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Tesis sobre el tema "Inquiry-based learning"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 26 de julio de 2025

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1

Saunders-Stewart, Katie Suzanne. "Students' perceptions of the important outcomes of inquiry-based teaching and learning." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115639.

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This study explored outcomes of inquiry-based teaching and learning as perceived by students, and which they felt were the most important or salient. Participants were 6 teachers and their 181 students in classes categorized as least, middle, and most with respect to degrees of using inquiry. Information from teacher interviews was used to place classes in these groups. A student questionnaire, constructed using a criterion-referenced list of potential inquiry outcomes from a literature search, assessed the extent to which they experienced these outcomes in their classes. Principal Components

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2

Cornwall, Jeffrey Melvin. "Tailoring Student Learning: Inquiry-Based Learning in the Elementary Art Classroom." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5665.

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This research study explored the role of the elementary art educator in facilitating individualized learning experiences for students in contrast to a standardized culture of education. The methodology of a/r/tography was used to investigate the role of the teacher, as well as artist and researcher, within an inquiry-based art curriculum for a fifth grade class. Inspired by contemporary art practices, students used inquiry to investigate, research and experiment with their ideas around an integrated topic of compare and contrast as found within the fifth grade science and language arts standar

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3

Hope, Amy D. "Bridges between direct instruction and inquiry-based mathematics /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3342544.

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Thesis (Ed. D.)--University of Nevada, Reno, 2008.<br>"December 2008." Includes bibliographical references (leaves 146-157). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

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4

Bachman, Kristen M. "THE EFFECTS OF MOBILE LEARNING ON INQUIRY-BASED INSTRUCTION." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1344925286.

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5

Johansson, Emil. "Interactive Web-based Visualization Tool to Support Inquiry-based Science Learning." Thesis, Linnaeus University, School of Computer Science, Physics and Mathematics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-6450.

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<p>This thesis introduces the idea of an interactive web-based visualization tool to support inquiry-based science learning. The problem that occurs when the teachers and students are discussing the collected data is that they are lacking a tool to display such large quantities of data. It is often hard to fully understand such data. This education tool makes use of different visualization approaches in order to support students while getting insights from their collected data. In this thesis I proposed and implemented an interactive web-based visualization tool that was used at a prototype le

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6

Walker, Candace Lynette. "Implementing Inquiry-Based Learning in a General Microbiology Laboratory." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/43973.

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In recent years there has been an increased interest in inquiry-based learning, also known as experiential learning or problem-based learning, as a more appropriate model of teaching science. The purpose of this study was to incorporate inquiry-based learning in a college sophomore-level General Microbiology Laboratory. The goal of this laboratory course is to introduce students to basic techniques and procedures necessary for the study of microorganisms. Laboratory sections were randomly assigned to an experimental group or a control/reference group. The experimental group was taught the conc

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7

Davis, Sarah Alice. "Inquiry-based learning templates for creating online educational paths." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4236.

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Walden's Paths, created by the Center for the Study of Digital Libraries, provides a mechanism for leveraging student learning with the incredible amount of educational material on the web by organizing selected web pages into a structured learning activity. Applying specialized templates to the creation of Walden's Paths can aid a path author in creating pedagogically sound, Web-based activities, by assisting in the collection of information and organization of the activity. Authoring templates may be based on established educational frameworks, learning theories or specific activity type. Th

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8

Fu, Jun. "Fostering digital literacy through web-based collaborative inquiry learning." HKBU Institutional Repository, 2011. http://repository.hkbu.edu.hk/etd_ra/1238.

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9

Harris, Molly Ann. "Investigation into the Effectiveness of an Inquiry-Based Curriculum in an Introductory Biology Laboratory." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/HarrisMA2009.pdf.

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10

Ng, Cheuk Wing Margaret. "Is action learning an effective means of implementing CPD in inquiry-based learning?" Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559072.

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This study investigated to what extent was Action Learning CPD (Continuous Professional Development) Implementation was an effective method to facilitate teachers in carrying out Inquiry-Based Learning. As a kind of experiential learning cycle, Action Learning CPD assists teachers in understanding the effectiveness of conducting Inquiry-Based Learning. This learning approach aims at encouraging students to make their own inquiries and developing their independent learning capabilities throughout the process of doing projects. In this study, Action Learning CPD is for teachers' professional dev

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11

Georgette, Jeffrey Phillip. "Active Learning using Model-Eliciting Activities and Inquiry-Based Learning Activities in Dynamics." DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1117.

