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Relevant bibliographies by topics / Curriculum inquiry

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Academic literature on the topic 'Curriculum inquiry'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "Curriculum inquiry"

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Thiessen, Dennis, Elizabeth Campbell, and Heather Sykes. "Changes in Curriculum Inquiry." Curriculum Inquiry 36, no. 1 (January 2006): 1–3. http://dx.doi.org/10.1111/j.1467-873x.2005.00342.x.

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Gough, Noel. "Manifesting Cyborgs Curriculum Inquiry." Critical Studies in Education 36, no. 1 (1995): 71–83. http://dx.doi.org/10.1080/17508487.1995.9525869.

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Lessard, Sean. "Worlds of Curriculum Making: Familial Curriculum-Making Worlds and School Curriculum-Making Worlds." Journal of Family Diversity in Education 1, no. 3 (March 30, 2015): 1–16. http://dx.doi.org/10.53956/jfde.2015.48.

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This paper explores familial and school curriculum-making worlds as conceptualized by Huber, Murphy, & Clandinin (2011). Through inquiry into the experiences of Donovan, an aboriginal youth from an earlier narrative inquiry, this paper explores his multiple worlds of curriculum making that he composes alongside his family and community. It is through inquiry into Donovan’s multiple worlds of curriculum making that his life-making experiences become more animate and visible, thereby creating possibilities to further understand curriculum-making worlds, both in and outside of school places.

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Chichekian, Tanya, Annie Savard, and Bruce M. Shore. "The Languages of Inquiry: An English-French Lexicon of Inquiry Terminology in Education." LEARNing Landscapes 4, no. 2 (April 2, 2011): 93–109. http://dx.doi.org/10.36510/learnland.v4i2.389.

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Contemporary curricular reform efforts are underway in many countries toward adopting and implementing inquiry-based approaches to teaching and learning on a provincial and national level. Buzzwords associated with inquiry-based pedagogy have been used to express similar ideas in bilingual educational communities, but rarely with a direct one-to-one correspondence.We present and explain the meaning of 10 initial key terms from inquiry in education, in English and French.They represent the beginning steps to guide teachers and curriculum developers who are exposed to both the French and English inquiry traditions to translate ideas and curriculum consistently

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Derting, Terry L., and Diane Ebert-May. "Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement." CBE—Life Sciences Education 9, no. 4 (December 2010): 462–72. http://dx.doi.org/10.1187/cbe.10-02-0011.

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We determined short- and long-term correlates of a revised introductory biology curriculum on understanding of biology as a process of inquiry and learning of content. In the original curriculum students completed two traditional lecture-based introductory courses. In the revised curriculum students completed two new learner-centered, inquiry-based courses. The new courses differed significantly from those of the original curriculum through emphases on critical thinking, collaborative work, and/or inquiry-based activities. Assessments were administered to compare student understanding of the process of biological science and content knowledge in the two curricula. More seniors who completed the revised curriculum had high-level profiles on the Views About Science Survey for Biology compared with seniors who completed the original curriculum. Also as seniors, students who completed the revised curriculum scored higher on the standardized Biology Field Test. Our results showed that an intense inquiry-based learner-centered learning experience early in the biology curriculum was associated with long-term improvements in learning. We propose that students learned to learn science in the new courses which, in turn, influenced their learning in subsequent courses. Studies that determine causal effects of learner-centered inquiry-based approaches, rather than correlative relationships, are needed to test our proposed explanation.

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Metcalf, Shari J., Amy M. Kamarainen, Tina Grotzer, and Chris Dede. "Teacher Perceptions of the Practicality and Effectiveness of Immersive Ecological Simulations as Classroom Curricula." International Journal of Virtual and Personal Learning Environments 4, no. 3 (July 2013): 66–77. http://dx.doi.org/10.4018/jvple.2013070105.

