Journal articles: 'Inquiry-based work'

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Cheung, Derek. "Investigating: Toothpastes through Inquiry-Based Practical Work." Science Activities: Classroom Projects and Curriculum Ideas 42, no. 3 (October 2005): 31–37. http://dx.doi.org/10.3200/sats.42.3.31-37.

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Zorn, Isabel, and Udo Seelmeyer. "Inquiry-Based Learning about Technologies in Social Work Education." Journal of Technology in Human Services 35, no. 1 (January 2, 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, no. 2 (June 16, 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, no. 1 (August 11, 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, no. 1 (January 20, 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, and Michael Connelly. "Narrative inquiry for school-based research." Narrative Inquiry 20, no. 2 (December 10, 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, and Maija Aksela. "Utilizing microcomputer-based laboratory in inquiry-based chemistry learning." Lumat: International Journal of Math, Science and Technology Education 1, no. 4 (December 30, 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, and Gerry Meijer. "The scientific nature of work-based learning and research." Higher Education, Skills and Work-Based Learning 10, no. 1 (October 2, 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, no. 1 (January 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, no. 5 (October 19, 2020): 431–48. http://dx.doi.org/10.1080/08841233.2020.1821864.

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Šlekienė, Violeta, and Loreta Ragulienė. "INQUIRY-BASED PHYSICS EDUCATION BY USING SCIENCE LEARNING SYSTEM XPLORER GLX." Problems of Education in the 21st Century 57, no. 1 (December 25, 2013): 133–41. http://dx.doi.org/10.33225/pec/13.57.133.

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In order to improve students’ competencies of natural science must be consistent and systematic development of learning methods and strategies. Since Physics is an experimental science, the role of practical activities in physics education is very important. Experimental activities are one of the main Physics teaching/learning methods. One of these methods is inquiry-based learning, in which students answer research questions through data analysis. Computer-based data logging is a powerful strategy for the teaching and learning of physics. It helps to deliver a deep and meaningful physics education, increasing the interaction between the student and the concepts under investigation. This article deals with Physics experimental works by using the Xplorer GLX on different levels (confirmation, structured, guided and open inquiry) of inquiry-based learning. The research methodology is based on the provisions of the constructivist education theory underlying the structured, guided and open explorations as an effective educational technology, which promotes a positive attitude towards science, helps to apply the acquired knowledge in different situations, develops higher-level thinking skills, encourages active learning processes. Experimental activities use an inquiry-based approach, based on a small-scale research activity through different levels of inquiry using science learning system Xplorer GLX. The aim of each experimental activity is to gain practical research skills, master research methods, learn how to work safely with the physical equipment, to collect, process and convey the results of experiment and link them to theoretical models, to make generalizations and conclusions. One physics laboratory work (Capacitor Discharge) at the level II, as structured exploration, and level III, as guided exploration, using science learning system Xplorer GLX is presented. A key focus is on learning through collaborative work, supported by practical work. Students work together to collect & analyse data and present their results. Key words: Xplorer GLX, Inquiry-based education, four levels of Inquiry, physics education, computer based experiment.

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Sleeter, Nate, Kelly Schrum, Amy Swan, and Justin Broubalow. "“Reflective of my best work”: Promoting inquiry-based learning in a hybrid graduate history course." Arts and Humanities in Higher Education 19, no. 3 (March 9, 2019): 285–303. http://dx.doi.org/10.1177/1474022219833662.

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This article discusses authentic inquiry-based learning in a hybrid graduate course, Teaching Hidden History, taught in 2015 and 2016. Students in this course created online history learning modules based on their own scholarly research. They defined their intended audience and crafted modules tailored specifically for those learners. The authors draw on course assignments, student modules, interviews, and focus group data to present a model of how inquiry-based learning can be scaffolded to promote the benefits of student-centered inquiry – namely the intrinsic motivation associated with the creation of authentic projects and practical skill acquisition.

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Volkinsteine, Jelena, and Dace Namsone. "ACQUISITION OF STUDENT SCIENTIFIC INQUIRY SKILLS: CENTRALISED EXAMINATION RESULTS IN CHEMISTRY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 373. http://dx.doi.org/10.17770/sie2016vol2.1394.

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From 2011, the new educational standard in Latvia in the framework of the educational reform on the centralised examination (CE) in chemistry stipulates students to demonstrate the inquiry skills they have mastered. The purpose of this study is to find out the students’ inquiry skills by analysing the CE results in chemistry. This study addresses the following research questions: (a) To what extent are the centralised examination inquiry skills measured according to the standard outcomes? (b) What information on how students have mastered the inquiry skills in chemistry is available from the CE results for the period of 2011-2015? (c) Does measuring the inquiry skills using inquiry-based laboratory work and inquiry tasks demonstrate similar achievements? The results of the study show that the CE inquiry tasks allow examining only several inquiry skills, that students have difficulties in hypothesizing and planning the procedure. The results of the examination inquiry task (the 'hidden' part) and inquiry-based laboratory work (the part prepared by the school) differ considerably. These findings show a contradiction. On the one hand, when carrying out a inquiry-based laboratory work at school students demonstrate good inquiry skills. On the other hand, they lack the skills when solving an inquiry task during the centralised examination. This proves the insufficient skills of the teachers in organising real student scientific inquiry during lessons and failure in using the inquiry-based laboratory work record as an objective measuring tool in evaluating the student inquiry skills in the examination, which is our case.

