Thematische Bibliographien / Inquiry-based work

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Auswahl der wissenschaftlichen Literatur zum Thema „Inquiry-based work“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 13. Februar 2022

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Zeitschriftenartikel zum Thema "Inquiry-based work"

Cheung, Derek. „Investigating: Toothpastes through Inquiry-Based Practical Work“. Science Activities: Classroom Projects and Curriculum Ideas 42, Nr. 3 (Oktober 2005): 31–37. http://dx.doi.org/10.3200/sats.42.3.31-37.

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Zorn, Isabel, und Udo Seelmeyer. „Inquiry-Based Learning about Technologies in Social Work Education“. Journal of Technology in Human Services 35, Nr. 1 (02.01.2017): 49–62. http://dx.doi.org/10.1080/15228835.2017.1277913.

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Nottingham, Paula McIver. „Professional artefacts: evaluating creative outcomes for work-based inquiry“. Journal of Work-Applied Management 12, Nr. 2 (16.06.2020): 127–39. http://dx.doi.org/10.1108/jwam-03-2020-0014.

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PurposeThis paper aims to explore graduate perspectives about the creation and use of professional artefacts to communicate work-based inquiry projects to professional audiences.Design/methodology/approachThe study was based on constructivist qualitative interviews with 14 graduates from a part-time professional practice in arts programme and used thematic analysis to interpret and discuss the findings.FindingsParticipants indicated a perceived value in the use of the professional artefact as a way of articulating their professional inquiry. Professional artefacts enable essential communication skills for professional contexts, have the capacity for engaging with professional audiences that are external to the university, have the potential for enabling further study and workplace employability, show awareness of project management and leadership capabilities and helped some individuals build on and share their own personal philosophy of practice with peer professionals.Research limitations/implicationsAs a small-scale research project that used purposive sampling, the findings are not representative, but could provide the creative means to develop professional artefacts within work-related educational programmes and workplace learning programmes.Practical implicationsIt is argued that the process and production of professional artefacts can provide the means for communicating work-based projects to professional audiences within workplace settings.Originality/valueProfessional artefacts explore and present developmental aspects of work-based inquiries with distinctive creative approaches to favour practice knowledge and innovation that can be expressively shared with peer professionals.

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Cheung, Derek. „Facilitating Chemistry Teachers to Implement Inquiry-based Laboratory Work“. International Journal of Science and Mathematics Education 6, Nr. 1 (11.08.2007): 107–30. http://dx.doi.org/10.1007/s10763-007-9102-y.

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Setiono, Setiono. „CONCEPTUAL FRAMEWORK OF INQUIRY-BASED PRACTICAL WORK THROUGH ONLINE LEARNING“. Jurnal Ilmiah Edukasia 1, Nr. 1 (20.01.2021): 31–40. http://dx.doi.org/10.26877/jie.v1i1.7962.

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Pengalaman belajar melalui praktikum berbasis inkuiri merupakan pengalaman belajar substansial bagi peserta didik khususnya dalam pembelajaran biologi. Pengalaman belajar ini dapat membekalkan kompetensi yang dibutihkan oleh peserta didik dimasa sekarang maupun masa yang akan datang. Penelitian ini bertujuan untuk mengetahui kerangka kerja pengalaman belajar praktikum inkuiri yang dilakukan melalui pembelajaran online. Metode dalam penelitian ini adalah metode deskripstif melalui studi kasus, dokumen dan literatur. Pendekatan saintifik merupakan salah satu standar proses dalam pembelajaran mata pelajaran biologi dalam kurikulum 2013. Pandemi covid-19 menyebabkan kegiatan pembelajran dilakukan di rumah. Hal ini menjadi tantangan tersendiri untuk melaksanakan kegiatan pembelajaran praktikum berbasis inkuiri. Guru harus menyiapkan tugas, instruksi atau bimbingan dengan memperhitungkan banyak hal sehingga memungkinkan peserta didik melakukan kegiatan praktikum berbasis inkuiri di rumah, untuk menyiapkan hal tersebut guru memerlukan kerangka kerja pembelajaran praktikum inkuiri online yang dapat dilaksanakan oleh peserta didik di rumah.

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Xu, Shijing, und Michael Connelly. „Narrative inquiry for school-based research“. Narrative Inquiry 20, Nr. 2 (10.12.2010): 349–70. http://dx.doi.org/10.1075/ni.20.2.06xu.

