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Dissertations / Theses on the topic 'Inquiry-based methods'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Bell, Andrew. "Inquiry-Based Methods in the International Baccalaureate Primary Years Program Art Room." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5378.

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The International Baccalaureate Primary Years Program [IB PYP] is a student-driven, inquiry-based elementary school level educational program that has grown rapidly in the United States since its creation in 1997. This study explores how IB PYP art teachers define and implement inquiry-based instructional methods in their art rooms through a nation-wide, online survey of art teachers, coordinators, and administrators. The Survey consists of 22 questions which ask respondents to describe their classroom practices and provide examples of how they make use of inquiry-based methods in the art room

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Sawyers, Sarah. "Comparing Science Instruction Methods in the High School Classroom Setting: A Case Study in Inquiry-Based Methods." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1977.

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The science education system currently in place in the United States does not adequately prepare students to compete well with international students. The development of new teaching methods is essential to ensure improvement of the system and provide its students with better scholastic achievements and employment opportunities. Various methods have been studied, with one implemented in a high school classroom to compare the results of the new method with the traditional method of instruction. Rather than the traditional lecture-based approach, Honors Chemistry students learned the theory of t

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Smith, Prudence. "Improving Classroom Discourse in Inquiry-Based Primary Science Education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/591.

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Teachers‟ capacity to use classroom discourse to deepen student learning through sustained conversation is considered crucial to increasing students‟ intellectual development. Learners actively construct knowledge and develop understandings from their shared experiences and via interaction with others (Driver, Asoko, Leach, Mortimer & Scott, 1994). However, talk that fosters students‟ capacity to reason is lacking in many classrooms (Alexander, 2006) and, what is more, teachers tend to control the discourse by asking a predominance of closed questions and using a question-answer recitation scr

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Mahmood, Hajara. "Conversion of Traditional Observation-Based Botany Labs to Investigative Inquiry Learning." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/21.

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“Tell me and I forget, show me and I remember, involve me and I understand.” - Chinese Proverb. Involvement in learning implies possessing skills and attitudes that permit students to seek resolutions to questions and issues while constructing new knowledge. Low enrollment in Plant Biology and Diversity and upper level plant science courses has been noticed at Western Kentucky University. In addition, graduating students performed below the national average on the senior assessment examination in the area of botany content knowledge offered by WKU’s Biology Department. This may be due to th

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Bloch, Joan R., Maureen R. Courtney, and Myra L. Clark. "Practice-based Clinical Inquiry in Nursing for DNP and PhD Research: Looking Beyond Traditional Methods." Digital Commons @ East Tennessee State University, 2016. https://www.amzn.com/0826126944.

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Meticulously compiled to serve the specific needs of APRNs and nurse executives engaged in doctoral-level research, this text provides evidence-based and practice-based scholarly methods not traditionally taught in PhD or DNP programs. Building on and expanding traditional nursing research methods, the bookfocuses on both existing and evolving methods of clinical inquiry, some of which incorporate technology and knowledge from other disciplines. These are approaches that can be translated into clinical practice, providing the nursing profession with unprecedented opportunities for collaboratio

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Marchant, Douglas S. "A Qualitative Inquiry into the Treatment Experience of Adolescent Females in a Relationally Based Therapeutic Boarding School." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4123.

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Individualism, the assumption that persons are self-contained and primarily act for the sake of the self, is prevalent in American culture and has arguably perpetuated numerous psychological and societal ills. Relationality, the assumption that persons are always and inextricably constituted by relationships, has been posited as a philosophical and practical alternative to individualist culture. Several scholars, both inside and outside of psychology, have developed relational concepts and practices, including some who have elucidated a relational approach to psychotherapy (e.g., Slife and Wig

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Tash, Gina G. "A phenomenological study of assessment methods in the inquiry -based science classroom: How do educators decide?" ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/667.

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The purpose of this phenomenological study was to describe the experiences of science educators as they select and develop assessment methods for inquiry learning. Balancing preparations for standardized tests and authentic inquiry assessment experiences can be challenging for science educators. The review of literature revealed that current research focused on instructional methods and assessment, students' assessment experiences, and teachers' instructional methods experiences. There remains a gap in current literature regarding the experiences of science educators as they select and develop

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Hartman, Ian R. "The Effect of Inquiry-Based Learning in a Technical Classroom: The Impact on Student Learning and Attitude." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/875.