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Misra, Debananda. "Using inquiry-based learning in executive education programmes." Journal of Workplace Learning 32, no. 8 (November 4, 2020): 599–613. http://dx.doi.org/10.1108/jwl-12-2019-0149.

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Purpose This study aims to examine managers’ considerations for leveraging management research for their work and the implications of such considerations on using inquiry-based learning (IBL) in customised executive education programmes (CEEPs) offered by business schools (b-schools). Design/methodology/approach The study proposes a conceptual framework that is validated using a single case study analysis. For the case study, semi-structured interviews were carried out with the top leadership of an organisation. Using the findings of the interviews, a survey was designed and administered to the managers of the organisation to further validate the findings. Findings This study identifies four considerations of the managers for leveraging management research. It analyses how faculty members can use IBL to design CEEPs to meet these considerations and link management research with managerial work. Research limitations/implications The single organisational context in which the study was carried out and the small sample size of the survey can be seen as a limitation of this article to produce generalisable considerations of managers. Practical implications The findings in this study have practical implications on the design and teaching practices of using IBL in CEEPs. Originality/value The main contribution of this study is the conceptual framework for deciding the teaching practices of IBL in CEEPs. Another contribution is its analysis at the level of individual managers, which provides novel insights about the relationship between management research and managerial work.

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Allen, Jan, Andrew Morrish, and Jean Rumbold. "Companioning the work: Living the legacy of Dr Warren Lett." Journal of Applied Arts & Health 12, no. 1 (April 1, 2021): 25–43. http://dx.doi.org/10.1386/jaah_00055_1.

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This article pays tribute to Warren Lett’s contribution as a leader and companion who engaged the creative arts in the search for meaning. The three authors worked with Warren in the group inquiry that led to The MIECAT Institute and its forms of inquiry. We explore memories of Warren’s own arts-based companioning through some of the methods he developed with us. And we also offer these image-led exchanges as an example of the kind of arts-based companioning Warren’s legacy gives us as a resource in present crises.

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Kulkin, Heidi, June Williams, and Bonnie Ahn. "Exploring Baccalaureate Social Work Students and Web-Based Learning." Journal of Baccalaureate Social Work 13, no. 2 (January 1, 2008): 97–113. http://dx.doi.org/10.18084/basw.13.2.6m6143lh444756h6.

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This inquiry explored quantitative and qualitative items in relation to Web-based instruction for undergraduate courses in social work. A questionnaire including demographics items, 5-point Likert scale items, and open-ended questions was used to explore and describe students' comfort level in taking the Web-based courses, perceptions of best forums for learning in the Web-based courses, and students' developmental learning level.

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Borovay, Lindsay A., Bruce M. Shore, Christina Caccese, Ethan Yang, and Olivia (Liv) Hua. "Flow, Achievement Level, and Inquiry-Based Learning." Journal of Advanced Academics 30, no. 1 (October 31, 2018): 74–106. http://dx.doi.org/10.1177/1932202x18809659.

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Beyond cognitive outcomes, inquiry instruction can have positive general and differentiated affective outcomes. In this exploratory study, teacher-nominated high- to low-average achievers in Grades 5 through 9 ( N = 272, mean age 11.7 years), in classrooms exhibiting rare, occasional, and frequent inquiry qualities, were assessed on Csikszentmihalyi’s construct of flow, following a recent unit and reflecting on their favorite subject. We focused on flow because it addresses education and life in general, and flow and inquiry invoke challenge and persistence. Interviews complemented these data. High-achieving participants reported most flow in inquiry and in their favorite subjects; in both situations, they could participate in determining the content. All students reported greater flow in inquiry-based activities and environments, and in their favorite subjects versus recent units. All preferred challenging over easy work although for different reasons. All highlighted feeling able to succeed and interest in an activity to experience flow.

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Rivera, Pilar Mendez, and Francisco Perez Gomez. "Understanding Student-Teachers’ Performances within an Inquiry-Based Practicum." English Language Teaching 10, no. 4 (March 19, 2017): 127. http://dx.doi.org/10.5539/elt.v10n4p127.

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The role of an inquiry-based practicum in the education of future teachers has been identified as a key component to foster student-teachers’ abilities to face problems, try to solve them, work on doubts and produce situated and valuable learning from their own practices (Cochran-Smith & Little, 2001; Beck, 2001). The interaction between mentors and student-teachers involved in this process requires feeding the mutual understanding to collaboratelly make decisions to work on difficulties. In this reflective study, the practicum was the perfect scenario to evaluate how student-teachers and mentors engaged in inquiry-based work to face problems on a daily basis in schools in the context of teachers education. This article shows how a group of 12 students-teachers and their mentors experienced difficulties within an inquiry-based practicum in an undergraduate program while conducting an instructional intervention, designing, implementing and applying a project relevant to their teaching context. Given the qualitative nature of this study, some stages of the process were analysed over a period of a year bringing as a result relevant insights to enhance their teaching practicum-process in Colombian public schools.

