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Journal articles on the topic 'Curriculum inquiry'

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Published: 4 June 2021
Last updated: 12 February 2022

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1

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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2

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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3

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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5

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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10

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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11

Gough, Noel. "Manifesting Cyborgs in curriculum inquiry." Melbourne Studies in Education 36, no. 1 (January 1995): 71–83. http://dx.doi.org/10.1080/17508487.1995.9558573.

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12

Reid, William A. "The state of curriculum inquiry." Journal of Curriculum Studies 24, no. 2 (March 1992): 165–77. http://dx.doi.org/10.1080/0022027920240205.

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Valbuena, Gustavo, Bridget O’Brien, Olle ten Cate, and Patricia O’Sullivan. "Inquiry in the Medical Curriculum." Academic Medicine 94, no. 6 (June 2019): 804–8. http://dx.doi.org/10.1097/acm.0000000000002671.

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Knight, Sue, and Carol Collins. "Enlivening the curriculum: The power of philosophical inquiry." Theory and Research in Education 8, no. 3 (November 2010): 305–18. http://dx.doi.org/10.1177/1477878510381630.

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In this article we argue for the necessity of far-reaching change in school curricula and pedagogy. More particularly, we argue that developing students’ understanding and engagement in the disciplines which make up the school curriculum requires an unearthing of the philosophical issues underlying science, mathematics, the arts, geography, history, and so on. This means that philosophical inquiry must be embedded in every curriculum area. While at first sight this task might appear unattainable, we go on to illustrate by means of detailed examples how the goal might be realized and point to theoretical and empirical evidence to support this contention.
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Murphy, M. Shaun, Janice Huber, and D. Jean Clandinin. "Narrative Inquiry Into Two Worlds of Curriculum Making." LEARNing Landscapes 5, no. 2 (May 2, 2012): 219–35. http://dx.doi.org/10.36510/learnland.v5i2.562.

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This paper draws on a long-term multi-site narrative inquiry into the curriculummaking experiences of children, families, and teachers. We draw upon our earlier understandings of two worlds of curriculum making, the familial and the school, to inquire into tensions shaped for one family, in a place of school, as they experienced the meeting of their familial curriculum-making world with the school curriculummaking world. Familial curriculum making is curriculum making in which children are engaged as they interact with family and community members. We wonder how we might move forward as we create situations with children in both curriculum-making worlds, situations in which they can find ways of making sense of the two constructions of themselves in these two worlds.
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Thiessen, Dennis, Elizabeth Campbell, Rubén Gaztambide-Fernández, and Kelli Nigh. "40thAnniversary of Curriculum Inquiry—Part II B: The Changing “Tradition” of Reviews in Curriculum Inquiry." Curriculum Inquiry 40, no. 2 (March 2010): 335–86. http://dx.doi.org/10.1111/j.1467-873x.2010.00485.x.

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Kiernan, Daniel A., and Christine Lotter. "Inquiry-Based Teaching in the College Classroom: The Nontraditional Student." American Biology Teacher 81, no. 7 (September 1, 2019): 479–84. http://dx.doi.org/10.1525/abt.2019.81.7.479.

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Science departments in higher education have been adjusting their curricula to include more inquiry-based instruction, and research on inquiry-based teaching at the collegiate level has been increasing. However, more data are needed regarding the effectiveness of inquiry-based pedagogy in improving students' conceptual understanding and attitudes toward science. The investigation described here was focused on nontraditional students taking non-science-major science courses. The goal was to compare students' attitudes toward science before and after taking an inquiry-based or a traditional science course. The hypothesis that the inquiry-based course would significantly generate a more positive attitude toward science was supported. Nontraditional students' perceptions of an effective science curriculum were also explored. Students' perceptions were very positive regarding inquiry-based learning; however, those who had not been previously taught through inquiry-based methods had reserved perceptions of this teaching approach. Regardless of the course they were enrolled in, students agreed overall that an effective science curriculum includes three common themes: connection, interaction, and application.
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18

Hutchinson, Derek A., and M. Shaun Murphy. "Composing Lives Alongside." International Journal of Bias, Identity and Diversities in Education 6, no. 2 (July 2021): 1–14. http://dx.doi.org/10.4018/ijbide.2021070101.