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This thesis focuses on a year-long project of implementing active learning in undergraduate dynamics courses at Cal Poly San Luis Obispo from 2012-2013. The purpose is to increase conceptual understanding of critical dynamics concepts and to repair misconceptions of the students. Conceptual understanding in Dynamics is vital to understanding the big picture, building upon previous knowledge, and better understanding the behavior of engineering systems. Through various hands-on activities, students make predictions, test their conceptions, and solve real world problems. These active learning me

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12

Tarasova, H. S., and O. V. Shakhmatova. "Flipped learning as interactive learning environment." Thesis, Інститут інноваційної освіти, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41237.

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The use of the flipped classroom as an alternative to the traditional learning environments has been increasingly attracting the attention of researchers and educators. The advancement in technological tools such as interactive videos, interactive in-class activities, and video conference systems paves the way for the widespread use of flipped classrooms. It is even asserted that the flipped classroom, which is used to create effective teaching environments at schools, is the best model for using technology in education. Studies about the flipped classroom appear in different disciplines inclu

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13

Hui, Wing Kan Yeung. "Motivating native Hawaiians by project-based learning| A narrative inquiry." Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252465.

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<p> Native Hawaiian children have been facing challenges in multiple areas and multiple settings comparing to their non-Hawaiian peers. Many of Native Hawaiian children are academically struggling in the schools and have high dropout rates. This qualitative study explores the perceptions of a group of Native Hawaiian high school graduates on the Island of Oahu in regards to how project-based learning impacted their learning to determine whether or not project-based learning is an effective instructional strategy to motivate Native Hawaiian learners. Project-based learning intergrades the learn

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14

Nielsen, Jonathan. "Inquiry-Based Student Learning Activities for Upper Secondary School Chemistry." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31661.

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Läroplanen för gymnasiets Kemi 1 och Kemi 2 förespråkar elevplanerade laboratorieövningar. Men de nuvarande populära kurslitteratur som används för att undervisa Kemi 1 och Kemi 2 beskriver primärt bara elevlaboratorier med fullständiga instruktioner för eleverna att följa. Denna litteraturstudie listar och beskriver 15 undersökande elevaktiviteter för i Kemi 1 och Kemi 2. Beskrivningen fokuserar på elevaktivitet, förutsättningar och läranderesultat. Varje aktivitet hittades i en publicerad referentgranskad artikel. Dessa 15 elevaktiviteter kan sammanlagt användas till undervisning av 11 av de

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15

Casey, Matthew Scott. "PROBLEM-BASED INQUIRY: AN EXPERIENTIAL APPROACH TO TRAINING EVALUATION." Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1164649402.

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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2006.<br>"December, 2006." Title from electronic dissertation title page (viewed 04/28/2008) Advisor, Qetler Jensrud; Committee members, Sandra C. Coyner, Dennis Doverspike, Xin Liang, Carole Newman, Susan Olson; Interim Department Chair, Bridgie Ford; Dean of the College, Patricia Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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16

Williams-Rossi, Dara Milson Andrew J. "The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9911.

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17

Rogers, Meredith A. Park. "Achieving a coherent curriculum in second grade science as the organizer /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4449.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2006.<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 (March 1, 2007) Vita. Includes bibliographical references.

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18

Demir, Abdulkadir. "Alternative certification science teachers' understanding and implementation of inquiry-based instruction in their beginning years of teaching." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4347.

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Thesis (Ph. D.) University of Missouri-Columbia, 2006.<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 August 1, 2007) Includes bibliographical references.

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19

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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20

De, Melo Victor Luis. "Inquiry-based learning in mathematics : assisting lower ability students with questioning techniques." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209675.

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21

Borovay, Lindsay A. "Inquiry education as a context for the experience of flow." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115862.