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Szalay, Luca. "Promoting inquiry-based teaching of chemistry." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 327–40. http://dx.doi.org/10.31129/lumat.v3i3.1032.

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Analysis of student performance in different areas of science in the 2006 PISA showed that Hungarian students demonstrated relative weaknesses in identifying scientific issues, knowledge about science and using scientific evidence. Since then Hungarian students’ mean performance on the combined science scale dropped below the average, causing concern amongst experts and decision-makers. Problems of teaching and learning science in Hungary have produced symptoms that have been widely discussed in the literature. Our 2008 investigation showed that science teachers were working under severe constraints in terms of time, lab assistance, external support and funding. Since then several changes have happened in the conditions of teaching. However, science teachers’ time remains precious and, together with the fact that the literature is often in English, this means that much education research goes unread. A possible answer to the demand of widening the students’ scientific skills might be sets of freely available teaching resources based on inquiry-based learning. One teacher trainee’s thesis described her experiences of a small scale pilot of an inquiry activity and summarised the advantages and disadvantages. One hundred and eighteen participants at five in-service chemistry courses were asked to convert ‘step-by-step’ practical instructions for students into activities, parts of which require groups of students to plan and discuss their work. Alternatively, participants could use a template to write novel activities. Seventy percent of materials produced by the teachers met the main criterion of an inquiry-based activity, but only some met all the criteria. These were edited and published on a website in Hungarian. They are free to try, criticise, modify and develop. The project described here provides a basis for devising and creating an online inquiry-based chemistry resource.

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Yang, Fan, Quentin R. Maynard, Sarah R. Young, Jennifer L. Kenney, Brad Barber, Laura Boltz, Bethany Womack, Teresa L. Young, Debra Nelson-Gardell, and Xiangda Zhang. "Qualitative research skills acquisition within social work doctoral education using project-based learning." Qualitative Social Work 19, no. 5-6 (October 30, 2019): 864–81. http://dx.doi.org/10.1177/1473325019881190.

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The future of social work research relies on the intellect and competence of current doctoral students. These future scholars who receive doctoral education that values qualitative inquiry will create a system where qualitative research traditions receive the same privilege as quantitative research traditions. Project-based learning provides learning opportunities that can challenge assumptions about what academia considers “real” research. This descriptive qualitative study explored key attributes of using project-based learning within two consecutive social work doctoral courses to encourage qualitative research skill development. Students and instructors participated in ideawriting and focus groups to assess the usefulness of PBL within these courses. The findings suggested that PBL may be useful for deepening knowledge about qualitative inquiry and reducing epistemological unconsciousness.

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Disman, Disman, Susanti Kurniawati, and Puspo Dewi Dirgantari. "SOCIAL INQUIRY FIELD WORK BASED INSTRUCTION MODEL TO IMPROVE UNDERSTANDING ENVIRONMENTAL FRIENDLY ACTIVITIES." International Journal of Business Review (The Jobs Review) 1, no. 2 (December 22, 2018): 113–18. http://dx.doi.org/10.17509/tjr.v1i2.14475.

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This research is motivated by economic learning conditions that have not involved the value of sustainability. Sustainability values need to be developed in economic learning because economic activities have a great opportunity to behave in an environmentally unfriendly manner that has a broad impact. The application of sustainable values to students is realized through meaningful learning, one of which is by applying the inquiry work field learning model that emphasizes direct experience through field research. Thus this study aims to design learning models with the ADDIE approach (analysis, design, development, implementation and evaluation). To design the design of this learning model, a needs analysis was conducted and design was designed by conducting surveys, observations and literature studies on the learning model. The results of this study reveal the current conditions of economic learning, the results of the needs analysis for the preparation of learning models and the design of learning models. It is hoped that from this research, it can be an input for meaningful economic learning through direct experience that is able to foster environmentally friendly behavior in the long term.

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Sweet, Joseph D., Emppu Nurminen, and Mirka Koro-Ljungberg. "Becoming Research With Shadow Work: Combining Artful Inquiry With Research-Creation." Qualitative Inquiry 26, no. 3-4 (July 7, 2019): 388–99. http://dx.doi.org/10.1177/1077800419857764.

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The authors explore different wonderings to illustrate some possible ways in which postqualitative inquiry and scholarship is becoming and shaping the lives of scholars. To do this, we draw from previous work in arts-influenced inquiry and make connections with arts-based research and “research-creation” to explore how researchers can generate possibilities and becoming through the process of creating art in a purposefully relational manner. In these creations, our becomings intersect with shadow-philosophy, each other, and event happenings we conducted with postqualitative researchers. Rather than conceptually discussing various forms of postqualitative inquiry, we attempt to practice it. In this way, we use arts-inspired research to explore intersections between research and creation. These types of relational encounters produce thinking and materials which belong to life, senses, and affect, and could have a (scholarly) life of their own.