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This study investigated the effect of inquiry-based instruction in technical undergraduate education. Specifically, the effect was measured along two dimensions: 1) the effect on student learning and, 2) student attitude towards subject matter. The researcher designed an inquiry-based instructional approach to encourage interaction between teacher and students and to help students take more responsibility for their learning. Three technical undergraduate classes participated in the study. Each class was divided into experimental and control groups. For the experimental group, a twice-a-week tr

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Betts, Julia Nykeah. "Evaluation of a High School Science Fair Program for promoting Successful Inquiry-based Learning." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1986.

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The success of inquiry-based learning (IBL) in supporting science literacy can be challenged when students encounter obstacles in the absence of proper support. This research is intended to evaluate the effectiveness of an Oregon public school district's regional science fair coaching program in promoting inquiry skills and positive attitudes toward science in participating high school students. The purpose of this study was to better understand students' perception of program support, obstacles or barriers faced by students, and potential benefits of IBL facilitated by the science fair progra

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10

Gatling, Anne Pfitzner. "Investigating the impact of field verses university-based science methods on preservice teachers' belief and abilities to design inquiry-based science instruction for diverse learners." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1163.

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Thesis advisor: Michael G. Barnett<br>Elementary science instruction and teacher preparation need improvement for various reasons: 1) preservice teachers lack opportunities to experience (Windschitl, 2003) or observe (Smith, 1999) inquiry science, 2) pre-service teachers have even fewer opportunities to practice teaching science in a classroom settings (Hewson, Tabachnick, Zeichner, & Lemberger, 1999); and 3) methods courses and field experiences fail to provide proper scaffolding and support for science teaching (Crawford, 1999). One way to improve preservice teacher growth and understand

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Gu, Jiangyue. "Epistemic Beliefs of Middle and High School Students in a Problem-Based, Scientific Inquiry Unit: An Exploratory, Mixed Methods Study." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4674.

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Epistemic beliefs are individuals’ beliefs about the nature of knowledge, how knowledge is constructed, and how knowledge can be justified. This study employed a mixed-methods approach to examine: (a) middle and high school students’ self-reported epistemic beliefs (quantitative) and epistemic beliefs revealed from practice (qualitative) during a problem-based, scientific inquiry unit, (b) How do middle and high school students’ epistemic beliefs contribute to the construction of students’ problem solving processes, and (c) how and why do students’ epistemic beliefs change by engaging in PBL.

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Felton, Norma D. "A Mixed-Methods Inquiry into Science Teachers’ Perceptions of the Effects of Professional Development Experiences on Implementation of Research-Based Instructional Practices." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1795.

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Abstract This was a modified integrated mixed methods study of teachers’ perceptions of factors that influence transfer of research-based teaching strategies into classroom practice. Participants were made up of 66 respondents to a researcher made survey, “Survey of Teacher Attitudes toward Change and Classroom Implementation of Research–Based Strategies”. Respondents were divided into two groups based on participation in Louisiana Systemic Initiatives Programs (LaSIP): LaSIP, N= 39 and Non-LaSIP, N= 27. Answers to five research questions were based on analysis of quantitative data from a surv

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Beccue-Barnes, Wendy Davis. "War brides: a practice-based examination of translating women’s voices into textile art." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13632.

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Doctor of Philosophy<br>Department of Apparel, Textiles, and Interior Design<br>Sherry J. Haar<br>Research about military wives has been limited. In academia, most research centers on the soldier and/or the family as a unit. When literature does address only the wife’s perspective it rarely presents a positive portrayal of her life. However, it is not just literature that shows a gap in exposing the voice of the military wife. Art-based works rarely focus on her perspective; and methodologies, such as practice-based research, rarely utilize actual voices as inspiration. The aim of the current

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Baker-Lawrence, Anika Rae. "An Investigation into Instructional Support for Data Analysis in High School Science Inquiry." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1534.

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The implementation of scientific inquiry in the high school classroom has proven to be not only relevant and exploratory, but challenging and engaging as well. This style of curriculum design has been recognized as a primary means of achieving the goals and objectives set by the National Resource Council (NRC, 1996). While much research has shown that science inquiry helps students to gain understanding of content knowledge, little research has been conducted to assess gains in higher order thinking skills, specifically those related to data analysis (Anderson, 2002; Germann and Aram, 1996; Ho

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Varma, Tina. "Preservice elementary teachers' perceptions of their understanding of scientific inquiry-based pedagogy and their confidence to teach science influence of elementary science education methods course and science field experience /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4763.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on April 10, 2009) Vita. Includes bibliographical references.

