Constructing an Inquiry Orientation from a Learning Theory Perspective: Democratizing Access through Task Design

Buell, Catherine A.; Greenstein, Steven; Wilstein, Zahava

doi:10.1080/10511970.2016.1194339

Cited by 5 publications

(8 citation statements)

References 13 publications

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“…Inquiry-based teaching provides an opportunity to build insights into facts in the surrounding environment (Vlaardingerbroek, Taylor, Bale, & Kennedy, 2017). Constructivist perspective as the underlying philosophical framework of inquiry finds the prior knowledge and students' role as a discoverer to predict and explain physical phenomena/concepts (Buell, Greenstein, & Wilstein, 2017;Edwards & le Grange, 2017). Students are required to collect relevant information and use it as a basis for formulating hypotheses, analyzing data, and linking fact and concept that underlie the process of drawing conclusions and problem solution (Chen, Wang, Dede, & Grotzer, 2017;Erlina, Jatmiko, & Wicaksono, 2015;Pandiangan, Sanjaya, Gusti, & Jatmiko, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Evidence-Based Reasoning in Inquiry-Based Physics Teaching to Increase Students’ Scientific Reasoning

Erlina

Susantini

Wasis

et al. 2018

JBSE

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Evidence-Based Reasoning (EBR) is a framework of inquiry-based teaching for developing scientific reasoning. This research aims to analyze the effectiveness of EBR in inquiry-based Physics teaching to improve students' scientific reasoning. Applying Slovin formula for sample determination, the research involved 139 upper-secondary school students with similar prior knowledge. This research used one group pre-test post-test design with replication. The effectiveness of teaching on improving scientific reasoning was analyzed by using Paired Sample T-test. ANOVA was used to analyze the consistency of the teaching effectiveness across in test group. The findings indicated that EBR effectively improved students' scientific reasoning in inquiry-based Physics teaching based on two main grounds. On the first, the significance was ensured by N-gain category of scientific reasoning component, which proved (a) control of variables reaching high category, (b) proportional thinking at moderate category; c) probabilistic thinking reaching moderate category, (d) hypothetical-deductive reasoning attaining low category; and (e) correlational thinking achieving low category. In addition, the level of scientific reasoning has attained the experience characterized by slightly imperfect answers. Students voiced positive response to EBR, which stated that it helped them engage in scientific reasoning in Physics learning. They also voiced the general opinion on EBR and inquiry-based learning in general. Keywords: evidence-based reasoning, inquiry teaching, physics teaching, scientific reasoning.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of Evidence-Based Reasoning in Inquiry-Based Physics Teaching to Increase Students’ Scientific Reasoning

Erlina

Susantini

Wasis

et al. 2018

JBSE

View full text Add to dashboard Cite

show abstract

“…Constructivism. The idea that students must build their own understandings is known as constructivism, since students actively construct their own meanings from their experiences (Buell, Greenstein, & Wilstein, 2017;Steffe & Gale, 1995). Learning and understanding must be done by the students; "no one else can do it for them" (Steffe & Gale, 1995, p. 434).…”

Section: "[R]eflective Observation Involves Examining and Manipulatinmentioning

confidence: 99%

“…Similar to experiential learning, constructivism must take on an inquiry orientation, in which the students use their current knowledge to explore "the mathematical world, asking questions, solving problems, testing conjectures, validating ideas, and explaining relationships" (Buell et al, 2017, p. 78). Students need to think about their experiences and reflect upon them to foster a deeper understanding, allowing the students to comprehend why something is true, as opposed to only knowing how to do it (Buell et al, 2017). To make a distinction, "teaching" works towards understanding, but "training" only aims to modify behavior (Buell et al, 2017).…”

Section: "[R]eflective Observation Involves Examining and Manipulatinmentioning

confidence: 99%

“…Students need to think about their experiences and reflect upon them to foster a deeper understanding, allowing the students to comprehend why something is true, as opposed to only knowing how to do it (Buell et al, 2017). To make a distinction, "teaching" works towards understanding, but "training" only aims to modify behavior (Buell et al, 2017).…”

Section: "[R]eflective Observation Involves Examining and Manipulatinmentioning

confidence: 99%

“…Therefore, the students' thinking must be paramount, outweighing mere behaviors. The purpose is to connect ideas, creating the interwoven tapestry of an overall concept, rather than a collection of isolated ideas that can be easily forgotten or lead to computational errors (Buell et al, 2017).…”

Section: "[R]eflective Observation Involves Examining and Manipulatinmentioning

confidence: 99%

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Impact of Inquiry-Based, Question-and-Answer Instruction in High-Enrollment Classes

Schraeder¹

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Lecturing is a common way to teach large classes, especially in mathematics. Other styles of instruction have been proven to be more effective in small classroom settings, but those styles are not always practical (or even feasible) in classes with 200+ students. The lecturing dialogue primarily exists at the intersection of Spectrum Theory and the Socratic Method, utilizing inquiry-based learning within the realm of active learning, experiential learning, and constructivism to appeal to learners with various learning styles, which helps students to discover new information (specifically, why things occur in the way that they do) and make connections between old and new material. Spectrum Theory outlines different teaching styles, based on how much a specific style is teacher-centered versus student-centered. The lecturing dialogue combines several of the different approaches from the Spectrum of Teaching Styles, specifically lecture, tutoring, instructional conversation, inquiry-based learning, and guided discovery. It utilizes the Socratic Method to turn students into active learners through constructivism and experiential learning. A high-enrollment, college algebra class using a standard lecture significantly outperformed a class using the lecturing dialogue on labs, surveys/questionnaires, and final grade, but not on final grades without the labs. The labs could be worked on outside of the class, so factors beyond the teaching style may have influenced the results. There was not significant difference between the classes in regards to attitude (enjoyment, motivation, value, and self-confidence). Overall, it appears as though the teaching style has no real impact on either student performance or student attitude in large college algebra classes. I would like to acknowledge the contributions of the several people who helped me along the journey of completing my dissertation. Dr. Sam Stack, my advisor, was a tremendous help throughout the process, mainly in getting everything done that needed to be done (taking the correct classes, filling out the necessary forms, doing things on time). Connie Miranov and Char Allen also helped with these tasks (even when I needed things done at the last minute because I lost track of due dates).

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Changing the Dialogue: Teaching Ethically Valued Content and Teaching Ethically in the College Classroom

Buell,

Piercey

2024

Advances in Mathematics Education

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Constructing an Inquiry Orientation from a Learning Theory Perspective: Democratizing Access through Task Design

Cited by 5 publications

References 13 publications

The Effectiveness of Evidence-Based Reasoning in Inquiry-Based Physics Teaching to Increase Students’ Scientific Reasoning

The Effectiveness of Evidence-Based Reasoning in Inquiry-Based Physics Teaching to Increase Students’ Scientific Reasoning

Impact of Inquiry-Based, Question-and-Answer Instruction in High-Enrollment Classes

Changing the Dialogue: Teaching Ethically Valued Content and Teaching Ethically in the College Classroom

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