Tell-Tale Signs of the Inquiry-Oriented Classroom

Drayton, Brian; Falk, Joni

doi:10.1177/019263650108562304

Cited by 29 publications

(16 citation statements)

References 3 publications

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“…What characterizes good performance or understanding, and whose standards are to be met? These issues, endemic to any classroom in which authority is shared 19] [44], are all the more important with respect to a digitally mediated curriculum. To us, this was the most crucial issue, and, as such, warrants much more attention.…”

Section: Discussionmentioning

confidence: 99%

Digital Curriculum in the Classroom: Authority, Control, and Teacher Role

Puttick¹,

Drayton²,

Karp

2015

Int. J. Emerg. Technol. Learn.

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Abstract-With greater online access and greater use of computers and tablets, educational materials are increasingly available digitally, and are soon predicted to become the standard for science classrooms. However, researchers have found that institutionalized structures and cultural factors in schools affect teacher uptake and integration of technology. Findings are sparse that detail the complexities of how teachers actually incorporate technology in their teaching as they negotiate the introduction of a new and potentially disruptive innovation. With respect to a digital curriculum in particular, teachers can be unclear about their role vis-avis the curriculum, as the "computer" potentially becomes an alternative source of authority in the classroom, and this can mean that the teacher is no longer in control. This paper reports on the implementation of two units of an innovative environmental science program, Biocomplexity and the Habitable Planet, as a digital curriculum. We discuss some of the lessons learned about the mix of challenges, anticipated and unanticipated, that confronted four high school teachers as they implemented the curriculum in their classrooms. We suggest that developers and users of digital curricula pay particular attention to how they envision where the authority for teaching and learning in the classroom should reside.

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Section: Discussionmentioning

confidence: 99%

Digital Curriculum in the Classroom: Authority, Control, and Teacher Role

Puttick¹,

Drayton²,

Karp

2015

Int. J. Emerg. Technol. Learn.

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“…Good science education should partake of the dialogue, spirit of inquiry, use of evidence, and emphasis on meaning making that characterizes science as practice (Drayton & Falk, 2001; Driver, Asoko, Leach, Mortimer, & Scott, 1994;Driver, Newton, & Osborne, 2000;Munby, Cunningham, & Lock, 2000), yet it has important differences from research science. One potential problem with the assumption that professional science is the norm to be adopted in the classroom is that it tends to accompany a view of science as a body of findings to be learned, and thus adds to the total burden of material to be covered.…”

Section: Cultural Issues In Scientist--teacher Collaborationmentioning

confidence: 99%

Dimensions that shape teacher–scientist collaborations for teacher enhancement

Drayton¹,

Falk²

2006

Science Education

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Partnerships of teachers with scientists are thought to be important for many aspects of science education reform, but it is not always clear how to make such partnerships productive. Between 1994 and 1997, high school teachers were partnered with scientists, to design yearlong ecological research projects in which the teachers were learning for their own sake, rather than to create new curriculum. In these partnerships the relationships with the scientists took many forms. We found that negotiations around five dimensions seemed particularly important: (1) Whose question was being investigated? (2) Was the focus primarily on data collection or data analysis? (3) Was the research based on the ecologist's area of expertise, or the teachers' interest? (4) Was the focus primarily on the teachers' learning on their students' classroom learning? (5) Was the research intended for an external audience, or primarily for the teachers' own benefit? Three case studies are presented, showing how these dimensions shaped the negotiations of more successful and less successful collaborations. Implications for inquiry-based pedagogy, and cultural issues arising in scientist-teacher collaborations, are discussed.

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“…Inquiry is not process versus content; it is rather a way of learning content". Inquiry teaching is an approach that enables the learning of concepts and the development of scientific processes [3]. Scientific inquiry encourages the development of problem solving, communication and thinking skills, as students pose questions about the natural world and then seek evidence to answer their questions [3].…”

Section: Introductionmentioning

confidence: 99%

“…Inquiry teaching is an approach that enables the learning of concepts and the development of scientific processes [3]. Scientific inquiry encourages the development of problem solving, communication and thinking skills, as students pose questions about the natural world and then seek evidence to answer their questions [3]. The ability to question, hypothesize, design investigations and develop conclusions based on evidence gives all students the problem-solving, communication, and thinking skills they will need to claim their place in the 21st century world [2].…”

Section: Introductionmentioning

confidence: 99%

“…However, in the majority of European countries, the reality of classroom practice is that these methods are being implemented by relatively few teachers [3] [4]. Reports from the European Commission continue to advocate the advantages of inquiry-based science education and its recommendations clearly promote the use of inquiry-based science teaching in Europe [5].…”

Section: Introductionmentioning

confidence: 99%

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Investigating shadows: a pedagogical intervention project with primary school children

Noversa

Abreu

Varela

et al. 2014

12th Education and Training in Optics and Photonics Conference

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This communication results from a pedagogical intervention project, carried out at a primary school in the district of Braga -Portugal. The intervention took place in a class of the 3 rd year, composed of 16 students, and it incorporated the practice of inquiry-based science teaching addressing the theme "Light Experiments", which is part of the "Environmental Studies" curricular area. Various class activities were planned and implemented concerning some of the factors that influence the shadow of an object, in order to find answers to the following three questions: a) will 3 rd year students, aged 7/8 years, be able to construct and execute an investigation strategy that involves manipulating and controlling variables? b) what are the main difficulties experienced by students in the designing and execution of such a strategy? c) how will students, in interaction with the teacher and with their peers, gradually design and execute their investigation strategy in order to respond to the problem formulated? The project adopted an action research methodology. A careful record was kept of the events most relevant to the questions under study in each class. This data was used to prepare the class diaries -descriptive and reflective narratives prepared based on recorded audio and field notes made during participant observation in the context of the classroom. A content analysis of the diaries has identified a few elements that provide answers to the research questions raised. In order to plan and implement a research project with children in the 7/8 years old range require a high level of scaffolding to allow students to gradually build a coherent strategy to tackle the research problem. Teacher's role is crucial. The teacher, by questioning and inducing reasoning and discussion, promotes encourages and regulates the cognitive activity of students. Some level of autonomy should be given to the students in large group collaborative work.

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Tell-Tale Signs of the Inquiry-Oriented Classroom

Cited by 29 publications

References 3 publications

Digital Curriculum in the Classroom: Authority, Control, and Teacher Role

Digital Curriculum in the Classroom: Authority, Control, and Teacher Role

Dimensions that shape teacher–scientist collaborations for teacher enhancement

Investigating shadows: a pedagogical intervention project with primary school children

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