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Drawing on a broader narrative inquiry into the curriculum making of participants who compose identities dissonant with dominant stories of gender and sexuality, this article explores the shaping influence of the social (relationships, communities, and contexts) in one participant's life story around sexuality from a curricular perspective. The term curriculum making represents an ongoing process through which individuals make sense and meaning of experience, position curriculum broadly as a course of life, and shift notions of curriculum and curriculum making beyond the bounds of school. Individuals engage in identity making as they make sense of themselves in relation to their curriculum making, narratively understood as the composition of stories to live by. This inquiry highlights the ways that life stories are composed alongside, connected to, and shaped by other people and draws the attention of educators to the complex lives unfolding in schools.
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Watkins, William. "Black Curriculum Orientations: A Preliminary Inquiry." Harvard Educational Review 63, no. 3 (September 1, 1993): 321–39. http://dx.doi.org/10.17763/haer.63.3.26k2433r77v631k2.

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In this article, William Watkins presents a historical discussion that traces the development of six different curriculum orientations in the educational experience of African Americans. He begins by pointing out that Black curriculum development is inextricably tied to Black America's experience of slavery and oppression in the United States. Watkins then outlines the six orientations, each of which represents African Americans' differing, although sometimes overlapping, sociopolitical responses to their historical reality. The author concludes that, because of the oppressiveness and separateness of U.S. society, Black curriculum orientations will continue to develop as both a part of and separate from the mainstream curriculum movement. Finally,he suggests that further study of the relationship of ethnicity, race, and culture to curriculum may be revealing as we examine contemporary urban education.
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20

Wells, Gordon. "Language and the Inquiry-Oriented Curriculum." Curriculum Inquiry 25, no. 3 (1995): 233. http://dx.doi.org/10.2307/1179907.

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Fraser, Deborah, Viv Aitken, and Graham Price. "Inquiry learning, drama and curriculum integration." Set: Research Information for Teachers, no. 3 (November 1, 2012): 32–40. http://dx.doi.org/10.18296/set.0382.

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Wells, Gordon. "Language and the Inquiry-Oriented Curriculum." Curriculum Inquiry 25, no. 3 (September 1995): 233–69. http://dx.doi.org/10.1080/03626784.1995.11076181.

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23

Jackson, D. P., P. W. Laws, and S. V. Franklin. "An Inquiry-Based Curriculum for Nonmajors." Science 335, no. 6067 (January 26, 2012): 418–19. http://dx.doi.org/10.1126/science.1213444.

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24

Green, Bill. "Introduction: regenerating curriculum inquiry in Australia?" Curriculum Perspectives 38, no. 1 (March 28, 2018): 67–68. http://dx.doi.org/10.1007/s41297-017-0034-6.

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Copenhaver-Parry, Paige E. "Taking Temperature with Leaves: A Semester-Long Structured-Inquiry Research Investigation for Undergraduate Plant Biology." American Biology Teacher 82, no. 4 (April 1, 2020): 247–55. http://dx.doi.org/10.1525/abt.2020.82.4.247.

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Inquiry- and course-based research pedagogies have demonstrated effectiveness for preparing undergraduate biology students with authentic scientific skills and competencies, yet many students lack the experience to engage successfully in open-ended research activities without sufficient scaffolding and structure. Further, curricula for student-centered laboratory activities are lacking for several biological disciplines, including plant biology and botany. In this article, I describe a semester-long structured-inquiry research curriculum developed for a plant biology course taught to second-year biology students that integrates key elements of inquiry and discovery while providing a structured approach to gaining research skills. In the research project, students collect leaves from woody dicot plants across a range of environments that are characterized by different mean annual temperatures, and investigate the relationship between various leaf characteristics and temperature. Curricular materials are provided to teach skills in scientific paper reading, field data collection, data processing including microscopy and image analysis, quantitative data analysis in R, biological inference, and scientific writing. This comprehensive, ready-to-implement curriculum is suitable for plant biology, botany, and plant ecology courses and is particularly valuable for students with no prior research experience.
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Green, Bill. "Understanding curriculum? Notes towards a conceptual basis for curriculum inquiry." Curriculum Perspectives 38, no. 1 (March 28, 2018): 81–84. http://dx.doi.org/10.1007/s41297-017-0038-2.

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Hansen, Klaus-Henning. "The Curriculum Workshop: A Place for Deliberative Inquiry and Teacher Professional Learning." European Educational Research Journal 7, no. 4 (January 1, 2008): 487–500. http://dx.doi.org/10.2304/eerj.2008.7.4.487.

