![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Inquiry-based instruction is common to nearly every model of gifted education. Six teachers of 14 secondary classes were briefly interviewed about their teaching and learning methods, use of inquiry-based strategies, classroom descriptions, a typical day, student expectations, and inquiry-instruction outcomes. A criterion-referenced checklist of 25 qualities of inquiry classrooms was used in a protocol analysis of the transcribed interviews. The classes were previously categorized as Most, Middle, and Least Inquiry with a modification of Llewellyn’s simplified rubric for inquiry teaching complemented by teacher and student interviews and a teacher questionnaire. Extent of inquiry was well identified using only the teacher interviews and checklist. Teachers of Most Inquiry classrooms mentioned 21 or 25 of the 25 inquiry items. Middle Inquiry teachers mentioned 17 and 18 items. Least Inquiry teachers noted 6 and 9. Brief teacher interviews with a relatively straightforward coding system can assess the extent of classroom inquiry students experience.
References
Section:
|
Anderson, L. W., Burns, R. B. (1989). Research in classrooms: The study of teachers, teaching, and instruction. Oxford, UK: Pergamon Press. Google Scholar | |
|
Aulls, M. W. (2002). The contributions of co-occurring forms of classroom discourse and academic activities to curriculum events and instruction. Journal of Educational Psychology, 94, 520-538. doi:10.1037/0022-0663.94.3.520 Google Scholar | Crossref | ISI | |
|
Aulls, M. W., Shore, B. M. (2008). Inquiry in education (Vol. I): The conceptual foundations for research as a curricular imperative. New York, NY: Lawrence Erlbaum. Google Scholar | |
|
Aulls, M. W., Tabatabai, D., Shore, B. M. (2015). Making inquiry stick: Prior-education correlates of the quality of preservice teachers’ definition of inquiry-based instruction and description of their most highly rated past inquiry experience. Manuscript submitted for review. Google Scholar | |
|
Banchi, H., Bell, R. (2008). The many levels of inquiry: Inquiry comes in various forms. Science & Children, 46(2), 26-29. Google Scholar | |
|
Basaga, H., Gebain, O., Tekkaya, C. (1994). The effect of the inquiry teaching method on biochemistry and science process skill achievements. Biochemical Education, 22, 29-32. doi:10.1016/0307-4412(94)90163-5 Google Scholar | Crossref | |
|
Bredderman, T. (1983). Effects of activity-based elementary science on student outcomes: A quantitative synthesis. Review of Educational Research, 53, 499-518. doi:10.3102/00346543053004499 Google Scholar | SAGE Journals | ISI | |
|
Brown, A. L. (1990). Domain-specific principles affect learning and transfer in children. Cognitive Science, 14, 107-133. doi:10.1207/s15516709cog1401_6 Google Scholar | Crossref | ISI | |
|
Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press. Google Scholar | |
|
Bulunuz, M., Jarrett, O. S., Martin-Hansen, L. (2012). Level of inquiry as motivator in an inquiry methods course for preservice elementary teachers. School Science and Mathematics, 112, 330-339. doi:10.1111/j.1949-8594.2012.00153.x Google Scholar | Crossref | |
|
Campbell, T., Abd-Hamid, N. H., Chapman, H. (2009). Development of instruments to assess teacher and student perceptions of inquiry experiences in science classrooms. Journal of Science Teacher Education, 21, 13-30. doi:10.1007/s10972-009-9151-x Google Scholar | Crossref | |
|
Carstens, L., Howell, J. B. (2012). Questions that matter: Using inquiry-guided faculty development to create an inquiry-guided learning curriculum. New Directions for Teaching & Learning, 129, 51-59. doi:10.1002/tl.20006 Google Scholar | Crossref | |
|
Chang, C., Mao, S. (1999). Comparison of Taiwan science students’ outcomes with inquiry-group versus traditional instruction. Journal of Educational Research, 92, 340-387. doi:10.1080/00220679909597617 Google Scholar | Crossref | ISI | |
|
Chiappetta, E. L. (1997). Inquiry-based science. The Science Teacher, 64, 22-26. Google Scholar | |
|
Chichekian, T., Savard, A., Shore, B. M. (2011). The languages of inquiry: An English-French lexicon of inquiry terminology in education. LEARNing Landscapes, 4, 93-109. Retrieved from http://www.learninglandscapes.ca Google Scholar | |
