Establishing a Community of Inquiry through Hybrid Courses in Clinical Social Work Education     

Maria Ferrera  Sonya Crabtree-Nelson 《Journal of Teaching in Social Work》2013,33(4-5):438-448

Utilizing the conceptual framework of Garrison, Anderson, and Archer for critical inquiry, this paper outlines the importance of the community of inquiry (COI) model and how it may inform online social work education. Integrating the COI model, we discuss how online learning in the classroom with a hybrid approach has been used to facilitate critical reflection and discourse. To illustrate this approach, we provide two case examples from clinical courses taught in an MSW program.  相似文献   

探究式田径教学模式   总被引：11，自引：0，他引：11  

黄金铭  王玲 《体育学刊》2003,10(2):87-88

通过创设田径教学环境，引导学生质疑、促进学生在教师的指导下主动地，富有个性地学习田径知识，进而发展学生智能，个性，培养学生的创新意识及能力。  相似文献   

Exploring the relationship between pedagogical content knowledge (PCK) and sustainability of an innovative science teaching approach     

《Teaching and Teacher Education》2017

This study identified common patterns in Pedagogical Content Knowledge (PCK) of three exemplary teachers who have voluntarily sustained the implementation of an argument-based inquiry approach, and explored how those patterns relate to their sustained implementation. Results indicate that teachers’ orientations aligned with argument-based inquiry, especially as to how students learn, are essential for their sustained implementation. Their orientations are strongly connected with two other components of PCK (i.e., Knowledge of Student Understanding and Knowledge of Instructional Strategies and Representations), which mutually interact with the sustainability of the implementation.  相似文献   

Negotiating the teaching of history in times of curriculum reform: the narrative accounts of four Australian primary teachers     

Paul Reitano  Satine Winter 《Curriculum Journal》2017,28(3):403-420

This research investigates the understandings of four teachers who teach history in primary and early childhood settings. Data were gathered from participants through semi-structured interviews. The participants were experienced teachers who were in the process of curriculum change – from teachers of studies of society and environment to teachers of history, under the auspices of the Australian Curriculum: History. The focus of the study was on their understandings of content knowledge and the pedagogies involved in classroom teaching, using a pedagogical framework, which sought to identify and categorise the nature of their knowledge base in the implementation phase of the Australian Curriculum: History. The study used narrative inquiry to show how temporality, sociality, and place play out in the lives of these teachers of history. The findings from this study indicate the challenges and opportunities for teachers’ professional knowledge landscapes in times of curriculum reform. Whilst there are a small number of participants in this study, their stories provide insight into how teachers responded to the challenges and opportunities of teaching history and how these teachers have shaped the implementation of the history curriculum.  相似文献   

A Path to Designing Inquiry Activities in Mathematics     

M. Greene 《PRIMUS》2017,27(7):646-668

Abstract

This paper aims to illustrate a design cycle of inquiry-based mathematics activities. We highlight a series of questions that we use when creating inquiry-based materials, testing and evaluating those materials, and revising the materials following this evaluation. These questions highlight the many decisions necessary to find just the right tasks for our students. Throughout the paper the use of multiple representations (graphical, numerical, symbolic, and narrative) and the distinction between facts, skills, methods, and conceptual understanding is explained and illustrated with examples. Additionally, we present evidence of student learning through excerpts from student journals and exam analysis.  相似文献   

Narrative inquiry and the problem of representation: ‘giving voice’, making meaning     

Gillian Byrne 《International Journal of Research & Method in Education》2017,40(1):36-52