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Recent research with Multi-User Virtual Environments (MUVEs) in education has shown that these platforms can be effective and engaging for students; however, educators and administrators have practical concerns about the adoption of MUVE-based curricula. This study looks at implementations of EcoMUVE, a MUVE-based curriculum designed to support middle school learning of ecosystem concepts and processes. Research questions looked at teacher perceptions of the curriculum’s implementation feasibility, alignment with curricular objectives and standards, and perceived value. Results showed that EcoMUVE was very well-received, and technical issues were manageable. Teachers felt the curriculum was effective, aligned well with standards, and compared favorably with a non-MUVE alternative. Particular technological and curriculum features that contributed to EcoMUVE’s perceived value included student-directed learning, an inquiry, role-based pedagogy, immersion in the virtual environment, and the ease of collecting and comparing data with graphs.

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Lo, Joe Tin-yau, Irene Nga-yee Cheng, and Emmy Man-yee Wong. "Hong Kong’s curriculum reform: intentions, perceptions and practices." Asian Education and Development Studies 6, no. 1 (January 3, 2017): 95–106. http://dx.doi.org/10.1108/aeds-03-2016-0023.

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Purpose The purpose of this paper is to analyze the complex, intricate relationships between the central (intended) curriculum, teachers’ perceived curriculums, and the enacted/assessed curriculum in classroom contexts. To do this, the authors have used Hong Kong’s new core senior-secondary liberal studies (LS) curriculum as a case study, with a special focus on its key pedagogical component – inquiry teaching/learning. Design/methodology/approach This study’s objects are two teachers (from two local schools), each with a LS teacher’s education. Documentary analysis, lesson observation, and focus interviews were used to triangulate data for interpretation and analysis. Findings The findings illuminate: how LS teachers’ perceptions of inquiry teaching/learning relate to and align with the advocacy embodied in the intended curriculum, the relationships between teachers’ perceptions and practices of inquiry learning and teaching, and how this aspect of the intended curriculum reform can be made more relevant to the classroom context. Originality/value This paper contributes to the under-researched area of curriculum gaps and (mis)alignments in Hong Kong’s LS curriculum reform.

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Swanson, Cindy. "Learning to Attend to Children’s Familial Curriculum-Making Worlds." LEARNing Landscapes 7, no. 1 (July 1, 2013): 301–17. http://dx.doi.org/10.36510/learnland.v7i1.644.

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Using autobiographical narrative inquiry (Connelly & Clandinin, 1990), I inquire into my experiences as a teacher, beginning with an inquiry into my early experiences on home and school landscapes. I explore my teacher stories to live by (Connelly & Clandinin, 1999) and inquire into how my stories have shifted and changed, over time and place. As I explore the bumping places and tensions I experience as teacher, my purpose is to show the ways I learned to attend to children’s familial curriculum-making worlds (Huber, Murphy, & Clandinin, 2011). In doing so I offer a possible counter narrative of curriculum making in schools, which honors and validates children’s stories of experiences lived and told in homes and communities.

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Farrell, Joe. "Cultural Differences and Curriculum Inquiry." Curriculum Inquiry 17, no. 1 (March 1987): 1–8. http://dx.doi.org/10.1080/03626784.1987.11075274.

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Grumet, Madeleine R. "Curriculum Inquiry, Theory, and Politics." Curriculum Inquiry 39, no. 1 (January 2009): 221–34. http://dx.doi.org/10.1111/j.1467-873x.2008.01447.x.

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Dissertations / Theses on the topic "Curriculum inquiry"

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Broderick, Jane Tingle, and Seong Bock Hong. "Emergent Inquiry Curriculum: Building Threads of Inquiry." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4205.

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Broderick, Jane Tingle, and Seong Bock Hong. "Planning Inquiry Based Early Childhood Curriculum." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4211.

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Guiver, Gary Thomas. "An Interpretive Inquiry Into Middle School Curriculum." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14940.

