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Thèses sur le sujet « Learning inquiry »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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1

Manconi, Lynn. "Teachers' understanding of inquiry." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84528.

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This multi-case study compared the practices and knowledge of six experienced teachers who perceive themselves to use an inquiry approach to instruction, to those of two teachers who do not, and compared their conceptualizations to a portrait of the inquiry literature. The inquiry teachers were purposively selected from three levels---elementary, secondary, and university---and different subjects.<br>They and two non-inquiry teachers contributed three interviews each. Transcripts were coded using codes derived from the literature, then open coding using the teachers' own words to repres

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Gagliardo, Pietro. "Nuove tecnologie e Inquiry Learning." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/16125/.

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La didattica scolastica è molto incentrata sulle modalità d’apprendimento degli studenti e su come poter migliorare l’apprendimento stesso. A tal proposito, l’introduzione delle nuove tecnologie informatiche ha aperto ampi scenari e portato una notevole innovazione sia nelle modalità di svolgimento della didattica da parte di un insegnante sia nelle modalità di apprendimento da parte di uno studente. L’obiettivo di questo lavoro è stato quello di trovare dei nuovi metodi di insegnamento da un punto di vista didattico ma anche da un punto di vista pedagogico e di appurarne l’efficacia. Con que

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Peters, Colette. "Learning pool, a narrative inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0024/MQ42189.pdf.

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Blair, Andrew Ian. "Learning mathematics through inquiry : the relationship between induction and deduction in Inquiry Maths." Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/learning-mathematics-through-inquiry(c6ccc173-5759-4898-9e6d-9234786e3fb0).html.

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The thesis examines whether an inquiry model of learning mathematics is compatible with the nature of the discipline. Characterising mathematics as a combination of induction and deduction, the research questions focus on whether inquiry, which is associated with inductive processes related to discovery, meaning-making and dialogue, can include the deductive side of the subject. In particular, the thesis addresses the relationship between induction and deduction in a model called Inquiry Maths. The writings of Marx and Vygotsky offer us an understanding of that relationship: induction is ‘subl

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Froggatt, Bert. "An action inquiry into negotiated learning." Thesis, Sheffield Hallam University, 1991. http://shura.shu.ac.uk/19210/.

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This study employed action inquiry, since its aim was to improve both understanding and practice in the area of classroom negotiation between pupils and teachers, Action inquiry entails practitioner observation, practitioner interaction and practitioner intervention; in this study it was supplemented by an attempt at a phenomenological description of the essential features of negotiation, against which classroom experience could be weighed. Information about classroom interaction was gathered, by the lone practitioner-researcher, both by participant observation and video-recording ('practition

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Williams, Jeni Kimberly. "Inquiry learning in the earth science classroom." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2641.

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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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Ashe, Ariel Sky. "Inquire Within: The Connection between Teacher Training in Inquiry Learning Methodology and Classroom Practice." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1988.

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This study describes the effects of an 11 week training for 2 preschool teachers focusing on systematizing an inquiry learning approach inspired by the literature on Reggio Emilia inspired practices. This study uses a qualitative, multi-methodology approach including interviews, examination of classroom documentation, and examination of the Broderick and Hong Cycle of Inquiry (© revised 2007) planning forms. Qualitative coding and narratives describe each teacher's data taken at 3 intervals in the study and describe changes, challenges, and successes in teacher practices. Results indicate that

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Proctor, John Roger. "An interpretive inquiry into students' perceptions of learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ60336.pdf.

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Ho, Cherri. "Intergenerational learning in Hong Kong : a narrative inquiry." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10486/.

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The main objective of this study was to examine the intergenerational learning behaviour within the family between Generation X parents and their Generation Y teenage children. This study was designed to investigate the nature of intergenerational knowledge exchange, to identify the characteristics of learning behaviour and culture in such 'learning families', and to find out the subject areas that parents could learn from their teenage children. The sample of this study was made up of ten pairs of middle-age parents with their teenage children coming from middle class families. A narrative in

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Vergara, Mariana Ines. "Mindfulness into action| Transformational learning through collaborative inquiry." Thesis, Teachers College, Columbia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013911.

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<p> This action research exploratory study sought to learn how to better develop my practice by using grounded theory. It explored the apparent cognitive transformational experience of nine participants over a period of four weeks after the implementation of an intervention called Mindfulness into Action. The informal intervention was used with the Kichwa community in the Amazon rainforest and three additional formal interventions were conducted in the United States, Ecuador, and Norway over six years, in each case supported by higher education institutions. Using grounded theory methodology,

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Crystal, Cheung Ching Ying. "Lifelong learning in Hong Kong : a narrative inquiry." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.689599.