|
Chichekian, T., Shore, B. M. (2014). Senior preservice teachers’ self-efficacy for inquiry enactment. Manuscript submitted for publication. Google Scholar | |
|
Cole, A. L. (1989, April). Making explicit implicit theories of teaching: Starting points in preservice programs (ERIC Document Reproduction Services No. ED308163). Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Google Scholar | |
|
Costa, A. L., Kallick, B. (2000). Discovering and exploring habits of mind. Alexandria, VA: Association for Supervision and Curriculum Development. Google Scholar | |
|
Crawford, B. A. (1999). Is it realistic to expect a preservice teacher to create an inquiry-based classroom? Journal of Science Teacher Education, 10, 175-194. doi:10.1023/A:1009422728845 Google Scholar | Crossref | |
|
Crawford, B. A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37, 916-937. doi:10.1002/1098-2736(200011)37:9<916::AID-TEA4>3.0.CO;2-2 Google Scholar | Crossref | ISI | |
|
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage. Google Scholar | |
|
Creswell, J. W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage. Google Scholar | |
|
DeBoer, G. (1991). A history of ideas in science education: Implications for practice. New York, NY: Teachers College Press. Google Scholar | |
|
Delcourt, M. A. B. (1993). Creative productivity among secondary school students: Combining energy, interest, and imagination. Gifted Child Quarterly, 37, 23-31. doi:10.1177/001698629303700104 Google Scholar | Crossref | ISI | |
|
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: D. C. Heath. Google Scholar | |
|
Donald, J. G. (2002). Learning to think: Disciplinary perspectives. San Francisco, CA: Jossey-Bass. Google Scholar | |
|
Driver, R. (1983). The pupil as scientist? Milton Keynes, UK: The Open University. Google Scholar | |
|
Duggan, S., Gott, R. (1995). The place of investigation in practical work in the UK National Curriculum for Science. International Journal of Science Education, 17, 137-147. doi:10.1080/0950069950170201 Google Scholar | Crossref | ISI | |
|
Ebenezer, J. V., Zoller, U. (1993). Grade 10 students’ perceptions of and attitudes toward science teaching and school science. Journal of Research in Science Teaching, 30, 175-186. doi:10.1002/tea.3660300205 Google Scholar | Crossref | ISI | |
|
Ericsson, K. A., Simon, H. A. (1993). Protocol analysis: Verbal reports as data (Rev. ed.). Cambridge, MA: MIT Press. Google Scholar | |
|
European Commission, Directorate-General for Research, Directorate L-Science, Economy and Society . (2007). Science education now: A renewed pedagogy for the future of Europe. Retrieved from http://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-science-education_en.pdf Google Scholar | |
|
Fayer, L. A. (2010). Student and instructor perceptions of the use of inquiry practices in a biology survey laboratory course (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3420564) Google Scholar | |
|
Fontana, A., Frey, J. H. (1994). Interviewing: The art of science. In Denzin, D., Lincoln, Y. (Eds.), Handbook of qualitative research (pp. 361-376). Thousand Oaks, CA: Sage. Google Scholar | |
|
Garnett, P. J., Garnett, P. J., Hackling, M. W. (1995). Students’ alternative conceptions in chemistry: A review of research and implications for teaching and learning. Studies in Science Education, 25, 69-95. doi:10.1080/03057269508560050 Google Scholar | Crossref | |
|
Germann, P. J. (1991). Developing science process skills through directed inquiry. American Biology Teacher, 53, 243-247. Google Scholar | Crossref | ISI | |
|
Gyles, P. D. T. (2011). Student outcomes in inquiry instruction (Master’s thesis). Available from ProQuest Dissertations and Theses database. (UMI No. 873577596) Google Scholar | |
|
Hall, D. A., McCurdy, D. W. (1990). A comparison of a biological sciences curriculum study (BSCS) laboratory and a traditional laboratory on student achievement at two private liberal arts colleges. Journal of Research in Science Teaching, 27, 625-636. doi:10.1002/tea.3660270703 Google Scholar | Crossref | ISI | |
|
Henige, K. (2011). Undergraduate student attitudes and perceptions toward low- and high-level inquiry exercise physiology teaching laboratory experiences. Advances in Physiology Education, 35, 197-205. doi:10.1152/advan.00086.2010 Google Scholar | Crossref | Medline | ISI | |