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Narrative inquiry is a rapidly developing social sciences and humanities research methodology. In this paper we provide a brief history of this development, indicate some of the distinguishing features of different lines of narrative inquiry, and describe a practical line of work which explicitly addresses school-based research.

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Tolvanen, Simo, und Maija Aksela. „Utilizing microcomputer-based laboratory in inquiry-based chemistry learning“. Lumat: International Journal of Math, Science and Technology Education 1, Nr. 4 (30.12.2013): 379–86. http://dx.doi.org/10.31129/lumat.v1i4.1098.

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In inquiry-based chemistry learning, students can seek answers to research questions by designing and implementing a laboratory work and evaluating the results. Microcomputer-based laboratory equipment that enable the drawing of graphs about the studied phenomenon in real-time, can be utilized in the practical work. In international COMBLAB project, six practical laboratory activities have been developed for chemistry education. The aim of the activities is to support the students’ ability to use their knowledge about chemistry in reasoning and develop their inquiry skills. In the development of the activities, previous research on the benefits and challenges of the use of microcomputer-based laboratory was taken into account, and the designed activities have been tested with teachers and students in five countries. The project is now half way through and seeks interested teachers for the further development of the activities.

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Fergusson, Lee, Bradley Shallies und Gerry Meijer. „The scientific nature of work-based learning and research“. Higher Education, Skills and Work-Based Learning 10, Nr. 1 (02.10.2019): 171–86. http://dx.doi.org/10.1108/heswbl-05-2019-0060.

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Purpose The purpose of this paper is to explore the scientific nature of work-based learning (WBL) and research as operationalized in Professional Studies by examining first principles of scientific inquiry. Design/methodology/approach This paper introduces a Professional Studies program as it has been implemented at University of Southern Queensland in Australia and examines it from the perspective of five first principles of scientific inquiry: systematic exploration and reporting, use of models, objectivity, testability and applicability. The authors do so not to privilege the meritorious qualities of science or to legitimise WBL or its example in Professional Studies by conferring on them the status of science, but to highlight their systematised approach to learning and research. Findings If the authors define Professional Studies to mean the systematic inquiry of work-based people, processes and phenomena, evidence affirmatively suggests that it is scientific “in nature”. Originality/value WBL has been well documented, but its orientation to research, particularly mixed methods (MM) research through Professional Studies, and its adherence to first principles of science have never been explored; this paper begins to uncover the value of work-based pedagogical approaches to learning and research.

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Anderson, Athena Rayne. „Can Team- and Inquiry-based Methodologies Work in a Field Laboratory?“ Bulletin of the Ecological Society of America 92, Nr. 1 (Januar 2011): 106–14. http://dx.doi.org/10.1890/0012-9623-92.1.106.

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Archer-Kuhn, Beth. „Putting Social Justice in Social Work Education with Inquiry-Based Learning“. Journal of Teaching in Social Work 40, Nr. 5 (19.10.2020): 431–48. http://dx.doi.org/10.1080/08841233.2020.1821864.

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Dissertationen zum Thema "Inquiry-based work"

Thomas, M. Lori. „Faith-Based Organizations and Legislative Advocacy: A Qualitative Inquiry“. VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1329.

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Since the early 1990s, religion and matters of faith and spirituality have become a focal point in numerous arenas beyond the individual and traditionally sacred. With President George W. Bush's White House Office of Faith-Based and Community Initiatives of 2001, the Charitable Choice provision of the Personal Responsibility and Work Opportunity Reconciliation Act that preceded it in 1996, and the myriad of legal challenges that followed, matters of religion have become paramount in political discourse regarding social welfare. The viability of faith-based social service provision and the organizations providing the direct services have been the focus of speculation, debate, and a growing amount of research. Few studies, however, have explored the role of faith-based advocacy or lobbying organizations in shifting the social welfare climate, in proposing or opposing policy changes in the social welfare system, or in defining social welfare. Little is empirically known about the organizational dynamics of religious advocacy groups whose attempts at structural influence are, in part, affected by theological positions and religiously-informed values.Considering the dearth of research on such organizations, particularly those that operate on the state level, this study explored faith-based advocacy organizations that seek to influence social policy in the Commonwealth of Virginia. Within an interpretive paradigmatic and theoretical framework that allowed for the exploration of meaning associated with advocacy activities, the inquiry asked the following questions, How do faith-based organizations engage in legislative advocacy in the Commonwealth of Virginia? What meaning do the organizations assign to their advocacy activities? The inquiry's findings, congruent with interpretive research assumptions, are tentative in nature and suggest that while the focal organizations' advocacy activities appear similar to other interest groups, their religious mandates for action distinguish them from their secular counterparts. Interpretations of these mandates significantly influence the organizations' decision-making, their representation of multiple constituencies, and their definitions of success. Unlike previous studies that suggest these organizations distance themselves from insider politics, the religious advocates in the study suggest that fidelity to their mandate means actively participating in the political process while retaining their unique voice as representatives of God and religious traditions.