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Inquiry pedagogy encompasses many strategies and approaches (e.g., student-centered learning, a participatory role among students and teachers in constructing the curriculum, fostering autonomy) that have been identified to increase intrinsic motivation and mastery goal-oriented approaches to learning. However, little if any investigation has been conducted to investigate the motivation that is experienced among bright and average achieving students when engaged in this learning environment. Csikszentmihalyi's Flow theory is considered an optimal form of intrinsic motivation and has been linke

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22

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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23

Aguirre-Mendez, Claudia Patricia. "Examining Hispanic students' science learning in an argument-based inquiry classroom." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1526.

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The Hispanic population in the United States experiences many challenges in education that have placed them behind their Euro-American counterparts in terms of achievement. These challenges are associated with socioeconomic status and family structure, educational expectations, cognitive skills, and low-quality schooling in the elementary grades. The purpose of this study was to examine how Hispanic students construct science learning in an argument-based inquiry classroom. This research constitutes a qualitative case study grounded in a sociocultural constructivist framework. Data was collect

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24

Mohd, Radzi Fatin Aliana. "Inquiry-based Visual Arts Approach: A Self Study." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1529623380341233.

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25

Sabiston, Peter T. "An inquiry into the criteria that identify quality adult Web-based learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ49155.pdf.

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26

Buchanan, Shelly Marie Crist. "The lived experience of middle school students engaged in student-driven inquiry: A phenomenological study." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116595/1/Shelly%20Marie%20Crist_Buchanan_Thesis.pdf.

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This thesis used the phenomenological method to investigate the middle school student lived experience of student-driven inquiry. The results show that the middle school student experiences significant commitment to Student-Driven Inquiry engagement as they independently determine, organize, execute and present on research of personal interest. The student feels notable ownership, responsibility, and stress in the research process and content mastery in preparing worthy work for a broad school community including peers, teachers, administrators, family members, and other interested individuals

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27

Morgan, Colleen J. "KNAC for learning: Designing to meet the challenges of the emerging 'learning how to learn' education paradigm." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95085/3/Colleen%20Morgan%20Thesis.pdf.

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This thesis is the result of a design-based research investigation into the opportunities and challenges facing the field of education. Through an iterative design process, research insights informed design specifications that shaped the design of KNAC, a learning tool that enables teaching and learning practices that foster metacognition, inquiry-based learning and networked learning. Semi-structured interviews with educational technologists offer insights into the extant practices of teachers and students revealing differentiations between theory and real-world experiences. This research is

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Williams-Rossi, Dara. "The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9911/.

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Despite the positive outcomes for inquiry-based science education and recommendations from national and state standards, many teachers continue to rely upon more traditional methods of instruction This causal-comparative study was designed to determine the effects of the Inquiry Institute, a professional development program that is intended to strengthen science teachers' pedagogical knowledge and provide practice with inquiry methods based from a constructivist approach. This study will provide a understanding of a cause and effect relationship within three levels of the independent variable-

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29

Chan, San-wing Frederick, and 陳新榮. "Developing inquiry based learning in secondary geography education topic: weather forecast : an actionresearch." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3984870X.

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Cullen, Lorraine Ann. "Leading curriculum change : developing inquiry based teaching and learning in a primary school." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14288/.

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Throughout my professional journey, I have encountered many thought provoking experiences which have, not only helped to shape my practice, but have also encouraged me to deeply question my purpose as a leader within education. Children growing up in the 21st century will encounter rapid change within their lives. The question that resonates deeply within me is what and how do we teach them today so that they are better prepared for tomorrow’s world? It is this concern that provides the impetus for this research. The idea of learning being placed at the heart of the core business of leadership

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31

Walan, Susanne. "From doing to learning : Inquiry- and context-based science education in primary school." Doctoral thesis, Karlstads universitet, Institutionen för miljö- och livsvetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-41100.

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The aim of this thesis is to develop an understanding of primary school teachers’ knowledge of Inquiry- and Context-Based Science Education (IC-BaSE) from different perspectives: what it is, how to use it and why these strategies are used. There are at least two reasons for performing research in this field. First, there is a need for professional development in teaching science among primary school teachers. Second, IC-BaSE has been suggested to provide useful instructional strategies for stimulating students’ interests in learning science. The thesis contains four papers with the overall res

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32

Ebo, Obiorah Odili. "Evaluation of inquiry-based Learning in high school earth science and biology classrooms: learning environment and attitudes." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/1299.