|
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235-266. doi:10.1023/B:EDPR.0000034022.16470.f3 Google Scholar | Crossref | ISI | |
|
Ibrahim, A. (2014). Self-efficacy and attainment value for enacting inquiry (Doctoral dissertation). Retrieved from http://digitool.library.mcgill.ca/thesisfile123031.pdf Google Scholar | |
|
Jansen, B. A. (1995). Authentic products: The motivating factor in library research projects. School Library Media Activities Monthly, 12(4), 26-27. Google Scholar | |
|
Kuhn, D. (2005). Education for thinking. Cambridge, MA: Harvard University Press. Google Scholar | |
|
Kyle, W. C., Bonnstetter, R. J., Gadsden, T. (1988). An implementation study: An analysis of elementary students’ and teachers’ attitudes toward science in process- approach vs. traditional science class. Journal of Research in Science Teaching, 25, 103-120. doi:10.1002/tea.3660250203 Google Scholar | Crossref | ISI | |
|
Lampert, N. (2006). Critical thinking dispositions as an outcome of art education. Studies in Art Education, 47, 215-228. Google Scholar | Crossref | |
|
Llewellyn, D. (2002). Inquire within: Implementing inquiry-based science standards. Thousand Oaks, CA: Corwin Press. Google Scholar | |
|
Llewellyn, D. (2004). Rubric for becoming an inquiry-based teacher. Retrieved from http://www.pkwy.k12.mo.us/intra/professional/tip2_resources/RubricInquiryTeacher.pdf Google Scholar | |
|
Lowery, L. F., Bowyer, J., Padilla, M. J. (1980). The science curriculum improvement study and student attitudes. Journal of Research in Science Teaching, 17, 327-355. doi:10.1002/tea.3660170410 Google Scholar | Crossref | |
|
Magnussen, L., Ishida, D., Itano, J. (2000). The impact of the use of inquiry-based learning as a teaching methodology on the development of critical thinking. Journal of Nursing Education, 39, 360-364. Google Scholar | Medline | ISI | |
|
Manconi, L., Aulls, M. W., Shore, B. M. (2008). Teachers’ use and understanding of strategy in inquiry instruction. In Shore, B. M., Aulls, M. W., Delcourt, M. A. B. (Eds.), Inquiry in education (Vol. II): Overcoming barriers to successful implementation (pp. 247-270). New York, NY: Lawrence Erlbaum. Google Scholar | |
|
Marshall, J. C., Smart, J., Horton, R. M. (2010). The design and validation of EQUIP: An instrument to assess inquiry-based instruction. International Journal of Science and Mathematics Education, 8, 299-321. doi:10.1007/s10763-009-9174-y Google Scholar | Crossref | ISI | |
|
Martino-Brewster, G. (1999). Reversing the negative. Voices From the Middle, 6(3), 11-14. Google Scholar | |
|
Massialas, B. G. (1969). Inquiry. Today’s Education, 58, 40-42. Google Scholar | |
|
Massialas, B. G., Cox, B. (1966). Inquiry in the social studies. New York, NY: McGraw-Hill. Google Scholar | |
|
McMillan, J. H. (2012). Educational research: Fundamentals for the consumer (6th ed.). Boston, MA: Pearson. Google Scholar | |
|
Mitchell, S. (2001). Describing the effects of an inquiry curriculum on low-achieving students’ causal attributions (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3420564) Google Scholar | |
|
National Council for the Social Studies . (1994). Curriculum standards for social studies: Expectations of excellence. Silver Spring, MD: Author. Retrieved from http://www.socialstudies.org/standards/strands Google Scholar | |
|
National Council of Teachers of Mathematics . (2000). Principles and standards for school mathematics. Reston, VA: Author. Retrieved from http://standardstrial.nctm.org/document/prepost/cover.htm Google Scholar | |
|
National Governors Association Center for Best Practices, Council of Chief State School Officers . (2010). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. Washington, DC: Author. Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf Google Scholar | |
|
National Research Council . (1996). National science education standards. Washington, DC: National Academies Press. Google Scholar | |
|
National Research Council . (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, DC: National Academies Press. Retrieved from http://www.nap.edu/catalog/9596.html Google Scholar | |
|