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Ellison, Michael Steven. "Ninth Grade Student Responses to Authentic Science Instruction." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722299.

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<p> This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher’s ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher’s pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an asses

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Moctezuma, Jennie A. "The Lived Experience of Teachers Choosing an Arts-Rich Approach in Turnaround Schools." ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2423.

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Increased metacognition, social-emotional growth, and career viability are all researched benefits of including the arts as part of core content instruction, with even greater impact for struggling students, English Language Learners, and students with special needs. Some turnaround schools that are federally funded School Improvement Grant (SIG) schools are beginning to implement an arts-rich method of school reform by teaching core content both through and in the arts. This approach is most often presented as a choice in the high-stakes testing environment of turnaround schools. Since teache

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Hoffenberg, Rebecca Sue. "An Investigation into Teacher Support of Science Explanation in High School Science Inquiry Units." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1103.

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The Framework for K-12 Science Education, the foundation for the Next Generation Science Standards, identifies scientific explanation as one of the eight practices "essential for learning science." In order to design professional development to help teachers implement these new standards, we need to assess students' current skill level in explanation construction, characterize current teacher practice surrounding it, and identify best practices for supporting students in explanation construction. This multiple-case study investigated teacher practice in eight high school science inquiry units

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Clark, Chad Jeremy. "Self and Collective Efficacy Perceptions during Project-Based Learning Implementation." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397422154.

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Sheaffer, Christopher Ryan. "Patterns in Nature Forming Patterns in Minds : An Evaluation of an Introductory Physics Unit." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/925.

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Educators are increasingly focused on the process over the content. In science especially, teachers want students to understand the nature of science and investigation. The emergence of scientific inquiry and engineering design teaching methods have led to the development of new teaching and evaluation methods that concentrate on steps in a process rather than facts in a topic. Research supports the notion that an explicit focus on the scientific process can lead to student science knowledge gains. In response to new research and standards many teachers have been developing teaching methods th

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Ure, Heather. "The Effect of the Engineering Design Process on the Critical Thinking Skills of High School Students." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3089.

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The purpose of the research reported here was to determine the impact learning the engineering design process (EDP) would have on the critical thinking skills of high school physics students. An EDP unit was conducted with 5 classes of high school physics students in grades 10-12 over 1 month. The EDP unit's curriculum allowed for the gradual release of responsibility as students became more familiar with the EDP and more consistent in using it. The six steps used in this EDP unit were Ask, Imagine, Plan, Create, Test, and Improve. The Watson-Glaser Critical Thinking Appraisal was given as a p

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Chow, Yin Angela. "Investigating and measuring motivation in collaborative inquiry-based project settings." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B39848796.

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Stewart, Tracey Y. "Effects of Limited Technology and Internet Access Within a Low Income, Rural Community." Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/19.

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This phenomenological study was implemented within a rural community in the southeastern area of the United States. The purpose of the study was to examine perceptions of prior graduates in order to identify specific effects of limited technology and Internet access in public schools. No related investigation has occurred within the research setting. To achieve this purpose, the researcher acquired perceptual data from 33 adults who attended the local high school during School Years 2003-2004 through 2012-2013. Data were collected through the administration of an anonymous questionnaire. Sever

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Chow, Yin Angela, and 周燕. "Investigating and measuring motivation in collaborative inquiry-based project settings." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B39848796.

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Salgado, Lori. "Experiences of Colorado Parents as They Recognized Their Child's Mental Illness." ScholarWorks, 2016. http://scholarworks.waldenu.edu/hodgkinson/24.

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Mental illness is not only the leading cause of disability among adults, but there is also an emerging public health crisis in childhood mental illness. A majority of parents do not recognize symptoms of psychological disorder in their children, and current policies and programs for mental health service delivery are not sufficiently responsive to the early help-seeking dynamics of families. Using a concurrent mixed methods design, this study explored how parents in the Pikes Peak region of Colorado learned to recognize their child's mental illness. Phenomenological interviews, augmented by po

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Nicoll, Avril. "Speech and language therapy in practice : a critical realist account of how and why speech and language therapists in community settings in Scotland have changed their intervention for children with speech sound disorders." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/27257.