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Chow, Yin Angela. „Investigating and measuring motivation in collaborative inquiry-based project settings“. Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B39848796.

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Landis, Rebecca Danielle. „Community Food Work as Critical Practice: A Faith-based Perspective“. Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/56581.

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Historically, many faith-based hunger relief efforts address food insecurity through the emergency food system, but they often do not challenge the systemic causes of the need, which according to some, are poverty and inequality. As a promising alternative, community food work is a radical approach to food system change that imbues values of justice, sustainability, and equity into the food system to reduce the pervasiveness of poverty and inequality in society. I used narrative inquiry as methodology in a faith-based context to explore the role of criticality in community food work. Additionally, I explored the treatment of hegemony in these practitioners' critically reflective practice. I engaged six practitioners in narrative-based interviews and subsequently asked them to read and analyze their own interview. I then gathered all participants for a collective reflection session where we reflected on excerpts from the interviews and used them as a foundation for further dialogue and reflection. Each practitioner used their faith to varying degrees in the performance of their work. I found significant notions of feeling called to serve, and bringing God's kingdom to earth, but an avoidance to use this work to evangelize. The narratives reflected community food work as a community development effort and extended beyond the context of food. Affirming, trusting relationships serve as a foundation to how this group of practitioners approach their work, and provide the space to interact with their work in radical ways and raise critical consciousness.
Master of Science in Life Sciences

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Akuma, Fru Vitalis. „A professional development framework for supporting inquiry-based practical work in resource constrained classrooms“. Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/62900.

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Inquiry-based teaching and learning has been infused in practical work in science classrooms in schools internationally. However, confirmatory rather than inquirybased practical work is prevalent in many South African Physical Science classrooms, especially in resource-constrained schools. Against this background, this study addresses the scarcity in a professional development framework (PDF) to support these teachers. The PDF was developed using a research process based on the development studies approach in educational design research. The process involved three research cycles, including a systematic literature review from an international perspective (cycle one and two) and a multi-method, multi-case study in South African schools (cycle three). In each research cycle consisting of an analysis, design/develop prototype, and formative evaluation phase, design principles were generated or revised as a basis for developing the PDF. The case study included interviews, observation and document analysis in favour of a context and needs analysis. The formative evaluation methods consisted of screening and one-to-one evaluation, with the quality criteria evolving from relevance (content validity) to relevance and consistency (construct validity) and finally to expected practically and expected effectiveness. The primary outcomes included ten design principles and the associated context-specific version of the PDF. The PDF contained eight primary components: learning phases, learning theory, professional development strategy (lesson study), instructional functions (for example, reviewing learning periodically), teacher motivation (intrinsic and extrinsic), instructional design perspective, attending to contextual factors, and professional development goals. The first primary goal was to create an environment that better supports teacher learning and practice in the design and implementation of IBPW in South African Physical Science classrooms in resource-constrained schools. The second primary goal was to enhance the competences, professional identity and practice of teachers in the design and implementation of IBPW. The process involved in developing the PDF in addition to the PDF and the ten associated design principles could be considered by users in interventions towards enhancing the design and implementation of IBPW in the present and other contexts. The users include policy makers and professional development providers. Also, though the PDF is potentially effective and practical, researchers are encouraged to evaluate its actual effectiveness and practicality.
Thesis (PhD)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
PhD
Unrestricted

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Singletary, Jon Eric. „A Constructivist Inquiry of Church-State Relationships for Faith-Based Organizations“. VCU Scholars Compass, 2003. http://scholarscompass.vcu.edu/etd/1089.