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In this article, the curriculum workshop (CW) is elaborated as an approach to professional learning, deliberation and inquiry. It offers a comprehensive framework for school-based deliberation and inquiry, is rooted in curriculum theory, promises a broad range of applications in teacher education and provides tools to assess the trustworthiness of processes and outcomes. The first section of the article discusses the theoretical background of the CW by going back to Joseph Schwab's idea of ‘the practical’, of deliberative inquiry in curricular groups. Building on these ideas, Karl Frey's model of a ‘curriculum conference’ is presented. Elements of Schwab's and Frey's approaches are then modified and adapted to the CW. The second section asks how the CW was enacted in the framework of a European project on good practice in school-based teacher education, presents exemplary outcomes and critically discusses the trustworthiness of the approach. The final section provides a summary of the outcomes and indicates directions for further research.
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Wear, Delese. "Cubism and the Medical School Curriculum." OMEGA - Journal of Death and Dying 22, no. 1 (February 1991): 35–41. http://dx.doi.org/10.2190/lnmh-cvfe-lngf-6yku.

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The rationales for including the medical humanities in the medical school curriculum are well accepted; in many schools the medical humanities are well established. Yet, pedagogical questions remain, and those who teach in such programs and others like them in health care settings find themselves ill-equipped to conceptualize curricular and instructional issues unique to humanistic inquiry in medical settings. This article identifies one such conceptual framework: using cubism as a metaphor to think about the medical humanities curriculum, in this case, imaginative literature portraying death and dying. The author uses Kafka's The Metamorphosis, Tolstoy's The Death of Ivan Ilych, and Olsen's Tell Me a Riddle to illustrate how literary inquiry might enable medical students and other health care providers to think about the lives of their dying patients from multiple perspectives.
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Habiburrahman, Habiburrahman. "CURRICULUM MANAGEMENT OF BUIN BATU ELEMENTARY SCHOOL." Journal of Education Research in Administration and Management (JERAM) 1, no. 2 (September 7, 2017): 64. http://dx.doi.org/10.29061/jeram.v1i2.28.

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The focus of this research is to study about the curriculum management at the Elementary School of Buin Batu that includes the curriculum planning, curriculum organization, curriculum implementation, and curriculum evaluation. It is a Case Study Research using a qualitative approach. Data obtained through in-depth interviews, observation and documentation with the research informants comprising the school principal, academic coordinator and curriculum coordinator. The data collected was analyzed through the process of data reduction, display, verification and conclusion drawing. The results of the research show that the Elementary School of Buin Batu has a curriculum planning that consists of Curriculum Mapping, Scope and Sequence, Program of Inquiry, Unit of Inquiry, and Unit Planner; a curriculum organization that includes Curriculum Structure, Teacher Assignment, Developing Transdisciplinary Program, Determining Unit of Inquiry for Each Year Level; a curriculum implementation that includes Teaching and Learning Experiences, Assessment and Reporting; and a curriculum evaluation that covers Unit Review and Subject Review. Keywords: curriculum management, curriculum planning, curriculum organization, curriculum implementation, curriculum evaluation
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Johansson, Annie-Maj, and Per-Olof Wickman. "Vad ska elever lära sig angående naturvetenskaplig verksamhet? - En analys av svenska läroplaner för grundskolan under 50 år. "What should students learn about scientific inquiry? A comparative study of 50 years of the Swedish national curricula."." Nordic Studies in Science Education 8, no. 3 (December 12, 2012): 197–212. http://dx.doi.org/10.5617/nordina.528.

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The purpose of this study is to contribute to an understanding of which changes related to scientific inquiry have been made historically in curriculum documents. A comparative analysis is made of five Swedish national curricula– Lgr 62, Lgr 69, Lgr 80, Lpo 94 and Lgr 11 – during the last 50 years regarding what compulsory school students (school years 1–9) should learn about scientific inquiry. It focuses 1) what students should learn about carrying out scientific inquiries, and 2) what students should learn about the nature of science. All of the curricula examined have aims concerning scientific inquiry. The results show that during the period there have been many shifts in emphasis and changes of aims, for example from learning an inductive method to a more deductive one, and from an emphasis on carrying out investigations to an emphasis on more conceptual understanding of scientific investigations. Because teaching traditions tend to conserve aspects of earlier curricula, it is discussed how the results can help teachers, teacher students and curriculum developers to better see the consequences of the changes for teaching and learning.
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Reid, Lynette, Anna Macleod, David Byers, Dianne Delva, Tim Fedak, Karen Mann, Tom Marrie, Brenda Merritt, and Christy Simpson. "Deliberative curriculum inquiry for integration in an MD curriculum: Dalhousie University's curriculum renewal process." Medical Teacher 34, no. 12 (December 2012): e785-e793. http://dx.doi.org/10.3109/0142159x.2012.687479.