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Healthcare professionals such as speech and language therapists are expected to change their practice throughout their career. However, from a practice perspective, there is a lack of knowledge around what practice change is, what it really takes, and why there are different trajectories. Consequently, therapists, managers and commissioners lack empirical evidence on which to base decisions about enabling practice change. In addition, intervention researchers lack basic sociological research around implementation that could inform their research designs, reporting and impact. This case-based s

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Lovén, Jenny. "Att använda ett undersökande arbetssätt i NO-undervisningen : En jämförelse mellan kommunal- och resursskola." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27779.

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The purpose of this study is to compare an inquiry-based teaching method for natural sciences in municipal schools and special education and to find out if this way of teaching may be helpful when working with students with Attention Deficit Hyperactivity Disorder (ADHD). The Swedish national curriculum of 2011 states that teaching methods should be fitted to every student’s needs and preconditions. The implication of this is very important for all students, especially for children with special needs. The theoretical framework that has been applied as a foundation for this study is Vygotskijs

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Mecit, Ozlem. "The Effect Of 7e Learning Cycle Model On The Improvement Of Fifth Grade Students." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607661/index.pdf.

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The main purpose of the present study was to investigate the effect of 7E learning cycle model as an inquiry-based learning on the improvement of 5th grade students&rsquo<br>critical thinking skills. This study was conducted during 2005-2006 spring semester in a private primary school in Sakarya. A total of 46 fifth grade students from two different classes of the same science teacher was involved in the study. Two classes were randomly assigned as experimental group and control group. While students in the control group were instructed with traditional method, inquiry-based learning was carri

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Tufféry-Rochdi, Chantal. "Les ressources au cœur des pratiques des professeurs de mathématiques : le cas de l'enseignement d'exploration MPS en seconde." Thesis, La Réunion, 2016. http://www.theses.fr/2016LARE0010/document.

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Notre questionnement trouve sa source dans la mise en place, dans le cadre de la réforme du lycée de 2010, de l'enseignement d'exploration Méthodes et Pratiques Scientifiques (MPS) en Seconde. Cet enseignement pluridisciplinaire, visant à initier les élèves à la démarche scientifique dans le cadre d'un projet, a conduit les enseignants de mathématiques, à interroger et à modifier leurs pratiques. Nous proposons d'analyser ces changements sous l'angle des ressources et du travail des enseignants sur ces ressources. Nous mobilisons les cadres théoriques de la double approche didactique et ergono

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Van, Schyndel Jennie L. "Nursing students' perceptions of presence in online courses." Thesis, Indiana University - Purdue University Indianapolis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737835.

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<p> Lack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students’ perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies. </p><p> The Community of Inquiry theory was the framework used in this

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Olive, Susan M. "The Value of Science Fair and the Factors that Have Led to the Decline in Ohio Science Fair Competition." Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1495707213528466.

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Norris, Jessica R. "FOOD LANDSCAPES: A CASE STUDY OF A COOKING AND ART- FOCUSED PROGRAM FOR TEENS LIVING IN A FOOD DESERT." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3575.

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This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case

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Kimball, Jeffrey. "Motivations of Students in the Open-Ended Use of Mobile Computing in Lecture-Based Classrooms." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/366.

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While research supports the integration of mobile computing into instruction, there is disagreement concerning the unstructured use of mobile devices in lecture-based college classrooms. Research supports the argument that unstructured use creates distraction and decreased academic performance. Research also suggests that unstructured use actually supports lecture instruction through personalized learning situations. In either case, the motivations of students to use mobile device is often unclear. This study sought to investigate the motivations for students’ acceptance of mobile devices. The

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Bruce, Dallas. "Improving science teaching through the use of video reflection and a PCK-based teaching framework." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2300.

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Effective teaching and teachers are vital for improved outcomes in Science, Technology, Engineering and Mathematics (STEM) education and scientific literacy. Supporting the goals of contemporary science education calls for constructivist learning approaches, with an emphasis on inquiry-based, student-centred learning, which demands that teachers develop a wider repertoire and more innovative pedagogical skills. Pedagogical Content Knowledge (PCK) research was used to prepare a conceptual framework of effective teaching skills and knowledge areas which was used in a teacher professional develop

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Ellison, Cassandra J. "Recovery From Design." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4884.