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Lifelong learning was adopted as the guiding principle of the educational reform that took place in Hong Kong in 2000. This important educational agenda interested the author not only because of its position in many global and local education policies, but also because of the personal insights that she has gained throughout her years as a lifelong learner. Debates on lifelong learning in Hong Kong are dominated by economic imperatives and so the author's interest was to explore the topic from a humanistic perspective, informed broadly by interpretivism. Narrative inquiry was employed to gather

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Mathur, Abha. "Promoting Inquiry Learning Through Intentional Teaching and Slowmation." Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/89455.

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Present study carried out in Perth Western Australia prioritises inclusion of science and technology related experiences in early education. The study builds on the Early Years Learning Framework which places significant importance on intentional teaching and inquiry learning. The study examines how two seemingly opposite pedagogies of play based learning and intentional teaching can be brought together in the form of numerous projects to design technically supported, inquiry based learning.

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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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Syer, Cassidy A. "Student teachers' understanding of inquiry instruction." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102848.

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Curriculum reform emphasizes the importance of inquiry instruction for learners. For inquiry-oriented curriculum to occur, attention must be focused on teacher education. Using a mixed-methods design, I investigated if and how groups of student teachers who receive different types of exposure to inquiry differ in their understanding of inquiry instruction. Preservice teachers' descriptions of inquiry experiences in their teacher-preparation program contextualized the results. Considerable effort was given in the first phase of this study to establish the reliability and validity of the Strateg

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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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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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Ibrahim, Abdallah I. "Design and initial validation of an instrument for measuring teacher beliefs and experiences related to inquiry teaching and learning and scientific inquiry." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1061565152.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xxii, 299 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Arthur White, College of Education. Includes bibliographical references (p. 223-228).

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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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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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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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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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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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Hakkarainen, Kai Pekka Juhani. "Epistemology of scientific inquiry and computer-supported collaborative learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0011/NQ41435.pdf.

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Cameron, Brent. "SelfDesign : an inquiry into authentic learning and co-inspiration." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/21420.

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This thesis is the story of an educator and the unfolding narrative of SelfDesign, a way of thinking about learning and education. It documents and examines the development of SelfDesign as an emerging learning process and outlines its integral principles. I started SelfDesign in 1983 responding to the request of my five-year-old daughter, who, after two weeks in kindergarten, wanted to quit school so that she could learn the things she wanted to learn. Modeled on my insights of my daughter learning how to speak naturally, I designed an integral learning program based on choice, conversation,

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Houwer, Rebecca. "Restorative learning, restorative living : poetic inquiry as embodied ecology." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99721.

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We live during a period of unparalleled, human-caused, systemic disruption of the biosphere and the very processes that sustain life on Earth. As such, it is important that we critically assess the beliefs and corresponding actions that have led us to our present state. By allowing destructive habits of being to disintegrate, we can then direct our intellectual, emotional, individual, and collective energy toward eco-social restoration. Destructive practices can be learned and unlearned. The following essay considers how the convergence of ecological thought and poetic inquiry can support the

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Beukes, Cecil Joseph. "A critical-hermeneutical inquiry of schools as learning organisations." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5462.

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Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2010.<br>Dissertation presented for the degree Doctor of Philosophy (PhD) at Stellenbosch University.<br>ENGLISH ABSTRACT: In this critical-hermeneutical inquiry into schools as learning organisations I use the service provision model of the Western Cape Education Department (WCED) as an exemplification of the concept of a learning organisation. In this inquiry, which is conceptual in nature, I explore whether their service provision model is sufficient to turn schools into learning organisations. With the establishment of

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Hutchinson, Jennifer. "Emotional Response to Climate Change Learning: An Existential Inquiry." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1602019356792951.

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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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Peseta, Tai L. "Learning and becoming in academic development : an autoethnographic inquiry." Phd thesis, Faculty of Education and Social Work, 2005. http://hdl.handle.net/2123/5769.

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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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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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Joyner, David A. "Metacognitive tutoring for inquiry-driven modeling." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53498.