In this article, the author argues that the exploration of alternative forms of research representation can result in new possibilities for making meaning in educational research. Narrative inquiry as a methodology has become established as an approach in education but remains contested in many ways. How we come to an understanding of such research findings and in particular how the issues of voice and representation are resolved are subject to much debate. Here, the author proposes that using fictive methods of representation of research, particularly poetry, can have implications for the ways in which meaning is made and therefore the possible meanings that can be made. Further, this article argues that the poetic form allows for the inclusion of many voices and stories in a non-hierarchical manner, making the author's influence explicit without it being dominant. Researchers have argued for poetic representations of research data as a means to evoke the participants' experience whilst making the author's influence explicit; here, it is argued that poetry can be utilized to provide a fuller representation of the research, placing the voice of the participants, the researcher and the literature on an equal level within the whole story of the research project. This article first details narrative inquiry as a methodological approach and its particular application to educational research before discussing the issues surrounding voice and representation. Subsequently, fictive forms of representation are explored as a means of addressing these issues.  相似文献   

Changing leadership: Teachers lead the way for schools that learn     

Monica Taylor  Jennifer Goeke  Emily Klein  Cynthia Onore  Kristi Geist 《Teaching and Teacher Education》2011,27(5):920-929

This paper presents findings from a three-year, qualitative study of teachers enrolled in a Masters of Teacher Leadership program. Researchers sought to understand the ways teachers’ beliefs about and understandings of teacher leadership were affected by their participation in a formal teacher leadership program, as well as the kinds of actions they took up as a result of this participation. Data indicate three significant ways participants’ work as teacher leaders was developed and enhanced, including: (a) identifying and amplifying their professional voice, (b) deepening and extending their voice as they plan, and (c) reframing their work/shift responsibility through constructing widening circles of influence and impact. Authors identify implications of their research for growing teacher leaders, school improvement and change, changing school culture, enhancing student engagement, and building new structures.  相似文献   

A framework for scaffolding students' assessment of the credibility of evidence     

Iolie Nicolaidou  Eleni A. Kyza  Frederiki Terzian  Andreas Hadjichambis  Dimitris Kafouris 《科学教学研究杂志》2011,48(7):711-744

Assessing the credibility of evidence in complex, socio‐scientific problems is of paramount importance. However, there is little discussion in the science education literature on this topic and on how students can be supported in developing such skills. In this article, we describe an instructional design framework, which we call the Credibility Assessment Framework, to scaffold high school students' collaborative construction of evidence‐based decisions and their assessment of the credibility of evidence. The framework was employed for the design of a web‐based reflective inquiry environment on a socio‐scientific issue, and was enacted with 11th grade students. The article describes the components of the Credibility Assessment Framework and provides the details and results of an empirical study illustrating this framework in practice. The results are presented in the form of a case study of how 11th grade students investigated and evaluated scientific data relating to the cultivation of genetically modified plants. Multiple kinds of data were collected, including pre‐ and post‐tests of students' conceptual understanding and their skills in assessing the credibility of evidence, and videotapes of students' collaborative inquiry sessions. The analysis of the pre‐ and post‐tests on students' conceptual understanding of Biotechnology and their skills in assessing the credibility of evidence revealed statistically significant learning gains. Students' work in task‐related artifacts and the analysis of two groups' videotaped discussions showed that students became sensitive to credibility criteria, questioned the sources of data and correctly identified sources of low, moderate, and high credibility. Implications for designers and educators regarding the application of this framework are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 711–744, 2011  相似文献   

贫困大学生的心理健康问题探究及其解决方案     

武惠营 《佳木斯教育学院学报》2011,(2):263-263

当前,诸多压力令大学生心力交瘁,心理健康问题接踵而来。尤其是贫困大学生,他们面临着更多社会、学校和家庭的压力,他们的心理健康问题已引起了社会各界的广泛关注。高校辅导员有责任和义务去探究贫困大学生的心理健康问题,并极力寻求解决方案。  相似文献   

中美高中物理教师探究教学观的质性研究——基于我国四节物理探究录像课的调查比较     

王晶莹 《教师教育研究》2011,23(4)

探究教学成为当前国际科学教育改革的核心,但目前学界缺少对实践者教师认识现状的比较研究。本文以四节国内高中物理探究课为载体,利用开放式问卷和深度访谈收集数据,结合深入的定性分析,研究中美高中物理教师探究教学观的异同,以启示我国物理教师探究教学的实践。  相似文献