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Caccavo, Frank. "An Open-Ended, Inquiry-Based Approach to Environmental Microbiology." American Biology Teacher 73, no. 9 (November 1, 2011): 521–25. http://dx.doi.org/10.1525/abt.2011.73.9.4.

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An undergraduate environmental microbiology course was used to examine the hypothesis that students could best grow as biologists, inform career decisions, and experience the scientific process by engaging in a collaborative, research-based laboratory format. Students learned how to use scientific literature to formulate relevant questions and hypotheses and develop detailed experimental research proposals. They collected, analyzed, interpreted, and presented original scientific data in the form of a research-poster conference. Course objectives were measured using two Likert-style surveys, and the resulting data supported the original hypothesis of this work.

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Archer-Kuhn, Beth, Yeonjung Lee, Savannah Finnessey, and Jacky Liu. "Inquiry-based learning as a facilitator to student engagement in undergraduate and graduate social work programs." Teaching & Learning Inquiry 8, no. 1 (March 15, 2020): 187–207. http://dx.doi.org/10.20343/teachlearninqu.8.1.13.

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This seven-cohort mixed methods study examines student engagement in their learning in higher education utilizing inquiry-based learning. The study was conducted in varied settings (on-campus, in community, and study abroad), and across various degree levels (undergraduate, graduate, and doctoral) in social work education. Study results reveal an increase in participant reflective and integrative learning, and an increase in higher-order learning. Qualitative findings support the results through four emergent themes: (1) experience of inquiry-based learning, (2) adjustments required for learning process, (3) impactful facilitators to learning, and (4) developing deep learning. Implications and recommendations are offered for higher education and professional programs.

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Kelsen, Brent A., and Hsin-Yi Liang. "Role of the Big Five Personality Traits and Motivation in Predicting Performance in Collaborative Presentations." Psychological Reports 122, no. 5 (August 19, 2018): 1907–24. http://dx.doi.org/10.1177/0033294118795139.

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Personality traits and motivation have been identified as influential factors in language acquisition and educational achievement. In recent years, as instructors have adapted curriculums to prepare students for academic and professional pursuits, collaborative inquiry-based projects and presentations, where students work together in groups to socially construct knowledge and achieve stipulated outcomes, have become common features of tertiary learning landscapes. This study utilizes 441 English as a foreign language university students’ Big Five Inventory-44 and Collaborative Inquiry-based Project Questionnaire ratings to predict performance on their collaborative inquiry-based projects requiring presentations. Regression analysis revealed Extraversion and Project Work as predictors of Presentation Scores. Furthermore, Extraversion and Conscientiousness emerged as partial mediators between Project Work motivation and Presentation Scores. The results underscore the advantage extraverts possess in oral presentation situations while simultaneously stressing the importance of diligence and effort in inquiry-based projects. Implications and suggestions for future study are provided.

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Schlessinger, Sarah, and Celia Oyler. "Commentary: Inquiry-Based Teacher Learning for Inclusivity: Professional Development for Action and Change." LEARNing Landscapes 8, no. 2 (August 2, 2015): 39–47. http://dx.doi.org/10.36510/learnland.v8i2.694.

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University-school partnerships can offer teachers a space for inquiry into theory-based practice related to teaching for equity, inclusivity, and justice. The Teachers College Inclusive Classrooms Project (TCICP) invites city teachers to join an Inquiry to Action Team where they collectively interrogate students’ access to full participation in schools. Teachers are enthusiastic about this work and eagerly share their wisdom and carefully document their yearlong journeys into creating greater access and participation for students. The inquiry teams function as an alternate space for educators to share their work, ponder their pedagogical beliefs, and analyze power relationships in their classrooms and schools. As participants are validated in their work in this alternate space, they are able to build agency as intellectuals and act inclusively and for social justice within their own school spaces.

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Cross, Chrissy J. "An Analysis of Storytelling on Student Content Acquisition." American Biology Teacher 79, no. 8 (October 1, 2017): 628–34. http://dx.doi.org/10.1525/abt.2017.79.8.628.

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Traditionally, science and art are not combined as an instructional method in the undergraduate biology laboratory. This research examined the differences in the construction of biology content knowledge in student work in an inquiry-based lab and in an inquiry- and arts-based lab. The qualitative research findings indicated that the students developed deeper understanding of the content knowledge when an arts-based instructional method (storytelling) was included as part of the inquiry-based instruction.

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Uiterwijk-Luijk, Lisette, Meta Krüger, and Monique Volman. "Promoting inquiry-based working: Exploring the interplay between school boards, school leaders and teachers." Educational Management Administration & Leadership 47, no. 3 (November 1, 2017): 475–97. http://dx.doi.org/10.1177/1741143217739357.