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Through research, inquiry, and an evaluation of Recovery By Design, a ‘design therapy’ program that serves people with mental illness, substance use disorders, and developmental disabilities, it is my assertion that the practice of design has therapeutic potential and can aid in the process of recovery. To the novice, the practices of conception, shaping form, and praxis have empowering benefit especially when guided by Conditional and Transformation Design methods together with an emphasis on materiality and vernacular form.

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Cuerden, Barbara. "Art, Nature and the Virtual Environment: Three strands of a narrative inquiry written around a schoolyard garden as a collection of "events"." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/19679.

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Working with an organization outside the public school system that was creating schoolyard gardens, I began to think about culture and cultivation inside and outside of schooling practices. The liveliness of the schoolyard gardens presented possibilities for enlivening educational discourses. With two participants I planted a container box schoolyard garden outside Lamoureux Hall, which houses the Faculty of Education. Utilizing aspects of place-based pedagogy, ecoliteracy, ecopedagogy and a metissage of a/r/tography, eco-art and writing as a method of inquiry, we tended the garden and dwelled

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Blanquet, Estelle. "La construction de critères de scientificité pour la démarche d'investigation : une approche pragmatique pour l'enseignement de la physique à l'école primaire." Thesis, Nice, 2014. http://www.theses.fr/2014NICE4104/document.

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Le mémoire vise à proposer une épistémologie pragmatique de la science scolaire à l’école primaire. Un défaut de compréhension de la nature de la science pourrait en effet justifier en partie les difficultés de l'enseignement des sciences par démarche d'investigation. Une étude des représentations de la science chez les enseignants et futurs enseignants confirme qu’ils n‘en ont pour la plupart qu‘une vision assez floue, relevant majoritairement d'une forme d'empirisme naïf. Un jeu opératoire de critères de scientificité adapté au contexte de l’école est développé dans une approche "bottom-up"

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"Comparing Science Instruction Methods in the High School Classroom Setting: A Case Study in Inquiry-Based Methods." East Tennessee State University, 2008. http://etd-submit.etsu.edu/etd/theses/available/etd-0630108-202947/.

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"A phenomenological study of assessment methods in the inquiry-based science classroom: How do educators decide?" WALDEN UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3355075.

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Parlo, Amy Tera. "Teachers' inquiry efficacy and implementation following a field and laboratory based science educator program a mixed methods investigation /." 2007. http://purl.galileo.usg.edu/uga%5Fetd/parlo%5Famy%5Ft%5F200705%5Fphd.

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Kidmas, LN. "Let’s learn together! : A mixed methods case study of Nigerian primary teachers’ pedagogical approaches." Thesis, 2022. https://eprints.utas.edu.au/47487/1/Kidmas_whole_thesis.pdf.

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This study set out to explore current teaching practices in Nigerian primary classrooms through the lens of science education. I chose science education because it is globally recognised as an important avenue for national development. Research indicates that teachers play a vital role in students’ engagement and understanding and that effective science pedagogy reflects a shift from teacher-centred to learner-centred inquiry approaches, in which students learn to appreciate the relevance of science to their lives. However, the strategies teachers adopt can be influenced by many factors, inclu

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LÖFFELMANNOVÁ, Zuzana. "Badatelsky orientovaná výuka matematiky na 1. stupni ZŠ." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-391756.

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This diploma thesis is focused on incorporating inquiry based mathematics education in lower primary school. The term inquiry based education has been defined and specific signs of this education in mathematics have been found. Some tasks leading to inquiry have been identified with the help of textbooks of Fraus publishing. These tasks have been used to create lesson plans for this kind of education. Chosen lesson plans have been applied in practice and the decision about their usability has been made. Results of these lessons have been described in the evaluation. Stated findings lay the gro

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NĚMEC, Filip. "Fauna bezobratlých zahrady jako zdroj námětů pro badatelsky orientované vyučování přírodopisu založené na didaktickém pochopení obsahu." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-180755.