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This thesis is an interpretive inquiry which focuses on the curricular elements of a middle school program. The research project is based on the data collected from two specific classes and from five particular teachers, during the implementation phase of a middle school program. The research makes use of multiple methodologies including an empirical study, narrative accounts by teachers and students, interviews, autobiographical and biographical material, and notes from a personal journal. It was intended that the thesis create a detailed, multi-dimensional, image of the school curriculum. Common threads evident in the data obtained from the teachers indicated that there was an element of uncertainty regarding expectations for the middle school program, a perception that there was conflict over resources, a belief that disputes about curriculum `ownership' had impacted negatively on the program, and a degree of disappointment that the program's potential had not been fulfilled. Despite these constraints, all the teachers noted high levels of professional satisfaction and a sense of collegiality within the middle school team. The students did not express any particular preferences regarding curriculum content, but were principally concerned about the social environment within their own homegroup class and within the wider school community. A significant proportion of the students sampled commented positively on the relationships that they had developed with their peers and teachers. The findings appear to indicate that, provided that the class work is of some relevance and interest, young adolescent students are more concerned about who their teacher might be, rather than what they might actually teach.
The tensions that are inherent in the debate about the curriculum and who owns it are identified as difficulties that teachers and administrators need to address if new middle school programs are to be successfully implemented. It is a genuine issue that concerns teachers and schools, therefore, efforts should be made to find ways to ensure that debate about the curriculum takes place within an educational framework which, initially, is separate from any discussion regarding the management and allocation of resources. It might also be helpful if the debate were, in some way, held in `neutral territory', and not viewed as a matter of choice between a traditionally conservative curriculum and a radically progressive one, but perhaps something else. The thesis concludes with a suggestion that Surrealism might be used as a device by which the integrity of the subjects, found in a traditional curriculum, may be preserved in a structure that still allows for the rich and, perhaps, the strange possibilities of an integrated program. It could be seen as a recombination or different combination of disciplines which may create a more interesting whole, however, it would still be recognizable or, at least, its components would be. Reference is made to one particular painting by Rene Magritte, "Time Transfixed" as a means of illustrating this proposition.

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Crawford, Kathleen Marie 1959. "Curriculum negotiation in an inquiry-based classroom." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288716.

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This teacher research takes place in an inquiry based, intermediate, multiage classroom in Tucson, Arizona. The purpose of this research is to explore how students and teacher determine a new class focus through the use of a broad concept to make decisions about curriculum. In particular, this research examines the process of negotiation the teacher and students create to make connections from a previous class focus in order to discover a new focus of study. As a qualitative study, this teacher research employs the data collection techniques such as the use of field notes, reflective journals (both teacher and students), transcripts from discussions from negotiation meetings, student interviews on teacher role, and analysis of children's written artifacts. Triangulation of the data allowed for an in-depth analysis resulting in thick description of the planning conferences for a new class focus. This study focuses on the role and process the teacher takes within the negotiation period. There is an examination of how the teacher looks at (1) the organizational structures, (2) focus lessons, (3) structures for reflection, (4) facilitation, and (5) kidwatching. This study also focuses on the roles and processes of the students within the planning conference when determining a class focus. There is a look at how the students (1) make decisions, (2) listen and organize, (3) assume different roles in discussions, and (4) work toward an understanding among each other. The findings of the study points toward the need for democratic classrooms. Students need to be in a learning context where decisions are made by the members in the classroom. Education in a democratic community moves beyond the individual growth of a member. Social interaction between community members is essential to the growth of members in a learning community where people are expected to live and work together. In this study students had opportunity to voice their opinions and the freedom to create their own curriculum through meaningful contexts.

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Gyles, Petra. "Student outcomes in inquiry instruction." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96867.

