The distinction between inquiry-based instruction and non-inquiry-based instruction in higher education: A case study of what happens as inquiry in 16 education courses in three universities

Aulls, Mark W.; Magon, Juss Kaur; Shore, Bruce M.

doi:10.1016/j.tate.2015.06.011

Cited by 14 publications

(11 citation statements)

References 44 publications

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“…Chemistry professors in this study made no suggestions about how to initiate a fundamental or substantial change in how courses and teaching could be organized or planned. For example, Aulls, Kaur Magon, and Shore (2015) showed that education professors who did take an inquiry-based approach to their teaching planned their courses long in advance of the semester, but then adjusted classes as they were enacted, based on what occurred in previous classes. Instructors who did not take an inquiry approach were much more likely to plan classes closer to their scheduled dates and also to rely more heavily on a single midterm and final exam for evaluation.…”

Section: Discussionmentioning

confidence: 99%

Chemistry Professors' Perceptions of Undergraduate Learning

2018

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This study investigated 27 chemistry professors’ perceptions of learning in undergraduate education and their suggestions for adopting an inquiry-based pedagogical approach to teaching and learning. Semistructured interviews revealed that two thirds of participants perceived undergraduate learning in traditional ways such as the acquisition of basic facts in a discipline. One fifth perceived undergraduate education as an active way of learning, specifically taking advantage of existing opportunities for students to engage in research experiences. Four professors described learning as a balance between the roles undertaken by students and instructors, namely students becoming more involved in the process of asking questions. Suggestions on how to bring teaching and research closer together in undergraduate education included (a) seeking research opportunities, (b) providing authentic learning environments, (c) capturing students’ curiosity, and (d) varying teaching methods. Although some statements did not provide a specific practical suggestion about how to achieve an inquiry-based pedagogical approach in higher education, a beginning of change was observed among chemistry professors' perceptions of students’ roles toward one of active learning. Cette étude analyse les perceptions de 27 professeurs de chimie sur l’apprentissage dans l’enseignement au niveau du premier cycle ainsi que leurs suggestions pour adopter une approche pédagogique d’apprentissage fondé sur l’exploration. Des entrevues semistructurées ont révélé que les deux-tiers des participants percevaient l’apprentissage au niveau du premier cycle de manière traditionnelle, tel que l’acquisition de connaissances de base dans une discipline. Un cinquième d’entre eux percevaient l’enseignement au niveau du premier cycle comme une manière active d’apprendre, spécifiquement en profitant des opportunités existantes qui permettent aux étudiants de participer à des expériences de recherche. Quatre professeurs ont décrit l’apprentissage comme un équilibre entre les rôles joués par les étudiants et ceux joués par les instructeurs, c’est-à-dire les situations où les étudiants sont davantage impliqués dans le processus qui consiste à poser des questions. Des suggestions pour savoir comment rapprocher l’enseignement et la recherche dans l’enseignement au niveau du premier cycle comprennent : (a) rechercher des occasions de recherche, (b) fournir des environnements d’apprentissage authentique, (c) éveiller la curiosité des étudiants, et (d) varier les méthodes d’enseignement. Bien que certaines déclarations n’aient pas fourni de suggestions pratiques spécifiques sur la manière d’en arriver à une approche pédagogique d’apprentissage fondé sur l’exploration dans l’enseignement supérieur, un début de changement a été observé parmi les perceptions des professeurs de chimie sur les rôles des étudiants vers un apprentissage actif.

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Section: Discussionmentioning

confidence: 99%

Chemistry Professors' Perceptions of Undergraduate Learning

2018

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“…sophisticated learning outcomes such as developing expertise, emulating professionals, learning how to learn, and enhancing self-efficacy were rarely coded. The recognition of role changes was, however, insightful and reflected knowledge that research has deemed critical to successful enactment of inquiry instruction (Aulls et al, 2015). Second, having done a thesis or other research project and having taken a research-methods course were related to secondary student-teachers' understanding of inquiry and inquiry instruction.…”

Section: Educational Background Variables Uniquely Related To Inquirymentioning

confidence: 99%

“…Teaching through inquiry is challenging because enactment of inquiry curriculum is complex, can be done in a variety of ways, and can be used for different lengths of time in a classroom or course (Aulls, Kaur Magon, & Shore, 2015; Boyer Commission on Educating Undergraduates in the Research University, 1998; Davidson & Bruce, 1993;National Research Council, 2012;Reiff, 2002;Strum Kenny et al, 2001;Windschitl, 2002Windschitl, , 2008. A related challenge is understanding and setting learning goals of inquiry instruction, given the many operational definitions of inquiry.…”

