Understanding Classroom Roles in Inquiry Education

Abstract

Inquiry-based teaching and learning are rooted in social constructivism and are central to curricular reform. Role theory and social constructivism provided insight into a commonly observed but insufficiently understood phenomenon in inquiry. Within inquiry, role shifts have been described as the switching of roles between students and teachers; however, the process may be better conceptualized as role diversification because students and teachers may undertake multiple roles simultaneously in inquiry. This article expands on existing research and proposes a framework potentially applicable to both learners and teachers, but here focused on learners. Beyond exploration, engagement, and stabilization of roles, diversification was added and described. This framework expanded on current education theory, adding new insight to a minimally explored topic, with implications for students, teachers, consultants, and researchers.

Empathetic Design: A Sustainable Approach to School Change

“…School leaders also constructed meaning related to social interactions (Fleury & Garrison 2014;Walker & Shore, 2015) such as community and teaching strategies. The value of group work, critical thinking dialogues, relationships, and academic socialization were mentioned and supported through the blogs and interviews.…”

“…El-Deghaidyís (2012) study focused on the importance of constructivism from the perspective of teachersí as researchers; however, the findings can be applied to school leaders who take an active role in constructing knowledge through personal experiences within the school culture. Social constructivism is the process where the individual constructs meaning and knowledge through social interactions (Fleury & Garrison, 2014;Walker & Shore, 2015). School leaders could find benefits in using empathetic design principles to gain a deeper understanding of the social culture in which students construct meaning leading to an ìempathetic, critical integration of multiple perspectivesî (Daniel, 2015, para 1).…”

Virtual Teaching in the Time of COVID-19: Rethinking Our WEIRD Pedagogical Commitments to Teacher Education

“…Several role shifts for teachers have been documented in their move to virtual instruction (Coppola et al, 2002;Walker and Shore, 2015). One such shift occurs in the diversified pedagogical (cognitive) role assumed by instructors.…”

“…Positing the need for an intentional shift in pedagogical and social roles in virtual learning environments, Knowlton (2000) advocates for an instructional shift from teacher-centered to student-centered pedagogy. Such a shift requires a diversification in both the teacher and student roles (Walker and Shore, 2015). Knowlton explores this diversification of roles through Connelly and Clandinin (1988) categorization of classrooms into things, peoples, and processes.…”

Model problem based learning berbantuan jurnal belajar terhadap kemampuan metakognitif siswa

“…Peran aktif siswa dalam pembelajaran diharapkan mampu meningkatkan keterampilan siswa dalam memaknai hakikat tentang pentingnya belajar (Walker & Shore, 2015;Zosh et al, 2017). Peran aktif siswa tidak hanya ditekankan pada saat proses pembelajaran, tetapi juga aktif dalam melakukan refleksi diri melalui kegiatan menulis jurnal belajar (Triana, 2012;Wahdah, Jufri, & Zulkifli, 2016).…”