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A literature review of student outcomes from inquiry instruction generated a list of 23 criterion-referenced student outcomes. These included more commonly addressed outcomes such as content knowledge and process skills, and less commonly addressed outcomes such as creativity, motivation, collaborative ability, and autonomy. This list was adapted into a questionnaire probing to what extent the various outcomes were perceived in classrooms by teachers working at varying self-rated levels of inquiry use (low, middle, high). Analyses were performed on a sample of 74. Teachers' self-ratings of inquiry use were significantly and positively related to the inquiry outcomes categorized as learning competencies and personal motivation. At moderate levels of inquiry use, teachers recognized that students adopted new learning roles. Teachers appeared to perceive changes in students' roles before their own but this result could be explained by recognition of the positive value of collaboration and, unexpectedly, memorization within high levels of inquiry.
Un survol de la littérature des résultats d'élèves ayant suivi une démarche par investigation raisonnée nous a permis d'établir une liste de résultats d'étudiants avec 23 critères référentiels. Ceux-ci incluaient des résultats plus usuels, tels que la connaissance du contenu ou les habiletés procédurales, mais aussi des résultats moins souvent abordés, comme la créativité, la motivation, les habiletés à collaborer, et l'autonomie. Cette liste a été adaptée sous forme de questionnaire visant à déterminer jusqu'à quel point les divers résultats étaient perçus en classe par les enseignants dans leur auto-évaluation des divers niveaux d'utilisation (faible/moyen/élevé) de leur approche par investigation raisonnée. Des analyses ont été faites avec un échantillon de 74 individus. L'auto-analyse des enseignants de l'approche par investigation raisonnée était définitivement reliée de façon significative à la démarche par investigation de la catégorie des compétences d'apprentissage et de la motivation personnelle. Selon les enseignants, l'utilisation modérée de l'approche par investigation a permis aux élèves d'adopter de nouveaux rôles d'apprenants. Les enseignants ont semblé percevoir des changements dans le rôle des élèves avant de les constater dans leurs rangs, mais ce résultat pourrait s'expliquer par la reconnaissance de la valeur positive de la collaboration, et, de façon inattendue, de la mémorisation aux niveaux supérieurs de l'approche par investigation raisonnée.

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Ward, Natalia, Clara Lee Brown, Robin F. Scheil, and Betty Thomason. "Making Meaningful Inquiry Possible for English Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5947.

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This panel presents a re-conceptualized framework regarding making inquiry in English/language arts classrooms possible for English Learners (ELs): (1) authentic assessment that recognizes ELs’ cultural, linguistic capital; (2) tailored instruction that focuses on integration of drawing, discussion, and intentional use of various text types; and (3) pedagogical praxis, a critical element to bring about instructional change.

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Geddis-Capel, Mandy L. "Who is the EYT? A narrative inquiry into a first year teacher's experiences of integrating a sophisticated thinking skills model in a standards based, kindergarten classroom." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1225202140.

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Gough, Noel Patrick, and noelg@deakin edu au. "Intertextual turns in curriculum inquiry: fictions, diffractions and deconstructions." Deakin University. School of Social and Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040517.163306.

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This thesis is based primarily on work published in academic refereed journals between 1994 and 2003. Taken as a whole, the thesis explores and enacts an evolving methodology for curriculum inquiry which foregrounds the generativity of fiction in reading, writing and representing curriculum problems and issues. This methodology is informed by the narrative and textual 'turns' in the humanities and social sciences - especially poststructuralist and deconstructive approaches to literary and cultural criticism - and is performed as a series of narrative experiments and 'intertextual turns'. Narrative theory suggests that we can think of all discourse as taking the form of a story, and poststructuralist theorising invites us to think of all discourse as taking the form of a text; this thesis argues that intertextual and deconstructive readings of the stories and texts that constitute curriculum work can produce new meanings and understandings. The thesis places particular emphasis on the uses of fiction and fictional modes of representation in curriculum inquiry and suggests that our purposes might sometimes be better served by (re)presenting the texts we produce as deliberate fictions rather than as 'factual' stories. The thesis also demonstrates that some modes and genres of fiction can help us to move our research efforts beyond 'reflection' (an optical metaphor for displacing an image) by producing texts that 'diffract' the normative storylines of curriculum inquiry (diffraction is an optical metaphor for transformation). The thesis begins with an introduction that situates (autobiographically and historically) the narrative experiments and intertextual turns performed in the thesis as both advancements in, and transgressions of, deliberative and critical reconceptualist curriculum theorising. Several of the chapters that follow examine textual continuities and discontinuities between the various objects and methods of curriculum inquiry and particular fictional genres (such as crime stories and science fiction) and/or particular fictional works (including Bram Stoker's Dracula, J.M. Coetzee's Disgrace, and Ursula Le Guin's The Telling). Other chapters demonstrate how intertextual and deconstructive reading strategies can inform inquiries focused on specific subject matters (with particular reference to environmental education) and illuminate contemporary issues and debates in curriculum (especially the internationalisation and globalisation of curriculum work). The thesis concludes with suggestions for further refinement of methodologies that privilege narrative and fiction in curriculum inquiry.

