáctica De Las Ciencias Experimentales Y Sociales

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(electrónico)Resumen: Una de las principales cuestiones que nos planteamos al abordar la formación inicial de maestros se refiere a los aspectos que deberíamos abordar de manera que se cubran las necesidades formativas de los futuros maestros para enseñar ciencias. De la combinación de las conclusiones de la investigación didáctica sobre formación docente y del análisis e interpretación realizados del enfoque de enseñanza por Indagación basado en Modelos que adoptamos, identificamos una serie de requerimientos de la formación inicial para promover el desarrollo de este enfoque en el aula. Requerimientos que plasmamos en el diseño de una propuesta formativa, y cuya presencia analizamos cuando concretamos el programa de actividades desarrollado en la asignatura Didáctica de las Ciencias Experimentales.Palabras clave: formación Inicial de maestros; Enseñanza de las Ciencias por Indagación Basada en Modelos. Abstract:One of the main questions arises when we address the initial teacher training refers to the issues we should consider to cover the training needs of prospective Primary teachers. From the combination of the research findings about teacher training and the analysis and interpretation we make of the Model-based Inquiry approach, a set of requirements of initial teacher training to promote this approach in Primary School were identified. These requirements have oriented the design of a training proposal, as well as they have allowed analyzing their real presence at the activities developed along the training course.

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Teaching and Learning About Inquiry: Insights and Challenges in Professional Development

Cited by 79 publications

References 10 publications

Are we there yet? Sense of place and the student experience on roadside and situated geology field trips

Are we there yet? Sense of place and the student experience on roadside and situated geology field trips

‘Sometimes They Are Fun and Sometimes They Are Not’: Concept Mapping with English Language Acquisition (ELA) and Gifted/Talented (GT) Elementary Students Learning Science and Sustainability

¿Es posible diseñar un programa formativo para enseñar ciencias por Indagación basada en Modelos en la formación inicial de maestros? Fundamentos, exigencias y aplicación

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