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Faith-based initiatives have the potential to alter church-state relationships as they remove barriers to the public funding of human services in organizations that promote the role of values, beliefs, and other characteristics of faith. In seeking to "level the playing field" for these faith-based organizations, faith-based initiatives suggest moving away from past practices, where "religious" organizations utilized public funding for the delivery of "secular" human services, and toward the public funding support of organizations whose human service activities are based on faith in a more thoroughgoing manner.This research inquires into meanings assigned to opportunities and risks related to the public funding of faith-based organizations, as articulated by a variety of stakeholders, from government officials to the leaders of faith-based organizations. The guiding research question, What are the meanings of church-state relationships for faith-based organizations?, asks the leaders of faith-based organizations in one Virginia locality, as well as other local, state, and national stakeholders, about their understandings of various aspects of the church-state relationships that develop when faith-based organizations utilize public funds for the provision of human services.The findings of this inquiry, presented in a narrative case study report, and the implications of this case study provide a richer understanding of the multiple meanings that faith-based organizations assign to relationships with government programs, government agencies, and the use of public funds. The multiple meanings of church-state relationships that are offered by diverse research participants provide valuable insights into the complex phenomenon of faith-basis organizations providing human services with government monies. The interpretations offered in this dissertation provide greater knowledge of the role of faith as a basis for publicly funded human services, and furthermore, this knowledge may find value in its recognition of the implications of faith-based, publicly funded human services.

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Camper, Cherre. „An Exploration of Home-based Therapists’ Supervisory Experiences: A Phenomenological Inquiry“. NSUWorks, 2016. http://nsuworks.nova.edu/shss_dft_etd/16.

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In-home family therapy has become one of the most common options of treatment for providing services to families who do not typically utilize a private clinic (Lawson, 2005; Reiter, 2000; Yorgason, McWey, & Felts, 2005). Researchers have given some attention to the topic of home-based therapy and to general supervision, but little attention has focused on the actual supervision experiences of home-based therapy providers. This phenomenological study explored the supervision experiences of seven past and current in-home therapists: marriage and family therapists (MFTs) and social workers (MSWs). Semi-structured interviews were conducted with the participants, and data was analyzed to develop structured descriptions and meanings via highlighted “significant statements” that described the participants’ experiences (Kvale, 2007). The participants’ descriptive accounts were categorized as 1) in-home therapy descriptions, 2) factors affecting in-home therapy supervision, and 3) effective and ineffective supervisory practices. Implications of the research findings suggested that clinicians’ needs and expectations related to safety, burn out, and supervisory knowledge were often unmet. Supervisory practices that appeared significantly effective were 1) developing trusting supervisor-supervisee relationships, 2) reviewing models and clinical application collaboratively, and 3) actively prioritizing clinician safety and burn out prevention.

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Chow, Yin Angela, und 周燕. „Investigating and measuring motivation in collaborative inquiry-based project settings“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B39848796.

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Mitchell, Linda A. Saye John W. „Using hyperlinked scaffolding to support student work with text-based source documents as part of a problem-based historical inquiry lesson“. Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/MITCHELL_LINDA_55.pdf.

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Roe, Kathryn R. „Enhancing student learning through small group and class discussions following inquiry-based laboratory experiments“. Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Major, William David Eric. „A critical inquiry concerning the justification of programmes of Work Based Learning in the Chester College of Higher Education curriculum“. Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/6476/.

