Teaching Inquiry with Linked Classes and Learning Communities

Piercey, Victor; Cullen, Roxanne

doi:10.1080/10511970.2016.1184727

Cited by 6 publications

(5 citation statements)

References 5 publications

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“…Thus problem solving skills, especially in indicators of creating problem-solving plans can be maximally empowered. As some research results show that problemsolving skills can be accommodated when students make their own scientific inquiry (Karantzas et al, 2013;Piercey & Cullen, 2017;Tornee et al, 2019;Yuliani, Adnan, Pierce Colfer, & Indriatmoko, 2015) Moreover, students observe and collect data regarding differences in skin color, height, blood type, hair shape, nose, dimples, eye color, and student weight in one class. At this stage, they implement their problemsolving plan.…”

Section: Resultsmentioning

confidence: 99%

Analysis of problem-solving skills: Impact of guided inquiry learning model based on Islamic values

Puspita

Komarudin

Astriani

2020

JPBI

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Islamic values have been recognized as the positive values need to be integrated in enhancing learning competencies including problem-solving skills. This study aimed to determine the influence of learning inquiry model based on Islamic values toward problem-solving skills of tenth-grade students in Bandar Lampung. This quasi-experimental research used posttest only control group design. The treatment for the experimental group used guided inquiry learning model based on Islamic values, whereas the direct instruction learning model was applied in control group. The students’ problem-solving skills data were collected using a test. The data was analyzed using independent samples t-test. The results showed that there was a significant influence of guided inquiry learning model based on Islamic values toward students’ problem-solving skills, t(58) = 2.807, p < .05. The integration of Islamic values in the biology learning process can promote students’ problem-solving skills. Therefore guided inquiry learning model based on Islamic values can be an alternative model in empowering students’ problem-solving skills.

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Section: Resultsmentioning

confidence: 99%

Analysis of problem-solving skills: Impact of guided inquiry learning model based on Islamic values

Puspita

Komarudin

Astriani

2020

JPBI

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“…Published in PRIMUS (Problems, Resources, and Issues in Mathematics Undergraduate Studies) in 2016, authors Victor Piercey and Roxanne Cullen of "Teaching Inquiry with Linked Classes and Learning Communities" [24] argue that a learning community combining Quantitative Reasoning for Business and an English Composition class they recently taught had similar goals and benefits to ours. They suggest that it led to "greater student metacognition" and enable "deeper learning and recognition of the role of logic in problem-solving" (pages 1-2).…”

Section: Learning Communitiesmentioning

confidence: 85%

Mathematics, Writing, and Rhetoric: Deep Thinking in First-Year Learning Communities

Renesse¹,

DiGrazia²

2018

jhummath

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Through the process of combining two seemingly unlikely bedfellows, mathematics and composition, two instructors explain how rhetoric connects the art of writing and the art of doing mathematics in an inquiry-based learning community. Combining these two courses in a learning community enables students and instructors to practice the deep thinking valued by each instructor and by a traditional liberal arts education while challenging both our and our students' individual, disciplinary, and rhetorical conventions and beliefs. Using student writing from our course, our assignments from mathematics and composition, and survey evaluation results, we demonstrate how engaging in inquiry-based education provides unconventional (and conventional) learning opportunities for both students and instructors. Furthermore, through our discussions of the four iterations of our Learning Community, we examine some ways interdisciplinary learning challenges structural, individual, and disciplinary expectations, conventions, and learning.Keywords: learning community, writing, English, composition, mathematical explorations, peer review, inquiry-based learning, meta-goals, Discovering the Art of Mathematics, Mathematics for Liberal Arts We have organized this article by dividing it into sections, using the same sorts of questions we encourage our students to embrace in some of the assignments we give-"Who? Where? When? What? Why?" and "How?" Our intended audience is both high school instructors (ELA and Mathematics teachers) and college-level composition and mathematics instructors/professionals who have ever wondered whether fruitful connections can be forged between composition and mathematics. We seek to examine both pragmatic and larger discursive ideas and strategies we used while referencing student voices and feedback. The reader familiar with and convinced of the ideas behind inquiry-based learning and learning communities in general can skip the "Why?" section and instead learn in the section "How?" about our specific implementation and tools. WHO?Prof. Jen DiGrazia loves to teach writing and ask questions. Learning communities like the one described below help her to stay "fresh" in her field, to see writing as an endeavor that spans all disciplines and contexts. They encourage her to take the sorts of intellectual risks she hopes students will take in their own writing and thinking. She also has an abiding interest in queer theory and disability studies. She has a Master's Degree in English from Boise State University, and she earned her Ph.D. from University of Massachusetts's composition program. She currently coordinates the composition and first-year read programs at Westfield State University, and she continues to recover from her self-proclaimed mathematics phobia.Prof. Christine von Renesse loves teaching at all levels-from elementary school through college. She uses open inquiry techniques in all her classes, believing that this is the most effective and enjoyable way of learning and teaching. Her students...

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“…First, all of the papers in Part I contain further ideas for implementing inquiry. They give particularly detailed insight into the daily workings of their classrooms [3,11,13,14] and ideas about implementing courses for future teachers [3,5,10,12], a population that is not represented here in Part II. Moreove0r, they explicitly discuss courses for students not majoring in mathematics [4,11,13], revealing connections between mathematical inquiry and inquiry in other disciplines and further clarifying the nature of inquiry.…”

Section: Implementing Inquirymentioning

confidence: 99%

“…They give particularly detailed insight into the daily workings of their classrooms [3,11,13,14] and ideas about implementing courses for future teachers [3,5,10,12], a population that is not represented here in Part II. Moreove0r, they explicitly discuss courses for students not majoring in mathematics [4,11,13], revealing connections between mathematical inquiry and inquiry in other disciplines and further clarifying the nature of inquiry. Finally, these papers ground these implementations in research about inquiry in mathematics classrooms, including discussion of the skills and perspectives of teachers [7,12], student motivation and curiosity [13], and roles of students and instructors in their interactions [14].…”

Section: Implementing Inquirymentioning

confidence: 99%

Introduction to the Special Issue on Teaching Inquiry (Part II): Implementing Inquiry

Katz¹,

Thoren

2016

PRIMUS

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Teaching Inquiry with Linked Classes and Learning Communities

Cited by 6 publications

References 5 publications

Analysis of problem-solving skills: Impact of guided inquiry learning model based on Islamic values

Analysis of problem-solving skills: Impact of guided inquiry learning model based on Islamic values

Mathematics, Writing, and Rhetoric: Deep Thinking in First-Year Learning Communities

Introduction to the Special Issue on Teaching Inquiry (Part II): Implementing Inquiry

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