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Hong, Seong Bock, and Jane Tingle Broderick. "Reflective Cycle of Inquiry in Teaching: Developing Reflective Inquiry Practice Using the Cycle of Inquiry System." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4206.

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Honzel, Brandon. "The effects of an inquiry-based data-to-concept curriculum." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/honzel/HonzelB0812.pdf.

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This action research evaluates the effects of the implementation of an inquiry-based, data-to-concept curriculum on students and teachers. The data-to-concept model is a pedagogical approach where students gather data first and formulate their own explanations or mental models for the observations prior to any introduction to the concept or vocabulary associated with the concept. While a previous study supports achievement gains in science after implementing a data-to-concept curriculum, there is uncertainty about the distribution of achievement gains in science across various subpopulations such as gender, Title I status and income status. Comparisons were made using students' scores from MontCas (Montana's state achievement test), Lawson's Classroom Test of Scientific Reasoning, a modified Science Attitudes, Skill and Knowledge survey along with interviews of both teachers and students. Analysis indicates that in general, students make gains in their reasoning skills after two years of data-to-concept science classes. There does not appear to be a difference in science achievement based on gender or income status, but there seems to be an achievement gap based on Title I status. In relationship to attitude, students generally have a positive attitude towards science after one semester of data-to-concept instruction. Both teachers and students prefer the data-to-concept method to more traditional, expository methods of teaching and learning. In general, this study supports the use/implementation of a data-to-concept curriculum. While in general this is true, there are some improvements to the data-to-concept model, which will be necessary to make achievement equitable for all students regardless of status. The science department at Big Sky High School will have to address the achievement gap based on Title I status. In my classroom, I will need to work to help students understand the limitations and power of science as a way of understanding the natural world. The data-to-concept model of instruction is supported by data and preferred by both students and teachers.

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Books on the topic "Curriculum inquiry"

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Kumar, Ashwani. Curriculum as Meditative Inquiry. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137315816.

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Casemore, Brian. The autobiographical demand of place: Curriculum inquiry in the American south. New York: Peter Lang, 2007.

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J, Stremmel Andrew, and Fu Victoria R, eds. Teaching as inquiry: Rethinking curriculum in early childhood education. Boston: Pearson/Allyn & Bacon, 2005.

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Lisa, Waukau, and Waukau-Villagomez Lauren, eds. Teaching Native America across the curriculum: A critical inquiry. New York: Peter Lang, 2009.

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L, Manning Gary, and Long Roberta, eds. Theme immersion: Inquiry-based curriculum in elementary and middle schools. Portsmouth, N.H: Heinemann, 1994.

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Oberhauser, Karen. Monarchs in the classroom: An inquiry-based curriculum for grades K-2. St. Paul, MN: University of Minnesota, Dept. of Ecology, Evolution and Behavior, 1999.

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Prairie, Arleen. Inquiry into math, science, and technology for teaching young children. Clifton Park: Thomson Delmar Learning, 2005.

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Narrative inquiries into curriculum making in teacher education. United Kingdom: Emerald, 2011.

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Teaching for inquiry: Engaging the learner within. New York: Neal-Schuman Publishers, 2012.

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Kerr, Susan. An inquiry into the delivery of "Y Curriculum Cymreig" within the requirements for geography in the national curriculum for Wales at key stage 2. Cardiff: UWIC, 1999.

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Book chapters on the topic "Curriculum inquiry"

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Krogh, Suzanne L., and Pamela Morehouse. "Inquiry-Based Learning." In The Early Childhood Curriculum, 94–126. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429280764-6.

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Bini, Monica, Peter Ellerton, Sue Knight, Stephan Millett, and Alan Tapper. "Philosophy and the curriculum." In Philosophical Inquiry with Children, 156–71. Abingdon, Oxon; New York, NY : Routledge, [2019]: Routledge, 2018. http://dx.doi.org/10.4324/9780429431821-17.