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The case study, which is the subject of this report, was undertaken in the field of Work Based Learning Studies in Higher Education, with the principal empirical research data collected and analysed between June, 2001 and January, 2003. The key issues for investigation related to: • philosophical and educational underpinning for Work Based Learning • empirical research into the Student experience of Work Based Learning The setting for the project was the Centre for Work Related Studies at Chester College of Higher Education. The context of the research was that of the place of Work Based Learning in the Chester College of Higher Education curriculum. The principal method of research was the case study, with sub research methods: • literature search • questionnaire to 312 WBL students (June, 2002) • semi-structured interviews with 31 WBL students (June to December, 2002) Publications resulting from the research : • The Place and Status of Knowledge in Work Based Learning ; November, 2002 ; in Knowledge, Work and Learning ; Conference Proceedings of the Work Based Learning Network of the Universities Association for Continual Education ; p. 162-170 • A More Holistic Form of Higher Education : the Real Potential of Work Based Learning ; December, 2002 ; article in Widening Participation and Life long Learning : The Journal of the Institute for Access Studies and The European Access Network ; Staffordshire University , Vol.4, No.3 ; ISSN 1466-6529 • Learning About Learning through Work Based Learning (provisional title); proposed 2004 ; chapter in Learning About Learning (provisional title) , Kogan Page (for Institute of Learning and Teaching in Higher Education) In addition, the following article is under consideration for publication : • Towards a philosophical underpinning for Work Based Learning : the Ontological Perspective In addition to this Report for the University, a Report setting out recommendations in respect of Work Based Learning provision has been produced for Chester College. Main findings : • That there is evidence to suggest that WBL has the capacity to engage learners in more holistic ways of being and knowing • That there is every justification for HE to recognise the workplace as a bona-fide site of learning • That the central role of critical reflection in WBL is recognised by learners, though much work needs to be done in terms of its facilitation • That WBL may be considered to have a sound philosophical base in both epistemological and ontological terms • That WBL offers a distinctive pedagogy worthy of HE.

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Bücher zum Thema "Inquiry-based work"

Boufis, Christina. Vital ideas: Work. Chicago: Great Books Foundation, 2011.

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Practical work in secondary science: A minds-on approach. New York: Continuum International Pub. Group, 2010.

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Ethical decision making in social work and counselling: A problem/inquiry-based approach. Toronto, Ont: Thomson Nelson, 2007.

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Imm, Kara Louise. Young mathematicians at work: Algebra resource package. Portsmouth, NH: Heinemann, 2012.

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1947-, Daniels Harvey, Hrsg. Comprehension and collaboration: Inquiry circles in action. Portsmouth, NH: Heinemann, 2009.

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Indian Institute of Advanced Study., Hrsg. The technique of Pahari painting: An inquiry into aspects of materials, methods, and history based upon observation and field-work. Shimla: Indian Institute of Advanced Study, 2001.

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How science works: Teaching and learning in the science classroom. London: Continuum International Publishing Group, 2011.

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Around the Texts of Writing Center Work: An Inquiry-Based Approach to Tutor Education. Utah State University Press, 2017.

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Comprehension and Collaboration, Revised Edition: Inquiry Circles for Curiosity, Engagement, and Understanding. Heinemann, 2015.

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Farrelly, Colin. Virtue Epistemology and the Democratic Life. Herausgegeben von Nancy E. Snow. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199385195.013.17.

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Integrating insights from the Ancient Greeks (e.g. concerning virtue, eudaimonia, and the original meaning of “democracy”), John Dewey, and recent work in virtue epistemology, this chapter develops a virtue-based defense of democracy, one that conceives of democracy as an inquiry-based mode of social existence. This account of democracy is developed by responding to three common concerns raised against democracy, which the author calls the Irrationality Problem, the Problem of Autonomy, and the Epistocracy Objection. Virtue epistemology can help elucidate the link between democracy and human flourishing by drawing attention to democracy’s potential for cultivating and refining the “intellectual virtues” (e.g. intellectual humility, fairness in evaluating the arguments of others, the social virtue of being communicative, etc.) constitutive of the good life.

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Buchteile zum Thema "Inquiry-based work"

Schmidt-Wenzel, Alexandra, und Katrin Rubel. „Inquiry-Based Learning in Social Work“. In Inquiry-Based Learning – Undergraduate Research, 139–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14223-0_13.

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Kulnieks, Andrejs. „Developing Literacies through Place-Based Poetic Inquiry“. In Curriculum, Environment, and the Work of C. A. Bowers, 184–200. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367822460-11.

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Čepič, Mojca. „Inquiry Based Learning of Contemporary Physics Topics and Gifted Students“. In The Role of Laboratory Work in Improving Physics Teaching and Learning, 203–15. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96184-2_17.

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Molohidis, Anastasios, und Euripides Hatzikraniotis. „Introducing Preservice Science Teachers in the Development of Inquiry-Based Activities“. In The Role of Laboratory Work in Improving Physics Teaching and Learning, 131–43. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96184-2_11.

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Shah, Renu A. „Experiencing the Process of Knowledge Creation: Use of Inquiry-Based Learning in Social Work Education“. In Social Work Education, Research and Practice, 43–57. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9797-8_4.