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This evaluation of inquiry-based teaching involved 1396 high-school biology and earth science students from Los Angeles County. Inquiry teaching was perceived by students to be more effective than traditional methods in terms of greater teacher support and student involvement. Also inquiry-based instruction was equally effective for male and female students

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33

Anderson, Ashley Ann. "The Study of Project-Based Learning in Preservice Teachers." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613112.

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Project-based learning (PBL) is a teaching approach where students engage in the investigation of real-world problems through their inquiries. Studies found considerable support for PBL on student performance and improvement in grades K-12 and at the collegiate level. However, fewer studies have examined the effects of PBL at the collegiate level in comparison to K-12 education. No studies have examined the effects of PBL with preservice teachers taking educational psychology courses. The purpose of this study was to provide an analysis of PBL with preservice teachers taking educational ps

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34

McKinney, Pamela. "Facets of Inquiry-based Learning : the role of Information Literacy, collaboration and reflection in the support and development of inquiry-based pedagogies in Higher Education." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22840/.

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This thesis presents my scholarship into Inquiry-based Learning (IBL), and related support structures and pedagogical approaches, in Higher Education. Research in teaching has come to be labelled as the "Scholarship of Teaching and Learning" (SoTL), this thesis and the papers presented in it, present a broad and wide-ranging example of SoTL. This commentary summarises five peer-reviewed journal papers that were published over an eight-year period, and distil the learning from my 13-year exploration of IBL, and the specific strategies that can be used to support and develop the use of inquiry i

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Mason, Jonathan Charles. "The why dimension - opening frontiers for digital learning." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/70093/1/Jonathan_Mason_Thesis.pdf.

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Digital learning has come a long way from the days of simple 'if-then' queries. It is now enabled by countless innovations that support knowledge sharing, openness, flexibility, and independent inquiry. Set against an evolutionary context this study investigated innovations that directly support human inquiry. Specifically, it identified five activities that together are defined as the 'why dimension' – asking, learning, understanding, knowing, and explaining why. Findings highlight deficiencies in mainstream search-based approaches to inquiry, which tend to privilege the retrieval of informat

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Roe, Kathryn R. "Enhancing student learning through small group and class discussions following inquiry-based laboratory experiments." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Caliskan, Sevilay Ilmiye. "The Effect Of Inquiry-based Chemistry Course On Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605469/index.pdf.

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The purpose of this study was to explore the effects of inquiry-based high school chemistry course and gender differences with respect to students&rsquo<br>understanding of atom concept, learning approaches, motivational goals, self-efficacy, and epistemological beliefs. In this study, 47 ninth grade students from classes of a chemistry course were taught by the same teacher in Private Y&uuml<br>ce Science High School in the 2003-2004-spring semester were enrolled. There were two groups in the study. Two instruction methods used in this study were randomly assigned to each group. The exper

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Seitz, Amy Elizabeth. "WILD RESEARCH: DEVELOPMENT OF INQUIRY-BASED CURRICULUM FOR THE CINCINNATI ZOO & BOTANICAL GARDEN." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1164212560.

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Lloyd, Cathryn Ann. "Artful inquiry : an arts-based facilitation approach for individual and organisational learning and development." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/43940/1/Cathryn_Lloyd_Thesis.pdf.

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The research undertaken in these two major doctoral studies investigates the field of artsbased learning, a pedagogical approach to individual and organisational learning and development, my professional creative facilitation practice and development as a researcher. While the studies are stand-alone projects they are intended to build on each other in order to tell the evolving story of my research and professional practice. The first study combines The Role of Arts-based Learning in a Creative Economy; The Need for Artistry in Professional Education the art of knowing what to do when you don

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Montoya, Richard. "Collaboration facilitated through technology: part of a comprehensive inquiry-based teaching and learning strategy." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/montoya/MontoyaR0811.pdf.

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As our school embraces technology integration, identifying effective methods of reinforcing and enriching inquiry-based instruction through technology has become a focus. My study compared the academic and motivational impacts of technology-based collaboration to traditional face-to-face collaboration. Emphasis was placed on determining if collaborating through technology distracted students or if it facilitated cognitive growth in terms of improved critical thinking and problem solving. Within the context of thematic units, students were given instruction on conducting cooperative activities

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Chan, San-wing Frederick. "Developing inquiry based learning in secondary geography education topic weather forecast : an action research /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3984870X.