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Kumar, Ashwani. "Introduction." In Curriculum as Meditative Inquiry, 1–17. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137315816_1.

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Kumar, Ashwani. "Krishnamurti, Macdonald, and Myself." In Curriculum as Meditative Inquiry, 19–38. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137315816_2.

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Kumar, Ashwani. "On the Nature of Consciousness." In Curriculum as Meditative Inquiry, 39–57. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137315816_3.

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Kumar, Ashwani. "On the Nature of Education." In Curriculum as Meditative Inquiry, 59–76. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137315816_4.

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Kumar, Ashwani. "On the Nature of Meditative Inquiry." In Curriculum as Meditative Inquiry, 77–95. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137315816_5.

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Kumar, Ashwani. "On the Nature of Curriculum as Meditative Inquiry." In Curriculum as Meditative Inquiry, 97–117. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137315816_6.

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Kumar, Ashwani. "Conclusion." In Curriculum as Meditative Inquiry, 119–29. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137315816_7.

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Meyer, Karen. "Afterword." In Curriculum as Meditative Inquiry, 131–35. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137315816_8.

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Conference papers on the topic "Curriculum inquiry"

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Xianning, Chen, and Li Dehua. "Entrepreneurship Education in Guangxi Universities Curriculum Development Inquiry." In 2020 5th International Conference on Humanities Science and Society Development (ICHSSD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.122.

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Kypuros, Javier A., and Constantine Tarawneh. "Scalable, inquiry-based, multimodal modules for Engineering Mechanics curriculum." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720336.

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Li, Yaojie, Xuan Wang, and Daqi Xin. "An Inquiry into AI University Curriculum and Market Demand." In SIGMIS-CPR '19: 2019 Computers and People Research Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3322385.3322422.

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Guan Chen Zhi and Liu Zhen Ya. "An inquiry-based blended learning system for computer network curriculum." In 2013 8th International Conference on Computer Science & Education (ICCSE). IEEE, 2013. http://dx.doi.org/10.1109/iccse.2013.6554130.

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Li, Rong. "Exploration and Practice of Inquiry Teaching in Communication Theory Curriculum." In 2017 International Conference on Education Science and Economic Management (ICESEM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesem-17.2017.125.

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Dai, Ying. "Application of Inquiry Teaching Methods in Primary School Mathematics Curriculum." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.432.

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Zhi, Guan Chen, and Liu Zhen Ya. "A cost-effective inquiry-based learning system of computer network curriculum." In 2012 7th International Conference on Computer Science & Education (ICCSE 2012). IEEE, 2012. http://dx.doi.org/10.1109/iccse.2012.6295323.

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L Anderson, Derrick. "Improving Information Technology Curriculum Learning Outcomes." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3690.

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[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] Aim/Purpose: Information Technology students’ learning outcomes improve when teaching methodology moves away from didactic behaviorist-based pedagogy toward a more heuristic constructivist-based version of andragogy. Background: There is a distinctive difference, a notable gap, between the academic community and the business community in their views of the level of preparedness of recent information technology program graduates. An understanding of how Information Technology curriculum is developed and taught along with the underpinning learning theory is needed to address the deficient attainment of learning outcomes which lies at the heart of this matter. Methodology : The case study research methodology has been selected to conduct this empirical inquiry facilitating an in depth exploration within its real-life context. The subject of analysis is two Information Technology classes which are composed of a combination of second year and third year students; both classes have six students, the same six students. Contribution: It is the purpose of this research to show that the use of improved approaches to learning will produce more desirable learning outcomes. Findings: The results of this inquiry clearly show that the use of the traditional behaviorist based pedagogic model to achieve college and university IT program learning outcomes is not as effective as a more constructivist based andragogic model. Recommendations for Practitioners : Instruction based purely on behaviorism or constructivism does a disservice to the typical college and university level learner. The correct approach lies somewhere in between; the most successful outcome attainment will be the product of incorporating the best of both. Impact on Society: Instructional strategies produce learning outcomes; learning outcomes demonstrate what knowledge has been acquired. Acquired knowledge is used by students as they pursue professional careers and other ventures in life. Future Research: Learning and teaching approaches are not “one-size-fits-all” propositions; different strategies are appropriate for different circumstances and situations. Additional research should seek to introduce vehicles that will move learners away from one the traditional methodology that has been used throughout much of their educational careers to an approach that is better suited to equip them with the skills necessary to meet the challenges awaiting them in the professional world.