National Research Council . (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press. Google Scholar | |
|
Newmann, F. M. (1988). Can depth replace coverage in the high school curriculum? Phi Delta Kappan, 69, 345-348. Google Scholar | ISI | |
|
Ornstein, A. (2006). The frequency of hands-on experimentation and student attitudes toward science: A statistically significant relation. Journal of Science Education and Technology, 15, 285-297. doi:10.1007/s10956-006-9015-5 Google Scholar | Crossref | |
|
Osborne, K., Seymour, J. (1988). Political education in upper elementary school. International Journal of Social Education, 3, 63-77. Google Scholar | |
|
O’Steen, B. (2008). Are Dewey’s ideas alive and well in New Zealand undergraduate education? Kiwi case studies of inquiry-based learning. Journal of Experiential Education, 30, 299-303. Google Scholar | SAGE Journals | |
|
Pozuelos, F., González, G. T., Cañal de León, P. (2010). Inquiry-based teaching: Teacher’s conceptions, impediments, and support. Teaching Education, 21, 131-142. doi:10.1080/10476210903494507 Google Scholar | Crossref | |
|
Québec, Ministère de l’Éducation . (1999). Programme de formation de l’école québécoise: Éducation préscolaire, enseignement primaire [Quebec education program: Preschool education, elementary education]. Québec City, Canada: Author. Google Scholar | |
|
Québec, Ministère de l’Éducation . (2001). Quebec education program, approved version: Preschool education, elementary education. Québec City, Canada: Author. Google Scholar | |
|
Québec, Ministère de l’Éducation . (2004). Québec education program: Secondary school education, cycle one. Québec City, Canada: Author. Google Scholar | |
|
Renzulli, J. S., Reis, S. M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press. Google Scholar | |
|
Robinson, A., Shore, B. M., Enersen, D. L. (2006). Best practices in gifted education: An evidence-based guide. Waco, TX: Prufrock Press. Google Scholar | |
|
Saunders-Stewart, K. S. (2008). Students’ perceptions of the important outcomes of inquiry-based teaching and learning (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 762532588) Google Scholar | |
|
Saunders-Stewart, K. S., Gyles, P. D. T., Shore, B. M. (2012). Student outcomes in inquiry instruction: A literature-derived inventory. Journal of Advanced Academics, 23, 5-31. doi:10.1177/1932202X11429860 Google Scholar | SAGE Journals | |
|
Saunders-Stewart, K. S., Gyles, P. D. T., Shore, B. M., Bracewell, R. J. (2015). Student outcomes in inquiry: Students’ perspectives. Learning Environments Research, 18, 289-311. doi:10.1007/s10984-015-9185-2 Google Scholar | Crossref | |
|
Schön, D. A. (1992). The theory of inquiry: Dewey’s legacy to education. Curriculum Inquiry, 22, 119-139. Google Scholar | Crossref | ISI | |
|
Scruggs, T., Mastropieri, M., Bakken, J., Brigham, F. (1993). Reading vs. doing: The relative effectiveness of textbook-based and inquiry-oriented approaches to science education. The Journal of Special Education, 27, 1-15. doi:10.1177/002246699302700101 Google Scholar | SAGE Journals | ISI | |
|
Shore, B. M., Aulls, M. W., Delcourt, M. A. B. (Eds.). (2008). Inquiry in education, vol. II: Overcoming barriers to successful implementation. New York, NY: Lawrence Erlbaum. Google Scholar | |
|
Shore, B. M., Birlean, C., Walker, C. L., Ritchie, K. C., LaBanca, F., Aulls, M. W. (2009). Inquiry literacy: A proposal for a neologism. LEARNing Landscapes, 3, 138-155. Google Scholar | |
|
Shore, B. M., Chichekian, T., Syer, C. A., Aulls, M. W., Frederiksen, C. H. (2012). Planning, enactment, and reflection in inquiry-based learning: Validating the McGill Strategic Demands of Inquiry Questionnaire. International Journal of Science and Mathematics Education, 10, 315-337. doi:10.1007/s10763-011-9301-4 Google Scholar | Crossref | ISI | |
|
Shore, B. M., Pinker, S., Bates, M. (1990). Research as a model for university teaching. Higher Education, 19, 21-35. Google Scholar | Crossref | ISI | |
|
Short, K. G., Burke, C. (1996). Examining our beliefs and practices through inquiry. Language Arts, 73, 97-104. Google Scholar | |
|
Shymansky, J. A., Hedges, L. V., Woodworth, G. (1990). A reassessment of the effects of inquiry-based science curricula of the 60s on student performance. Journal of Research in Science Teaching, 20, 127-144. doi:10.1002/tea.3660270205 Google Scholar | Crossref | ISI | |