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Inquiry-based working contributes to teacher professionalization and educational improvements. This article presents the key findings of a qualitative case study carried out in three primary schools in the Netherlands. That study focused on the inquiry-based working of school boards, school leaders and teachers, with the goal of better understanding how schools establish an inquiry-based culture. As a follow-up to a nationwide survey, this case study used semi-structured interviews, observations and document analysis to gain insight into the interplay between school boards, school leaders and teachers regarding inquiry-based working. It identified multiple ways in which educators can encourage others to work in an inquiry-based manner. These approaches are not only top-down (i.e., from school board to school leader, and from school leader to teacher) but also bottom-up (i.e., from teacher to school leader, and from school leader to school board).

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Kim, Mijung, and Aik‐Ling Tan. "Rethinking Difficulties of Teaching Inquiry‐Based Practical Work: Stories from elementary pre‐service teachers." International Journal of Science Education 33, no. 4 (May 10, 2010): 465–86. http://dx.doi.org/10.1080/09500691003639913.

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Kenny, Maureen E., Mary Beth Medvide, Kelly A. Minor, Lynn Y. Walsh-Blair, Janine Bempechat, Joanne M. Ruane Seltzer, and David L. Blustein. "A Qualitative Inquiry of the Roles, Responsibilities, and Relationships Within Work-Based Learning Supervision." Journal of Career Development 42, no. 2 (July 17, 2014): 117–32. http://dx.doi.org/10.1177/0894845314543496.

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Akuma, Fru Vitalis, and Ronel Callaghan. "Characterising Extrinsic Challenges Linked to the Design and Implementation of Inquiry-Based Practical Work." Research in Science Education 49, no. 6 (November 15, 2017): 1677–706. http://dx.doi.org/10.1007/s11165-017-9671-x.

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Xu, Shijing. "Narrative Inquiry, Reflection, and Researcher Bias: Thinking about Interactions of Differing Educational Narratives." EDUCATIONAL REFLECTIVE PRACTICES, no. 1 (June 2012): 69–97. http://dx.doi.org/10.3280/erp2012-001005.

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This paper shows how a long term process of narrative inquiry may act as a reflective tool for challenging and revising preliminary researcher frames for an inquiry. In this paper I return to a detailed set of fieldnotes taken over a several year period to show how my own assumptions and biases changed throughout the course of inquiry. This work is based on a study of newcomer Chinese family educational narratives. Several stories encountered during the first days of field work are revisited as they show up through the course of conducting field work.

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Sari, Ira Nofita, and Erna Octavia. "Growing Student Characters Through Inquiry-Based Science Practicum Module." Jurnal Pendidikan Matematika dan IPA 12, no. 1 (January 10, 2021): 53. http://dx.doi.org/10.26418/jpmipa.v12i1.43181.

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This study aims to determine how the application of inquiry-based science practicum modules to student character. The method used in this research is experimental in the form of a pre-experimental design. The population of this research is the Adventist Junior High School in Singkawang, West Kalimantan. Through the saturated sampling technique, it is known that class VII A is the class used as the experimental class. To find out the student's character, a student character questionnaire was used. This research was conducted during the Covid 19 pandemic so that the learning process was carried out online. Based on the results of data analysis, it is known that in general, the character of students includes honest, hard work, thoroughness and carefulness, creativity, caring for the environment is classified as good.

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Seko, Yukari, and Trish Van Katwyk. "Embodied interpretation: Assessing the knowledge produced through a dance-based inquiry." Aotearoa New Zealand Social Work 28, no. 4 (December 23, 2016): 54–66. http://dx.doi.org/10.11157/anzswj-vol28iss4id299.

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INTRODUCTION: Although the field of social work has experienced an exponential increase in the use of arts-based methodology, the way in which knowledge shared through artful presentations is understood by audience members remains understudied. As arts-based inquiry often involves active co-construction of meanings between researchers, participants and audiences, it is crucial for social work researchers to scrutinise the process of meaning making by audience members. In this article, we explore how audience members make sense of research findings presented through improvisational dance and how the provision of information about the dance may influence viewer responses.METHODS: A personal experience with self-injury documented in a creative poem was represented through the performance of improvisational dance pieces and assessed by two groups of viewers, with and without knowledge of the topic of the dances. The viewers were prompted to interpret the dances by reflecting on the feelings, thoughts and perceptions they had while watching the performance. A thematic analysis was conducted to compare and contrast the responses of the two groupsFINDINGS: By comparing the interpretations of informed and uninformed viewers, we suggest that interpretation can be influenced by normative, socially constructed assumptions that hinder empathic and action-inspiring engagement.CONCLUSION: We conclude the article with a discussion of potential implications for social work research, practice and education.

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Wall, Tony, Jayne Russell, and Neil Moore. "Positive emotion in workplace impact." Journal of Work-Applied Management 9, no. 2 (December 4, 2017): 129–46. http://dx.doi.org/10.1108/jwam-07-2017-0017.