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Walker, William E., Andrew F. Newcomb, and Warren P. Hopkins. "A Model for Curriculum Evaluation and Revision in Undergraduate Psychology Programs." Teaching of Psychology 14, no. 4 (December 1987): 198–202. http://dx.doi.org/10.1207/s15328023top1404_1.

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This article outlines the response of the psychology department at a small liberal arts university to the need for curricular revision. A three-phase process began with the identification of the logic for establishing the new curriculum. Next, a structural model for a new curriculum was developed from information obtained by studying the institutional expectations/constraints, the ideal knowledge/skill base generated by interviewing former students and officials in various postgraduation settings, and the curricula of peer institutions. Four developmental features in the model were delineated and unified by emphasizing method of inquiry as the essential objective for the psychology major. This structural model was then used to specify a hierarchical set of course groups. Implementation of the model is also discussed.
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Vaidean, Georgeta D., Sandeep S. Vansal, Ronnie J. Moore, and Stuart Feldman. "Student Scientific Inquiry in the Core Curriculum." American Journal of Pharmaceutical Education 77, no. 8 (October 14, 2013): 176. http://dx.doi.org/10.5688/ajpe778176.

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Lee, Keun-ho. "Phenomenological Curriculum Inquiry: the Exploration of 'Being'." Journal of Curriculum and Evaluation 13, no. 3 (November 2010): 31–47. http://dx.doi.org/10.29221/jce.2010.13.3.31.

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Bailey, Judy. "Using narrative inquiry to explore mathematics curriculum." Curriculum Matters 4 (June 1, 2008): 147–63. http://dx.doi.org/10.18296/cm.0103.

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박세원. "Children's Ontological Inquiry and Reflective Curriculum Planning." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 25 (December 2007): 117–46. http://dx.doi.org/10.17282/ethics.2007..25.117.

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김세영 and Kwangsoon Jeong. "Inquiry into the concept of curriculum potential." Journal of Curriculum Studies 31, no. 4 (December 2013): 27–50. http://dx.doi.org/10.15708/kscs.31.4.201312.002.

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Hermes, Mary. "Special Series on Multiculturalism in Curriculum Inquiry." Curriculum Inquiry 35, no. 1 (January 2005): 9–26. http://dx.doi.org/10.1111/j.1467-873x.2005.00313.x.

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Thiessen, Dennis, Elizabeth Campbell, Rubén Gaztambide-Fernández, and Kelli Nigh. "40th Anniversary of Curriculum Inquiry—Part I." Curriculum Inquiry 40, no. 1 (January 2010): 1–16. http://dx.doi.org/10.1111/j.1467-873x.2009.00467.x.

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Lazareva, Irina. "Incorporating Inquiry Investigation into Language Arts Curriculum." American Journal of Educational Research 2, no. 12B (November 13, 2014): 78–82. http://dx.doi.org/10.12691/education-2-12b-14.

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Green, Bill. "Rethinking the representation problem in curriculum inquiry." Journal of Curriculum Studies 42, no. 4 (August 2010): 451–69. http://dx.doi.org/10.1080/00220270903494998.

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Hyun, Eunsook, and J. Dan Marshall. "Critical inquiry into emergent‐oriented curriculum practice." Journal of Early Childhood Teacher Education 24, no. 1 (January 2003): 37–50. http://dx.doi.org/10.1080/1090102030240107.

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Svec, Michael, Neil Hutton, and Danuše Nezvalová. "INTERNATIONAL PERSPECTIVES ON INQUIRY IN SECONDARY SCIENCE." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 3, no. 1 (March 10, 2011): 43–55. http://dx.doi.org/10.48127/spvk-epmq/11.3.43.