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This thesis deals with teaching methods that can be used when working with pupils of primary school and it focuses on the possibilities to use inquiry-based science education (IBSE).The thesis analyses the literature and choice of topics that may be suitable for IBSE. The thesis proposes and presents four IBSE themes or comprehensive tasks respectively. All these tasks are focused on invertebrates occurring in the garden. Usability of one of these tasks was tested during science instruction in primary school. Results of this testing are presented. The individual teaching and learning procedure

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Noble, Michael-Anne. "Characterization of critical thinking indicators in problem-based learning online discussions of blended and distance undergraduate environmental science students using the community of inquiry model." Thesis, 2017. https://dspace.library.uvic.ca//handle/1828/8516.

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This mixed methods study compared distance and blended undergraduate environmental students at Royal Roads University (RRU) as they participated in online asynchronous PBL case discussion forums as part of an Ecotoxicology course. This study examined the differences between distance and blended teams in their activity, approaches, and levels of critical thinking in an online PBL activity. Critical thinking was evaluated using the cognitive presence indicators of the community of inquiry framework developed by Garrison, Anderson and Archer (2001). An organization indicator was added to the fram

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VEJDĚLKOVÁ, Zdeňka. "Biologie buněk - učební portfolio pro vzdělávací obor biologie na gymnáziích." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-112531.

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The goal of the diploma thesis is to create a teaching portfolio for educational thematic area of the cell biology. Teaching materials are intended for high school students learning. The portfolio is aimed at the topic of cell construction. The portfolio is projected for the independent work of students. It can be used both in subject matter explanation and as home preparation. A revision test is a part of the portfolio. Activating part of the portfolio is composed of thematic games that are suitable for the subject matter revision and deepening of knowledge.

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Dutrow, J. M. Gilmer Penny J. "An assessment of teachers' experiences in scientific research as a method for conceptual development of pedagogical content knowledge for inquiry." Diss., 2005. http://etd.lib.fsu.edu/theses/available/etd-07112005-173302.

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Thesis (M. S.)--Florida State University, 2005.<br>Advisor: Dr. Penny J. Gilmer, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Sept. 19, 2005). Document formatted into pages; contains vii, 80 pages. Includes bibliographical references.

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Lin, Roger F. P., and 林峰平. "The Application of the Integrated Inquiry-based Method in EFL Reading Classrooms." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/93394121624109890005.

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碩士<br>國立彰化師範大學<br>英語學系<br>98<br>ABSTRACT The purpose of the study is to present an integrated inquiry-based method for EFL reading instruction and to explore this teaching method in terms of its efficacy, strengths, weaknesses and obstacles in EFL reading classrooms. Two research questions are raised: (1) How do EFL students under the integrated inquiry-based method for EFL reading instruction perform in reading comprehension tests, compared with students under the traditional method ? (2) What are the strengths, weaknesses as well as obstacles of the integrated inquiry-based reading method in

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Máhrlová, Zuzana. "Vliv teploty na růst rostlin: výukové protokoly modelových pokusů." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-337132.

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This diploma thesis is focused on the creation of model tasks (by means of an experiment) for the study of biology at secondary schools and concerns the effects of temperature on plant growth. The selected tasks utilize the new didactic approach by means of the so called inquiry based education. This method of teaching contributes to the development of individual deduction reasoning and encourages the students to actively think about the subject matter. The thesis provides the necessary theoretical background for the topic together with the description of methods and material needed for the co

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Sugarek, Darlene Joann. "Analysis of the real line." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-3818.

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The purpose of this report is to describe the course, Analysis of the Real Line, taught at The University of Texas at Austin. Course materials are presented using the inquiry based learning method. Students work a series of warm up problems before being presented rigorous problems in calculus, including topics on integration, exponential functions, and real number line analysis. Additionally, students consider aspects of these problems that could be incorporated into a high school curriculum. Typical problems in several major areas are summarized along with warm up problems that introduce or e

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Ban, Sun Young. "The Influence of Teaching Instruction and Learning Styles on Mathematics Anxiety in the Developmental Mathematics Classroom." Thesis, 2019. https://doi.org/10.7916/d8-gwy2-b609.

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In the US, an estimated 25% of four-year college students and up to 80% of community college students suffer from a moderate to high degree of mathematics anxiety (MA) (Chang & Beilock, 2016). Many scholars have noted that mathematics anxiety can be regarded as a significant factor in determining a student's achievement and mathematics related jobs. In the existing literature body, many researchers noted that MA may stem from teaching methods that are more conventional and rule-bounded such as lecture-style classroom models. On the other hand, MA can be mitigated by inquiry-based learnin

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