Student inquiry and curriculum integration: Shared origins and points of difference (Part A)

Boyd, Sally; Hipkins, Rosemary

doi:10.18296/set.0386

Cited by 13 publications

(13 citation statements)

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“…However, within our classes all students have made expected or greater progress in their reading. It is hard to say whether this would have been different in a traditional environment, but student voice indicates that student engagement is enhanced within the co-constructed learning environment (Boyd & Hipkins, 2012;Brough, 2008) of a MLE. We also believe that learner behaviours developed within an MLE will lead to improved academic potential if tracked over a number of years.…”

Section: Discussionmentioning

confidence: 99%

Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning

Briggs

Gabites

Mackenzie

et al. 2017

Journal of Educational Leadership, Policy and Practice

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Our teacher leadership story comes from two schools collaborating on a New Zealand Teacher Led Innovation Fund (TLIF) project exploring the effect of student-led learning practices on literacy achievement within modern learning environments (MLEs). Our rationale is that learning which is individualised for all learners leads to more equitable outcomes for all. It also enables student ownership of learning, which in turn increases success for all learners, measured through improved student engagement, positive shifts in attitude, and improved progress and achievement. We undertook two cycles of participatory action-based inquiry to find out how successful collaboration and student ownership within the MLEs could impact on literacy engagement and achievement. We noted considerable progress in the development of key competencies, influenced by the transfer of ownership from teacher to student through choice, sharing of the curriculum, and engagement with the wider range of resources readily available in an MLE. Giving students a say in their topic and context increased their engagement and led to improved outcomes in literacy achievement. The support provided by our school management for teacher-leadership of the innovations has enabled research-informed student-led pedagogy to be developed at both schools.

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Section: Discussionmentioning

confidence: 99%

Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning

Briggs

Gabites

Mackenzie

et al. 2017

Journal of Educational Leadership, Policy and Practice

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“…Siswa dituntut memiliki keterampilan berpikir tingkat tinggi untuk menyelesaikan masalah yang terkait dengan masalah lokal dan global melalui kegiatan pembelajaran, salah satunya adalah kemampuan berpikir analitis (Osman, Hiong, & Vebrianto, 2013). Model pembelajaran harus mampu membuat siswa melakukan investigasi terhadap masalah yangada sekeliling siswa yang didapat melalui penyelidikan sendiri dan mampu menyelesaikan masalah di masa depan (Secker, 2002 ) (Boyd, S., & Hipkins, 2012) Diharapkan dengan melibatkan fenomena sosial di sekitar siswa, sehingga siswa akan aktif melakukan observasi, eksperimen dan penyelesaian masalah sehingga siswa tidak hanya mampu memperoleh hasil belajar dari pengetahuan dan pemahaman saja.…”

Section: A Pendahuluanunclassified

Efetivitas Metode Inquiry Learning Dalam Meningkatkan Kemampuan Analisis Pada Materi Ipa Siswa Kelas Iii SDN Tlogoangung

Anggraini

2020

ATL

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This study aims to examine the use of inquiry methods for the ability of student analysis. Based on the M Problem that is faced by the teachers of the school base on learning of science. The method is carried out by conducting pre-experiment by conducting a pretest and posttest during the research. The instrument used in the form of a written test and for data analysis using paired sample t test with the help of SPSS 25. After paired test t sample test is known if the significance value is 0.00 or smaller than 0.005. which means Ha was accepted and Ho rejected

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“…The expository learning modelis characterized by questions and answers, and the teacher conveys unidirectional information (Abdi, 2014), only creating knowledge transmission (Mardiati 2018) and students who are trapped in learning by giving examples of past events. The investigation has replaced traditional teacher-centered learning of texts by giving pupils the chance to gather evidence and solve problems logically (Secker, 2012;Boyd & Hipkins 2012). Indonesia has implemented the 2013 Curriculum and expected to be able to improve cognitive, affective, and psychomotor learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…Students must have analysis skills in learning (Hiong & Osman, 2015). Students are able to solve existing student problems, so they can solve problems in the future (Secker, 2012;Boyd & Hipkins 2012). Students will more easily carry out discussions by involving social phenomena around students so that students not only have the understand, but also analysis skills.…”

Section: Introductionmentioning

confidence: 99%

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Effect of Guided Inquiry Learning Model and Social Skills to the Improving of Students’ Analysis Skills in Social Studies Learning

Chandra

Degeng

Kuswandi

et al. 2020

Journal for the Education of Gifted Young Scientists

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This research aim is to examine the application of guided inquiry learning models and social skills to improve the students' analysis skills. Social studies learning that still uses expository learning models makes students get difficulties to have analysis skills. This study was used the quasi-experimental research that pretest and postest control design. The participants of the study was 132 junior high school students in grade 7 th on junior high school. The data collection tools was used Social Skills Rating System (SSRS) adapted from Gresham and Elliot (1990) and tested to the learning outcomes. The research data were analyzed with ANOVA technique. The findings of the research conclude that there are differences in analysis skills of the students who taught guided inquiry learning model and expository learning model. There are differences in analysis skills of the students who have high social skills and low social skills. There is an interaction between guided inquiry learning model and expository learning model when integrated with high social skills and low social skills on analysis skills of the students.

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Student inquiry and curriculum integration: Shared origins and points of difference (Part A)

Cited by 13 publications

References 0 publications

Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning

Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning

Efetivitas Metode Inquiry Learning Dalam Meningkatkan Kemampuan Analisis Pada Materi Ipa Siswa Kelas Iii SDN Tlogoangung

Effect of Guided Inquiry Learning Model and Social Skills to the Improving of Students’ Analysis Skills in Social Studies Learning

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