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Inquiry, as both an instructional method and as a curriculum goal, is a common theme in science education reforms in both North America and Europe. This paper will initiate a discussion on the definitions and practice of inquiry in three countries; United Kingdom, Czech Republic and Unit-ed States. Each national context will describe how inquiry is defined in both the relevant curricu-lums and in the academic publications. The assumptions will be identified that influenced the un-derstanding of inquiry and the relationship to the science process skills, science literacy and the nature of science. The practiced curriculum will then be presented demonstrating how inquiry as both instruction and curriculum is practiced. National conditions and factors that encourage or impede inquiry will be discussed. A summary will examine common themes across the different na-tional contexts. Key words: inquiry, national context, secondary science.
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Atkinson, Kim. "Beyond Red Week: Working with Inquiry in Early Years Settings." Journal of Childhood Studies 39, no. 3 (December 9, 2015): 53. http://dx.doi.org/10.18357/jcs.v39i3.15237.

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Drawing on the experience of the author and her colleagues, this article explores moving from a theme-based curriculum in early years settings to an inquiry-based approach. New possibilities for doing curriculum are described as educators challenge themselves to engage in processes of critical reflection, enact democratic principles, and adopt an inquiry as a focal point for discussion among children, colleagues, and families. The article shares examples of educators reimagining curriculum as they embrace both the flow and uncertainty of an inquiry.
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GASQUE, Kelley Cristine Gonçalves Dias. "Information literacy for inquiry-based learning." Transinformação 28, no. 3 (December 2016): 253–62. http://dx.doi.org/10.1590/2318-08892016000300001.

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Abstract Given the importance of focus on globalized curriculum, this study presents a review of the literature on issues related to the nature of learning contents and curriculum, especially the development of curriculum based on the research process - inquiry-based learning - in terms of information literacy. Some hypotheses were formulated to explain the lack of studies on this topic, such as the level of development of information literacy programs, pedagogical training of librarians, and educational institutions' perceptions of the importance of information literacy. Recommendations for further research on the topic were made. It was concluded that inquiry-based learning allow better integration of information literacy content providing more meaningful learning by encouraging reflection, student protagonism, and learning how to learn among others.
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Macintyre Latta, Margaret, Leyton Schnellert, Kim Ondrik, and Murray Sasges. "Modes of Being: Mobilizing Narrative Inquiry." Qualitative Inquiry 26, no. 10 (July 12, 2018): 1222–32. http://dx.doi.org/10.1177/1077800418786309.

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Narrative inquiry’s capacities to reveal relational complexities and nuances of individuals and settings in varied contexts purposefully shape the lived curriculum within a community middle school setting. The experiential narratives of students, teachers, administrators, parents, and mentors contributing to the curricular documentation of the makings of this community have not only provided a medium to access these relations but also become an educative catalyst, opening into ongoing deliberations concerning the nature of education, knowledge, and what it means to be a community, by all involved. Grounded in Dewey’s primary notion of experience, participatory practices position each community member to bring their narratives of experience into the makings and remakings of community, elucidating modes of being and associated habits. Representative voices illuminate the mobilizing potential of narrative inquiry as a vital medium for reframing education within all institutions, communities, and beyond.
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47

Jack-Malik, Sandra, and Miao Sun. "Unexpected Learning: Two PhD Candidates Narratively Inquire Into Their Experiences With an ESL Group." LEARNing Landscapes 3, no. 1 (March 1, 2009): 207–23. http://dx.doi.org/10.36510/learnland.v3i1.326.

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We inquired into stories we lived whilst members of an ESL group. We used a narrative inquiry methodology. Our inquiry revealed tensions between identities given and identities continually negotiated between teacher, student and group member. Dewey’s (1938) concept of experience, notions of literacy acquisition (Collins & Blot, 2003; Cummins, 2001; Heath, 1983; Rose, 1989; Street, 1995), and Connelly and Clandinin’s (1990) ideas about teacher knowing, teacher identity and curriculum serve as the theoretical framework. Our inquiry helped us imagine educational landscapes which are responsive to ESL learners and a place where members of dominant discourse communities can wonder about the existence of hegemony.
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48

Sypniewski, Jakub. "Where the geographical expanse ends – Space education in primary school. Implementation of inquiry based science education (IBSE) in geography lessons in Polish school." Miscellanea Geographica 23, no. 4 (October 31, 2019): 256–66. http://dx.doi.org/10.2478/mgrsd-2019-0024.