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Kan, Wei. "Acceptance and resistance : pupils' experiences of inquiry-based learning in three high schools, China." Thesis, University of Manchester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509025.

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Zorn, Kristin D. "Student Perceptions of Engagement and Problem-posing during an Inquiry-Based Learning Mathematical Investigation." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/415319.

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As countries around the world seek to increase student achievement and engagement in mathematics, inquiry-based learning (IBL) has become increasingly popular (Artigue & Blomhøj, 2013). The purpose of this research was to explore how a group of year five students perceived engagement and problem-posing during an IBL mathematical problemposing investigation, and to explore the instructional strategies that supported the students in problem-posing. This qualitative, single instrumental case-study involved 17 students (9- to 10-year-olds) and one teacher from an independent school in South-East Q

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44

Hudson, Maren. "Examining the Understanding of Inquiry-Based Learning and Teaching Among Undergraduate Teachers and Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3338.

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One of the main aims of inquiry is to engage students as active, not passive, participants in science. The purpose of this study is to describe science educators’ and students’ views about inquiry-based instruction in order to better understand and improve implementation of evidence-based teaching strategies. Inquiry-based techniques have been shown to improve student understanding of scientific concepts, yet, there continue to be challenges in implementing these techniques. This research project utilizes Q Methodology, a research method that captures both common and disparate measures of subj

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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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46

Alhendal, Dalal. "An Examination of Factors Inflencing Kuwaiti Science Teachers' Use of Inquiry-Based Instruction." Thesis, Griffith University, 2013. http://hdl.handle.net/10072/367234.

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The current science education reform movement highlights inquiry-based instruction as a key approach in school science teaching. However, researchers have shown that internationally most teachers are not implementing reform or find it difficult to incorporate. In Kuwaiti classrooms inquiry-based instruction is rarely seen. Students are still taught primarily by rote-learning and memorization. Therefore, understanding factors influencing science teachers’ implementation of reform is a challenging issue in education research. Teachers' beliefs and attitudes about curriculum and instruction may p

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Ucar, Sedat. "Using inquiry-based instruction with web-based data archives to facilitate conceptual change about tides among preservice teachers." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173150137.

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Lee, Chi-Lung, and 李啟龍. "Web-based Collaborative Inquiry Learning." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/02264041245580233378.

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碩士<br>國立臺灣師範大學<br>資訊教育研究所<br>88<br>There are two purposes in this study. The first is to integrate the inquiry learning strategy, the collaborative learning strategy, and the concept mapping strategy to develop a Web-based Collaborative Inquiry Concept Mapping (WCICM) system. The second is to propose an appropriate learning model along with learning activities on web-based collaborative inquiry learning. The major findings are as following: (a) The WCICM system can efficiently integrate the inquiry learning strategy, the collaborative learning strategy, and the concept mapping strat

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Wells, Alison. "Inquiry-based learning: fact or fallacy?" 2011. http://hdl.handle.net/1993/4743.

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Inquiry-based learning (IBL) has existed since the early 1500’s and research points to it being a successful pedagogy, so why do so few educators use it? One reason may be the confusion found in the literature encountered by educators. In light of this confusion, how teachers defined and implemented IBL in diverse, 21st Century classrooms was investigated. Looking at whether IBL was, or could be, an inclusive practice was also researched. Furthermore, the possibility that inquiry-based learning (IBL) encompassed differentiated instruction (DI) in its implementation and could therefore be used

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Peng, Tian-Yin, and 彭天音. "Inquiry Based Learning in Taipei Weather Science Learning Network." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/17815025938332524822.

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碩士<br>國立臺灣師範大學<br>地球科學系<br>98<br>This study aims to understand student’s inquiry performances with the aid of the TWIN system. At first, we analyzed student’s inquiry performances from 2006 to 2008. The findings and implications were generalized to modify four worksheets in 2009. With their performances on the modified worksheets, we investigated how students’ scientific inquiry performances were influenced by their confidence and learning attitudes toward inquiry as well as teachers’ attitudes toward scientific inquiry instruction. Furthermore, we also analyzed a case teacher’s instructional

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