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Longo, Antonella, Marco Zappatore und Marisa Michelini. „A Non-classical Acoustics Teaching Lab Supported by BYOD and Inquiry-Based Learning“. In The Role of Laboratory Work in Improving Physics Teaching and Learning, 257–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96184-2_21.

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Thoms, Lars-Jochen, und Raimund Girwidz. „The Role of Information in Inquiry-Based Learning in a Remote Lab on Optical Spectrometry“. In The Role of Laboratory Work in Improving Physics Teaching and Learning, 145–57. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96184-2_12.

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Ramnarain, Umesh. „Inquiry-based learning in South African schools“. In School Science Practical Work in Africa, 1–13. Routledge, 2020. http://dx.doi.org/10.4324/9780429260650-1.

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Mavuru, Lydia, und Washington T. Dudu. „Advances in inquiry-based science education in Zimbabwean schools“. In School Science Practical Work in Africa, 32–49. Routledge, 2020. http://dx.doi.org/10.4324/9780429260650-3.

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Sangrà, Albert, Mercedes González-Sanmamed und Montse Guitert. „Connecting Inquiry-Based Learning with Collaborative Work in Online Education“. In Innovations in Higher EducationTeaching and Learning, 211–32. Emerald Group Publishing Limited, 2015. http://dx.doi.org/10.1108/s2055-364120150000003028.

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Konferenzberichte zum Thema "Inquiry-based work"

Bachman, Kristen M., und Gerald C. Gannod. „Work in progress: The effects of mobile learning on inquiry-based instruction“. In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462523.

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Theroux, Pamela Jean. „Work in progress - creating cross-generational co-learning opportunities through inquiry-based curricula“. In 2009 39th IEEE Frontiers in Education Conference. Imagining and Engineering Future CSET Education (FIE 2009). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350824.

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Putri Yoma, Ranny, Armiati Armiati und Edwin Musdi. „Development of Employee Work Sheets based Inquiry for Increasing the Ability of Critical Thinking“. In International Conferences on Educational, Social Sciences and Technology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181108.

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Susilawati, Endang, Parsaoran Siahaan, Agustinasari, Syahriani Yulianci und Achmad Samsudin. „Developing Physics Learning Module Based on Guided Inquiry (PLM-BGI) for Work and Energy“. In Brawijaya International Conference on Multidisciplinary Sciences and Technology (BICMST 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201021.040.

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Milanovic, Ivana, und Tom Eppes. „Improving Student Readiness for Inquiry-Based Learning“. In ASME/JSME/KSME 2015 Joint Fluids Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/ajkfluids2015-1648.

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We document the four-year long experience aimed at improving student readiness to engage in research. A key ingredient has been the development of a multidisciplinary modeling course that integrates four teaching and learning strategies. Preceded by two sets of scaffolded projects, the course culminates with an inquiry-based learning (IBL) assignment on a topic that is relevant and supported by mentoring. Benefits include the development of modeling skills marketable to external entities, presentations at the University colloquia and symposia, peer-reviewed conference or journal papers, and application software releases. This paper describes the course structure, its evolution over time to meet various challenges, and provides examples of student work.

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Susilawati, Endang, Agustinasari, Parsaoran Siahaan und Achmad Samsudin. „The Development of Students’ Worksheet Based on Guided Inquiry (SW-BGI) for Work and Energy“. In Brawijaya International Conference on Multidisciplinary Sciences and Technology (BICMST 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201021.044.

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Palou, Enrique, Esther Caldino, Alejandra Carrillo, Aurelio Lopez-Malo und Juan Manuel Garibay. „Work in progress - alimentos divertidos, an inquiry-based food science and engineering program for elementary schools“. In 2007 37th Annual Frontiers in Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418067.

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Moore, Tamara J. „Model-Eliciting Activities: A Research-Based Method for Inquiry Learning and Professional Development in the Engineering Classroom“. In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59440.