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Abstract Inquiry based science education has been more and more popular strategy in teaching sciences in recent years. Transregional pressure put by international, standardized knowledge and skills tests (e.g. PISA) to converge curricula (Rundgren 2015) of different European states paradoxically helps to promote the open inquiry method which involves the student in the teaching process. Earlier research done in many countries such as Turkey, Israel, Sweden, The Czech Republic (Heinz et al. 2017), Ireland (Dunne et al. 2013) or The Netherlands (Uum van Martina et al. 2016) shows the increase of interest in IBSE both in Europe and in the world. Teaching geography in Polish primary schools follows international educational trends. This study analyses several proposals of educational activities connected with Space which support geography teaching. All of them are conducted with using open inquiry method, which is recommended in New National Curriculum of geography (Core Curriculum, 2017, Geography-classes V-VIII).
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49

Tran, Hang Thi Thuy. "An Autobiographical Narrative Inquiry Into the Experiences of a Vietnamese Mother: Living Alongside Children in Transition to Canada." in education 25, no. 1 (June 13, 2019): 3–18. http://dx.doi.org/10.37119/ojs2019.v25i1.410.

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Since my family came to Canada, family story nights have become our daily practice. Within such moments, I explore how I, as a mother, have been sustaining the Vietnamese language and traditions in my family and how, when transitioning to a new land, this has become the core of our familiar curriculum making (Huber, Murphy, & Clandinin, 2011). As I share Vietnamese stories with my children, they reply to me in English. Also, they only have a distant understanding of Vietnamese culture and the intergenerational traditions of our great family back home. Acknowledging these transitional processes allows me to nurture their love and understanding of Vietnamese language, culture and traditions. As I inquire into my own experiences as a mother, I trace my ancestral heritage in my homeland, where, in Thúy’s (2012) words, “a country is no longer a place but a lullaby.” Meaningfully, the following questions have shaped my research puzzles: (a) What are possible ways to build our familial curriculum in integration with our homeland language, culture, and traditions; and (b) How could I as a mother sustain these three essential areas in my children’s lives in Canada? I embrace autobiographical narrative inquiry as the methodology for my paper. Narrative inquiry draws attention to story as both the phenomenon under study and narrative as the methodology for the inquiry (Clandinin & Connelly, 1994). I will be living, telling, retelling, and reliving (Clandinin, 2013) my storied experiences and my children’s in our familial curriculum making through cooking, reading, and painting. By attending to my daughters’ experiences, I inquire into their transitions differently, that is to understand their own transitions narratively (Clandinin, Steeves & Caine, 2013). Significantly, this paper will bring understandings on Vietnamese newcomer mother’s and children’s familial curriculum making as a way to sustain the homeland’s language, culture, and traditions and to support the children in their transition to a new country as well as inform related realities, knowledges, and approaches in education.Keywords: experience; transition; curriculum making; language; culture; traditions
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50

Piryani, Rano Mal, Suneel Piryani, and Gopendra Prasad Deo. "Inquiry survey regarding awareness of the faculty members about curriculum." Journal of Chitwan Medical College 8, no. 2 (June 30, 2018): 1–5. http://dx.doi.org/10.3126/jcmc.v8i2.23725.

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Introduction: The main objectives of this inquiry survey were to get information from the participants of 4th, 5th & 6th teachers training workshop about the types of curriculum implemented in medical colleges in Nepal and whether they possess the copy of curriculum and study it. Methods: Inquiry survey regarding awareness of the faculty members about curriculum was done during 4th, 5th & 6th teachers training workshop held in February 27–March 3, 2016, September 5–10, 2016, and March 25- 30, 2017 respectively at Health Professionals’ Education and Research Center, Chitwan Medical College, Bharatpur, Nepal. Questionnaire was developed and piloted in 3rd teachers training workshop held in July 26–31, 2015 and subsequently used in 4th,5th & 6th workshop for inquiry survey. Results: Around 20% participants didn’t respond to question 1 (What types of curriculum is being implemented in medical colleges in Nepal?) and 2 (whether they possess the copy of curriculum and study it?), while around 11% and 18% had no idea on question 1 & 2 respectively. Response of around 20% participants on question 1 & 2 was acceptable while response of around 48% and 42% participants on question 1 & 2 respectively was vague. Two of 45 participants possessed the copy of curriculum while seven of 43 participants seen the curriculum. All participants agreed to have copy of curriculum and understand it. Conclusion: Majority of the participants didn’t aware of the curriculum, so authors recommended to management to provide copy of curriculum to faculty members and students too.
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