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Purpose The purpose of this paper is to highlight the role of positive emotions in generating workplace impacts and examine it through the application of an adapted appreciative inquiry process in the context of a work-based project aimed at promoting integrated working under challenging organisational circumstances. Design/methodology/approach The paper adopts a case study methodology which highlights how an organisation facing difficult circumstances (such as austerity measures, siloed cultures, constant threats of reorganisation, and requirement to work across occupational boundaries) adapted an appreciative inquiry intervention/method. Findings This paper found, first, that the utilisation of appreciative inquiry in the context of an adapted work-based project in difficult organisational circumstances generated positive emotions manifest through a compelling vision and action plans, second, that the impacts (such as a vision) can become entangled and therefore part of the wider ecological context which promotes pathways to such impact, but that, third, there are a various cultural and climate features which may limit the implementation of actions or the continuation of psychological states beyond the time-bound nature of the work-based project. Practical implications The paper illustrates how an organisation adapted a form of appreciative inquiry to facilitate organisational change and generated outcomes which were meaningful to the various occupational groupings involved. Originality/value This paper offers new evidence and insight into the adaptation of appreciative inquiry under challenging circumstances in the context of a work-based learning project. It also provides a richer picture of how positive emotion can manifest in ways which are meaningful to a localised context.

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Baird, Martha B., and Pamela G. Reed. "Liminality in Cultural Transition: Applying ID-EA to Advance a Concept Into Theory-Based Practice." Research and Theory for Nursing Practice 29, no. 1 (2015): 25–37. http://dx.doi.org/10.1891/1541-6577.29.1.25.

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As global migration increases worldwide, nursing interventions are needed to address the effects of migration on health. The concept of liminality emerged as a pivotal concept in the situation-specific theory of well-being in refugee women experiencing cultural transition. As a relatively new concept in the discipline of nursing, liminality is explored using a method, calledID-EA, which we developed to advance a theoretical concept for application to nursing practice. Liminality in the context of cultural transition is further developed using the five steps of inquiry of the ID-EA method. The five steps are as follows: (1) inductive inquiry: qualitative research, (2) deductive inquiry: literature review, (3) synthesis of inductive and deductive inquiry, (4) evaluation inquiry, and (5) application-to-practice inquiry. The overall goal of this particular work was to develop situation-specific, theory-based interventions that facilitate cultural transitions for immigrants and refugees.

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Bónus, Lilla, and Erzsébet Antal. "Innovative Inquiry-based Methods in Learning and Teaching Science." Journal of Studies in Education 11, no. 3 (July 5, 2021): 1. http://dx.doi.org/10.5296/jse.v11i3.18700.

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The purpose of the study is to synthesize the peer-reviewed literature about innovative inquiry-based approaches for science learning and teaching. This study answers the following research questions: (1) Based on the peer-reviewed literature, what hybrid inquiry-based learning (IBL) approaches exist which respond to the challenges and expectations of education in the 21st century? (2) What features do they have? (3) What empirical evidence supports their effectiveness? (4) At which levels of education do they appear? (5) What learning outcomes are achieved? Using the methodology of systematic literature review, 110 articles obtained by the Google Scholar engine. We selected different approaches based on the following criteria: (1) they respond to the challenges and expectations of education in the 21st century, (2) technology supports the learning and teaching process, and (3) IBL is combined with some other learning approaches to increase the efficiency of the learning and teaching process. The full texts of 54 studies were read and assessed that satisfied the inclusion criteria. Four categories of hybrid IBL were identified: project-based inquiry learning, game-transformed inquiry-based learning, web-based collaborative inquiry learning, and simulation-based inquiry learning. We define and describe these approaches and present the empirical work in detail. Finally, we compare the presented learning approaches and highlight the limitations of technology integration into the classroom. This study helps to draw attention to the huge pedagogical potential of these technology-supported hybrid IBL approaches and the value of researching them.

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Fieldhouse, Jon, Vanessa Parmenter, and Alice Hortop. "Vocational rehabilitation in mental health services: evaluating the work of a social and therapeutic horticulture community interest company." Mental Health and Social Inclusion 18, no. 3 (August 5, 2014): 155–63. http://dx.doi.org/10.1108/mhsi-01-2014-0002.

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Purpose – The purpose of this paper is to report on an action inquiry (AI) evaluation of the Natureways project, a time-limited collaboration between an NHS Trust Vocational Service and a voluntary sector horticulture-based community interest company (CIC). Design/methodology/approach – Natureways produced positive employment outcomes and an AI process – based on co-operative inquiry with trainees, staff, and managers – explored how these had been achieved. Findings – Natureways’ efficacy was based on features of the setting (its supportiveness, rural location, and workplace authenticity), on its embeddedness (within local care-planning pathways, the horticultural industry, and the local community), and on effective intersectoral working. The inquiry also generated actionable learning about creative leadership and adaptability in the changing landscape of service provision, about the benefits of the CIC's small scale and business ethos, about the links between trainees’ employability, social inclusion and recovery, about horticulture as a training medium, and about the role of AI in service development. Practical implications – The inquiry highlights how an intersectoral CIC can be an effective model for vocational rehabilitation. Social implications – Community-embeddeness is an asset for mental health-orientated CICs, facilitating social inclusion and recovery. Social and therapeutic horticulture settings are seen to be conducive to this. Originality/value – This case study suggests that AI methodology is not only well-suited to many practitioners’ skill sets, but its participatory ethos and focus on experiential knowledge makes it suitable for bringing a service user voice to bear on service development.