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Over the past several decades, many K-12 classes have moved to use open, inquiry-based approaches to science instruction; research has shown some benefits from these approaches. However, there also exist significant challenges in teaching scientific modeling and inquiry, some based on their nature as metacognitive skills and others based on the general difficulty in providing guided instruction in open-ended exploratory learning contexts. To address these challenges, this dissertation presents a metacognitive tutoring system that teaches students an authentic process of inquiry-driven scientif

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Phillion, JoAnn. "Narrative inquiry in a multicultural landscape, multicultural teaching and learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/NQ41272.pdf.

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Dyer, Brenda Lee. "Learning mindfulness : dialogue and inquiry from an action-theoretical perspective." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39848.

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The processes of learning mindfulness were explored in this case study by analyzing the transcripts of teacher-student interactions in the Dialogue and Inquiry periods of a Mindfulness-Based Stress Reduction (MBSR) course. The following research questions guided the inquiry: What is the process of learning mindfulness through Dialogue and Inquiry of an MBSR course? How does the social learning of mindfulness in Dialogue and Inquiry construct the experience of mindfulness? The qualitative “action-project method” was used to collect and analyse the data which were comprised of class dialogues, s

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Abdul, Hussain Mohammed Ali Habib. "Inquiry communities in primary mathematics teaching and learning in Bahrain." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530853.

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Hait, Nancy Alexandra. "Learning to do Shared Inquiry in a Fourth Grade Classroom." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2418.

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Thesis advisor: Curt Dudley-Marling<br>This qualitative dissertation, informed by sociocultural theory (Gee, 1996; Vygotsky, 1978), examines how a fourth grade teacher and his students learned to participate in Shared Inquiry, a discussion practice where students learn how to build an evidential argument, including a claim that is supported by evidence and justified by a warrant (Toulmin, 1969). Students also learn how to weigh the merits of opposing arguments and how to modify their initial opinions as evidence demands. Over the course of ten weeks, the fourth grade teacher implemented Shared

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Thwaits, Anne Y. "Inquiry, Play, and Problem Solving in a Process Learning Environment." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613248.

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What is the nature of art/science collaborations in museums? How do art objects and activities contribute to the successes of science centers? Based on the premise that art exhibitions and art-based activities engage museum visitors in different ways than do strictly factual, information-based displays, I address these questions in a case study that examines the roles of visual art and artists in the Exploratorium, a museum that has influenced exhibit design and professional practice in many of the hands-on science centers in the United States and around the world. The marriage of art and scie

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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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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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Tai, Chih-Che, and Jack Rhoton. "Learning by Inquiry- Extinguish a Burning Candle by a Lighter." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3291.

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Dogra, Aneeta. "Process Oriented Guided Inquiry Learning in Australian secondary science classrooms." Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/86298.

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Process Oriented Guided Inquiry Learning (POGIL) is a student-centred active learning pedagogy, adapted for Australian secondary classes for the first time. This study utilised action research in a teacher-as-researcher model and applied quasi-experimental mixed methods to identify key positive cognitive and affective gains in the POGIL classroom. This research demonstrated the efficacy of meeting curricular goals, like scientific inquiry, on a number of dimensions using this pedagogy and supports further implementation of POGIL.

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Enakeyarhe, Omafume Matthew. "Using practical inquiry to support Self-directed Learning : A case study on ICT competence development program for elementary school teachers in a Swedish Municipality." Thesis, Mittuniversitetet, Avdelningen för data- och systemvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-29116.

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Information and communication technology has for long been integrated into learning and teachers utilize all forms of digital technology for communication as well as to simplify learning. To adapt, teachers need to personally or through informal learning process, learn about new technologies and how to utilize them to improve learning. To personally educate themselves, the teachers need to dedicate time and resources to identify ICT competence areas where is needed and sort for resources to solve it. This thesis investigates the process of self-directed learning with a group of teachers in a p

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Singleton, Krista Kirby. "Reimagining the Community of Inquiry Model for a Workplace Learning Setting: A Program Evaluation." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7944.

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The purpose of this study was to conduct an evaluation on a workplace training program using the Community of Inquiry (COI) model as a guide for course construction. Given that online and blended learning programs have gained popularity in the past two decades, companies have struggled with how to prepare trainers in the areas of online teaching methods and instructional technology usage to create an effective and engaging learning environment. In this study, I utilized the COI model, created for use in higher ed settings, in a workplace setting as a curriculum framework to revamp an unsucce

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Moffatt, Andrew Lawrence. "My Art Educations: Learning to Embrace the Dialogism in a Lifetime of Teaching and Learning Experiences." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523720744896627.

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Lenges, Anita Kristine. "Elementary school teachers everyday inquiry into their students' mathematical ideas and practices /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7610.

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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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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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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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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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