|
Shymansky, J. A., Kyle, W. C., Alport, J. M. (1983). The effects of new science curricula on student performance. Journal of Research in Science Teaching, 20, 387-404. doi:10.1002/tea.3660200504 Google Scholar | Crossref | ISI | |
|
Smith, M., Barnatt, J., Friedman, A., Pine, G. (2009). Inquiry on inquiry: Practitioner research and student learning. Action in Teacher Education, 31(2), 17-32. doi:10.1080/01626620.2009.10463515 Google Scholar | Crossref | |
|
Starko, A. J. (1988). Effects of the revolving door identification model on creative productivity and self-efficacy. Gifted Child Quarterly, 32, 291-297. doi:10.1177/001698628803200301 Google Scholar | Crossref | ISI | |
|
Strauss, A., Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage. Google Scholar | |
|
Sunal, D., Sunal, C., Whitaker, K., Odell, M., MacKinnon, C. (2003). The effect of standards-based reform in university courses on undergraduates’ science knowledge, teaching, and instruction. Oxford, UK: Pergamon. Google Scholar | |
|
Syer, C. A., Chichekian, T., Shore, B. M., Aulls, M. W. (2013). Learning “to do” and learning “about” inquiry at the same time: Different outcomes in valuing the importance of various intellectual tasks in planning, enacting, and evaluating an inquiry curriculum. Instructional Science, 41, 521-537. doi:10.1007/s11251-012-9242-5 Google Scholar | Crossref | ISI | |
|
Thacker, B., Kim, E., Trefz, K. (1994). Comparing problem solving performance of physics students in inquiry-based and traditional introductory physics courses. American Journal of Physics, 62, 627-633. Google Scholar | Crossref | ISI | |
|
Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J., Leppien, J., Burns, D. (2002). The parallel curriculum: A design to develop high potential and challenge high-ability learners. Thousand Oaks, CA: Sage. Google Scholar | |
|
Towers, J. (2010). Learning to teach mathematics through inquiry: A focus on the relationship between describing and enacting inquiry-oriented teaching. Journal of Mathematics Teacher Education, 13, 243-263. doi:10.1007/s10857-009-9137-9 Google Scholar | Crossref | |
|
UNESCO . (2008). ICT competency standards for teachers: Competency standards modules. Paris, France: Author. Retrieved from http://unesdoc.unesco.org/images/0015/001562/156207e.pdf Google Scholar | |
|
Von Secker, C. (2002). Effects of inquiry-based teacher practices on science excellence and equity. The Journal of Educational Research, 95, 151-160. doi:10.1080/00220670209596585 Google Scholar | Crossref | ISI | |
|
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Cole, M. , Trans.). Cambridge, MA: Harvard University Press. Google Scholar | |
|
Wade, R. C. (1995). Encouraging student initiative in a fourth-grade classroom. Elementary School Journal, 95, 339-354. Google Scholar | Crossref | ISI | |
|
Walker, C. L., Shore, B. M. (2014). Understanding classroom roles in inquiry education: Linking role theory and social constructivism to the concept of role diversification. Manuscript submitted for publication. Google Scholar | |
|
Walker, C. L., Shore, B. M., Tabatabai, D. (2013). Eye of the beholder: Investigating the interplay between inquiry role diversification and social perspective taking. International Journal of Educational Psychology, 2, 144-192. doi:10.4471/ijep.2013.23 Google Scholar | Crossref | |
|
Wills, C. (1995). Voice of inquiry: Possibilities and perspectives. Childhood Education, 71, 261-265. Google Scholar | Crossref | |
|
Windschitl, M. (2004). “Folk theories of “inquiry”: How preservice teachers reproduce the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41, 481-512. doi:10.1002/tea.20010 Google Scholar | Crossref | ISI | |
|
Wise, K., Okey, J. (1983). A meta-analysis of the effects of various science teaching strategies on achievement. Journal of Research in Science Teaching, 20, 419-435. doi:10.1002/tea.3660200506 Google Scholar | Crossref | ISI | |
|
Zachos, P., Hick, T. L., Doane, W., Sargent, C. (2000). Setting theoretical and empirical foundations for assessing scientific inquiry and discovery in educational programs. Journal of Research in Science Teaching, 37, 938-962. Google Scholar | Crossref | ISI |