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Zammiluni, Zammiluni, Allizar Ulianas, and Mawardi Mawardi. "Development of Guided Inquiry Based Work Sheet with Class and Laboratory Activity on Chemical Bonding Topic in Senior High School." International Journal of Chemistry Education Research 2, no. 2 (July 12, 2018): 1–7. http://dx.doi.org/10.20885/ijcer.vol2.iss2.art1.

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This research produced a teaching material in the form Work Sheet (LKPD) based guided inquiry which involves 3 levels of chemical phenomena namely macroscopic, sub-microscopic and symbolic. The worksheet was created using Plomp model and using guided inquiry learning cycle consisting of orientation, exploration, concept formation, application, and closure. This LKPD has been tested validity, practicality, and effectiveness. The validity test gives the result of the kappa moment of 0.83 with the category of very high. Analysis of practicality in one-to-one, small group, and field test stage showed the value of 0.80, 0.76, and 0.70 with all three values in the high category. Effectiveness test seen from student’s learning outcome before and after using LKPD obtained gain score is 0.76 in the high category and average activity of students is 86.3% at every meeting. The results showed that, worksheet using the Plomp model which has been produced are valid, practical, and effective Keywords: Guided inquiry, chemical bonding, validity, practicality, effectiveness

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García Bastán, Guido. "Inquiry of interactional conflict: Theoretical and methodological considerations based on the work of Erving Goffman." Athenea Digital. Revista de pensamiento e investigación social 19, no. 3 (September 5, 2019): 2081. http://dx.doi.org/10.5565/rev/athenea.2081.

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Xenofontos, Nikoletta A., Tasos Hovardas, Zacharias C. Zacharia, and Ton Jong. "Inquiry‐based learning and retrospective action: Problematizing student work in a computer‐supported learning environment." Journal of Computer Assisted Learning 36, no. 1 (August 23, 2019): 12–28. http://dx.doi.org/10.1111/jcal.12384.

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Akuma, Fru Vitalis, and Ronel Callaghan. "Teaching practices linked to the implementation of inquiry‐based practical work in certain science classrooms." Journal of Research in Science Teaching 56, no. 1 (September 3, 2018): 64–90. http://dx.doi.org/10.1002/tea.21469.

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Akuma, Fru Vitalis, and Ronel Callaghan. "A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work." Journal of Research in Science Teaching 56, no. 5 (October 2, 2018): 619–48. http://dx.doi.org/10.1002/tea.21516.

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Nichols, Kim, Robyn Gillies, and John Hedberg. "Argumentation-Based Collaborative Inquiry in Science Through Representational Work: Impact on Primary Students’ Representational Fluency." Research in Science Education 46, no. 3 (March 29, 2015): 343–64. http://dx.doi.org/10.1007/s11165-014-9456-4.

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Eppes, Tom A., Ivana Milanovic, and Kamau Wright. "Improving Student Readiness for Inquiry-Based Learning: An Engineering Case Study." International Journal of Online and Biomedical Engineering (iJOE) 16, no. 01 (January 21, 2020): 4. http://dx.doi.org/10.3991/ijoe.v16i01.12051.

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During the past decade, the authors have sought to advance student research in a predominantly teaching institution. The two primary challenges were: academic - how to introduce and promote inquiry-based learning (IBL) given the constraints, and business - how to obtain and sustain funding in the area of industry-sponsored research. The authors developed a successful multidisciplinary modeling course that integrates four teaching and learning strategies and where key learning outcomes strengthen student readiness to engage in research. The course culminates with research performed as part of an IBL strategy that is relevant and supported by mentoring. The benefits include development of intellectual and practical skills that underlie a central activity of engineering design. The course structure, evidence of student work, and evolution over time to meet challenges are presented and discussed. Most importantly, the potential of this strategy to be implemented across other topical areas is addressed. Student participation in research improves learning of engineering and scientific concepts, increases interaction with faculty and industry sponsors, and provides opportunities for work in emerging technology areas. Benefits accrue both to students who pursue a research career and to those who enter applied fields by strengthening their ability to propose innovative solutions.

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Yee-King, Matthew John, Mick Grierson, and Mark D'Inverno. "Evidencing the Value of Inquiry Based, Constructionist Learning for Student Coders." International Journal of Engineering Pedagogy (iJEP) 7, no. 3 (September 29, 2017): 109. http://dx.doi.org/10.3991/ijep.v7i3.7385.