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Attracting students to engineering is a challenge. In addition, ABET requires that engineering graduates be able to work on multi-disciplinary teams and apply mathematics and science when solving engineering problems. One manner of integrating teamwork and engineering contexts in a first-year foundation engineering course is through the use of Model-Eliciting Activities (MEAs) — realistic, client-driven problems based on the models and modeling theoretical framework. A Model-Eliciting Activity (MEA) is a real-world client-driven problem. The solution of an MEA requires the use of one or more mathematical or engineering concepts that are unspecified by the problem — students must make new sense of their existing knowledge and understandings to formulate a generalizable mathematical model that can be used by the client to solve the given and similar problems. An MEA creates an environment in which skills beyond mathematical abilities are valued because the focus is not on the use of prescribed equations and algorithms but on the use of a broader spectrum of skills required for effective engineering problem-solving. Carefully constructed MEAs can begin to prepare students to communicate and work effectively in teams; to adopt and adapt conceptual tools; to construct, describe, and explain complex systems; and to cope with complex systems. MEAs provide a learning environment that is tailored to a more diverse population than typical engineering course experiences as they allow students with different backgrounds and values to emerge as talented, and that adapting these types of activities to engineering courses has the potential to go beyond “filling the gaps” to “opening doors” to women and underrepresented populations in engineering. Further, MEAs provide evidence of student development in regards to ABET standards. Through NSF-funded grants, multiple MEAs have been developed and implemented with a MSE-flavored nanotechnology theme. This paper will focus on the content, implementation, and student results of one of these MEAs.

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Šlekienė, Violeta. „THE USAGE OF STEAM PROGRAM IN DEVELOPING AND IMPROVING OF STUDENTS' EXPERIMENTAL SKILLS“. In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.217.

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The research analyzes the usage of STEAM program “Cognition of Energy and Thermal Processes” for students of ninth (1st Gymnasium) classes in order to deepen and broaden the knowledge of natural science education, develop practical abilities of students and their scientific researcher's competence. Students were advised to do five experimental works in this field. The program engages a basic educational strategy – inquiry based learning. The results of the pedagogical experiment and the questionnaire survey are discussed. Summarizing the results of the research, it can be stated that educational experimental activities are necessary and useful for students. By using the experiment, students can be provided with educational material in an attractive form, which stimulates the interest in the subject. Program participants have deepened and expanded their knowledge of energy and thermal processes in nature. Students improved their competence in natural science research. They learned how to plan and perform experiments, acquired the ability to formulate hypotheses, to make assumptions, to analyze and explain results, and to formulate reasoned conclusions. Students acquired practical skills to work properly and safely with devices and tools (computer systems Nova 5000 and Xplorer GLX, temperature, humidity sensors, caliper, scales, etc.) Students liked to be young researchers; they felt the joy of discovery by practically experimenting and independently exploring natural phenomena. Keywords: inquiry-based learning, experimental skills, science learning, STEAM education.

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Milanovic, Ivana, Tom A. Eppes und Kamau Wright. „Unified Assessment Approach for Courses With Simulation Component [And Professors in Hurry]“. In ASME 2020 Fluids Engineering Division Summer Meeting collocated with the ASME 2020 Heat Transfer Summer Conference and the ASME 2020 18th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/fedsm2020-20161.

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Abstract In support of the digital transformation of our programs, simulation assignments are embedded in undergraduate fluid mechanics and heat transfer lecture-based courses, as well as in the Computational Engineering technical electives. Each course integrates simulations, application building, and inquiry-based learning (IBL) with ten assignments performed outside the class and documented in technical reports. FEA and CFD tools are employed to teach thermo-fluids, and in turn, course material is used to teach CFD and FEA. This new, high-impact practice facilitates a deeper understanding of theoretical concepts, exposes students to modern engineering tools, and develops students’ research capacity while the ‘lecture’ time is dedicated for the fundamental theoretical topics only. The main goal of this study was to expand on the implementation of simulations and IBL in undergraduate thermo-fluids courses and create a template to do so in other topical threads. This was accomplished by: (1) strategically balancing step-by-step instructions supporting skill-building, with inquiry-based tasks guiding discovery process and developing higher order thinking skills; (2) providing clear and detailed grading criteria guiding students both in the process of gaining skills and performing IBL; (3) designing strategies for the assessment of student work that are easily transported across the curriculum; and (4) assessing students’ understanding and the effect of the overall digital transformation effort based on quantitative and qualitative data indicative of the achievement of learning outcomes. This study builds on the authors’ previously reported work in the area of simulations and IBL that covered individual courses as well as course sequences. While quantitative data includes assessment of students’ understanding and confidence in comprehension of select concepts using grades, student surveys, and course evaluations, the impact of the described approach is illustrated with qualitative data including several examples of student work and its influence on their professional development.

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