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Kazeni, Monde, and Nosipho Mkhwanazi. "LIFE SCIENCES TEACHERS’ UNDERSTANDING, PERCEPTIONS AND ADOPTION OF INQUIRY-BASED SCIENCE EDUCATION IN SELECTED SOUTH AFRICAN HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end006.

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In recent years, Inquiry-Based Science Education (IBSE) has emerged as one of the most effective and beneficial science teaching practices for developing science concepts in learners and for motivating them in the study of science subjects. IBSE is a pedagogical practice that allows learners to develop key scientific ideas and to understand the natural world, using skills employed by scientists. Like most science school curricula around the world, the South African life sciences national curriculum (referred to as Curriculum and Assessment Policy Statement - CAPS), advocates for the adoption of IBSE. Despite the growing consensus about the cognitive and motivational benefits of IBSE, this pedagogical approach is seldom implemented by life science teachers, due to various factors. This qualitative research, involving a case study, explored the knowledge, perceptions, and adoption of IBSE by four life sciences high school teachers, conveniently selected from public schools around Johannesburg, in South Africa. Data were collected using semi-structured interviews, and the findings show that participating teachers have substantial knowledge and positive perceptions of IBSE. However, they are less inclined to adopting IBSE in their life science classrooms due to inhibiting factors. We recommend the training of life sciences teachers in effective way of abating the constraints of implementing IBSE effectively.

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Berge, Ola, and James D. Slotta. "Learning Technology Standards and Inquiry-Based Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2906.

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The proliferation of technology-enhanced learning environments and digital learning resources in formal educational institutions (both K-12 and higher education) has led to a corresponding interest in improving the cost-efficiency related to developing and deploying such materials within these institutions. In the e-learning industry, which has been primarily concerned with training in corporations and the military, this issue is approached through standardization of digital learning material in the form of learning objects. The Sharable Content Object Reference Model (SCORM) has emerged as the predominant approach to standardization among early adopters of learning object technology. While SCORM might aim at being agnostic with respect to pedagogical approaches, there is some concern that SCORM-based learning objects would not be well suited to all of the pedagogical approaches desired within formal educational contexts - particularly within those emphasizing social aspects of learning and inquiry-based learning. An alternative standard that attempts to describe use of learning objects more broadly and with greater flexibility is that of the IMS Learning Design (LD). We analyze the implications of the SCORM and LD specifications for the particular pedagogical domain of technology-enhanced inquiry learning. Our analysis builds on the extensive research conducted on technology supports for inquiry learning. We focus on a specific technology-enhanced inquiry science environment that has been designed through years of classroom-based research: The Web-based Inquiry Science Environment (WISE). Several important characteristics of the WISE pedagogical approach serve to illuminate our discussion on learning objects and standards. Learning activities are carried out in a social or collaborative context within WISE; they occur primarily in a classroom setting; they are student-centered, and they are concerned with ill-structured problems. These characteristics are not unique to inquiry science projects, but rather represent an approach to pedagogy and curriculum design that is increasingly common within formal education.

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Reports on the topic "Curriculum inquiry"

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Kropf, Heather. Residence Life as Learning Organizations: An Inquiry Into Organizational Elements that Support Integration of the Residential Curriculum. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7336.

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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.

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Kelley, Sybil. Investigating Engagement, Thinking, and Learning Among Culturally Diverse, Urban Sixth Graders Experiencing an Inquiry-Based Science Curriculum, Contextualized in the Local Environment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.813.

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Tanikawa, Tomoko. Medical Faculty Engagement in Curricular Revisions: An Inquiry into Individual and Organizational Factors that Support Participation. Portland State University Library, February 2020. http://dx.doi.org/10.15760/etd.7295.

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