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For the last decade, there has been growing interest in the STEAM approach (essentially combining methods and practices in arts, humanities and social sciences into STEM teaching and research) to develop better research and education, and enable us to produce students who can work most effectively in the current and developing market-place. However, despite this interest, there seems to be little quantitative evidence of the true power of STEAM learning, especially describing how it compares and performs with respect to more established approaches. To address this, we present a comparative, quantitative study of two distinct approaches to teaching programming, one based on STEAM (with an open-ended inquiry-based approach), the other based on a more traditional, non-STEAM approach (where constrained problems are set and solved). Our key results evidence how students exhibit different styles of programming in different types of lessons and, crucially, that students who tend to exhibit more of the style of programming observed in our STEAM lessons also tend to achieve higher grades. We present our claims through a range of visualisations and statistical validations which clearly show the significance of the results, despite the small scale of the study. We believe that this work provides clear evidence for the advantages of STEAM over non-STEAM, and provides a strong theoretical and technological framework for future, larger studies.

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Cahyani, R., and Y. Hendriani. "Students’ Multimedia-Assisted Scientific Inquiry Ability on The Material of Reproductive Cells." Jurnal Pendidikan IPA Indonesia 6, no. 2 (October 17, 2017): 265. http://dx.doi.org/10.15294/jpii.v6i2.9484.

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This study aims to: (1) explore students’ learning achievement based on scientific inquiry learning on the materials of reproductive material cells reflected on pre-test and post-test; (2) obtain the achievements of scientific inquiry activity based on the different time of problem distribution; and, (3) analyze students' ability in scientific inquiry activities based on the indicators of scientific inquiry in the different time of problem distribution. The design was research & development. The participants were two classes of PGMI. The research data were pretest and posttest obtained from close-ended test and scientific inquiry activities obtained from student worksheet. Research shows that learning outcomes of students in each class increases, though there is no significant difference in the increase indicated in the learning outcomes between the two classes. The technique of distributing students’ work in different time influence the students' scientific inquiry activity. Communication is a dominant indicator of the successful scientific inquiry activities in both classes. Using the data and creating an image are other indicators affecting the scientific activity.

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Zhang, Cizhen, and Jiaming Zhong. "Construction of Mobile Learning Model Based on Network Collaborative Inquiry from Bigdata." MATEC Web of Conferences 232 (2018): 01032. http://dx.doi.org/10.1051/matecconf/201823201032.

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The rapid development of information technology represented by media and network is changing our work, life, and learning style. In recent years, with the development of information age and bigdata, mobile learning is being widely used in numerous industries and areas. It is also gradually penetrated into information education. Through the creation of network collaborative inquiry learning model and its application in teaching, this paper tries to study a mobile learning model of network collaborative inquiry based on bigdata.

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Widyaningrum, Diyah Ayu, and Titik Wijayanti. "Implementasi buku petunjuk praktikum biokimia berbasis inkuiri terbimbing untuk meningkatkan kemampuan kerja ilmiah." Edubiotik : Jurnal Pendidikan, Biologi dan Terapan 4, no. 02 (September 1, 2019): 58–67. http://dx.doi.org/10.33503/ebio.v4i02.437.

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Learning material is one of the facilities needed by students to help them find concepts and answers to their problems. There are various types of learning materials, one of which is a practical guide. Based on observations on learning materials and the learning process of Biochemistry courses at IKIP Budi Utomo Malang shows that there are no practical manuals developed and students' scientific workability is low. The aim of the research is to improve students' scientific work abilities through the implementation of guided inquiry-based biochemistry practicum books. The research method used was Classroom Action Research. Stages of Classroom Action Research include planning, implementing, observing, and reflecting. The research instruments used were interview sheets, observations, and observations of scientific work capabilities and camera documentation. The results showed that there was an increase in students' scientific work abilities through the implementation of guided inquiry-based biochemistry practicum books from cycle I to cycle II in the amount of 36.18% to 88.8% and N-gain values of 0.84 (high criteria). Thus, this research concludes that there is an increase in students' scientific work abilities through the implementation of guided inquiry-based biochemistry practicum books.

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Wirawan, I. Made Agus, I. Made Gede Sunarya, I. Gusti Nyoman Tri Jayendra, and Aan Yudianto. "Mobile Learning Based on Guided Inquiry: Optimization of Students’ Motivation." Jurnal Pendidikan Teknologi dan Kejuruan 24, no. 2 (September 29, 2018): 256–61. http://dx.doi.org/10.21831/jptk.v24i2.20651.

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The learning media must be able to guide the students in every stage of learning to improve the students' activity in learning. Based on this problem, this study aims to: (1) design and implement the application of Mobile-Based Learning Based Learning for Computer Assembly Learning in Class X TKJ SMK N 2 Seririt. (2) determine the students’ motivation to Mobile Learning Based Guided Inquiry Application for Computer Assembly Lesson in Class X TKJ SMK N 2 Seririt. The method used in this study was the Waterfall model. Subjects in this study were the students of class X TKJ SMK N 2 Seririt. The results of this study are applications that use the Java programming language with the editor of Android Studio. All the features contained in this educational media work well. Students’ motivation using Mobile Based Guided Inquiry for Computer Assembly Lesson in Class X TKJ SMK N 2 Seririt is in a very good category

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Journal articles on the topic 'Inquiry-based work'

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