Section: Literature Reviewmentioning

confidence: 99%

What Makes Inquiry Stick? The Quality of Preservice Teachers’ Understanding of Inquiry

2016

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This nonexperimental, exploratory, mixed-design study used questionnaires with 167 preservice secondary teachers to identify prior educational experiences associated with student-teachers' inquiry understanding. Understanding was determined through content analysis then open coding of definitions of inquiry and descriptions of best-experienced inquiry instruction, in terms of 23 potential learner-inquiry outcomes. Only two of seven educational-context variables related to understanding: prior experience doing a thesis or research-especially to definition quality and having taken a researchmethods course-especially to description quality. How definitions and descriptions of inquiry are different and similar was analyzed qualitatively and quantitatively. Implications for methodology, theory, and practice were presented, for example, research opportunities and research-methods training during teacher education. Diana Tabatabai received her MA in educational planning from the University of Toronto, and PhD in educational psychology from McGill University. She has worked as a research associate with the Toronto Board of Education, in private industry on planning and project development, as well as in medical education, psychiatry, and educational psychology at McGill University in Montreal. Bruce M. Shore holds a BSc specialized in mathematics and chemistry, a teaching diploma, and an MA in education from McGill University, and a PhD in educational psychology from The University of Calgary. He is emeritus professor of educational psychology at McGill University in Montreal, Fellow of the American Educational Research Association, and a licensed psychologist. His research is on intellectual and social qualities of giftedness and on inquiry-based teaching.

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“…As before, teachers explored, discussed and debated research findings (e.g. Aulls et al , 2015; Levy and Petrulis, 2012; Hmelo-Silver et al , 2007; Kirschner et al , 2006; Lazonder and Harmsen, 2016; Boyer, 1998) and collaboratively examined samples of student work and an example Atlas curriculum map using advocated collaborative learning protocols. In preparation for the CPD, teachers had highlighted and annotated an article about structured inquiry and written an annotated bibliography entry, and these were discussed and collaboratively assessed using the ‘pre-flight checklist’ technique (Wiliam, 2006) introduced previously.…”

Section: Introductionmentioning

confidence: 99%

Can CPD enhance student-centred teaching and encourage explicit instruction of International Baccalaureate Approaches to Learning skills? A qualitative formative assessment and summative evaluation of an IB school’s in-house CPD programme

Forrest

2018

Jnl of Research in Internatl Education

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This study aimed to involve International Baccalaureate (IB) teachers in formative assessment and summative evaluation of a continuing professional development (CPD) programme designed to facilitate a studentcentred, process-focused approach in which the 'Approaches to Learning' (ATL) element of the IB curriculum takes a central role. Given its emphasis on participants' collective perspectives, focus groups were selected as the data collection method. Respondents were twelve teachers with diverse backgrounds and experience, from different school departments, with varying teaching styles, epistemological beliefs and views regarding ATL. This study includes a discussion of the literature with reference to teachers' beliefs, attitudes, values and knowledge, the role these play in teaching practices, the extent to which CPD may be able to influence them, and the elements of CPD which make teachers' development more likely. Findings indicate that formatively assessing teachers' development from CPD, and development itself, are 'messy' processes, as is trying to distinguish between 'student-centred' and 'teacher-centred' teaching in relation to facilitating self-regulated learning. Differences were identified in how experienced teachers, particularly those with Postgraduate Certificate in Education (PGCE) certification and new teachers, particularly those without a PGCE, reacted to CPD and developed in relation to the aims of CPD. However, these issues were mitigated over time by the CPD programme's emphasis on collegiality and its coherence with previous CPD and IB standards for teaching and learning. Students' increasing competence with, and acceptance of, student-centred teaching also made it easier for teachers to develop their practice, illuminating the nature of enculturation as a driver of learning. Importantly, formative assessment helped the researcher to understand the complex and incremental nature of teachers' development as well as gain insights into how CPD contributed to that development. This investigation demonstrates that brief experiences of top down, whole school, 'training model' CPD can, indeed, enhance teachers' student-centredness and facilitate explicit instruction of ATL skills, and illustrates the utility of using focus groups to formatively assess, and summatively evaluate, teachers' CPD.

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The distinction between inquiry-based instruction and non-inquiry-based instruction in higher education: A case study of what happens as inquiry in 16 education courses in three universities

Cited by 14 publications

References 44 publications

Chemistry Professors' Perceptions of Undergraduate Learning

Chemistry Professors' Perceptions of Undergraduate Learning

What Makes Inquiry Stick? The Quality of Preservice Teachers’ Understanding of Inquiry

Can CPD enhance student-centred teaching and encourage explicit instruction of International Baccalaureate Approaches to Learning skills? A qualitative formative assessment and summative evaluation of an IB school’s in-house CPD programme

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