Inquiry Practices Research Articles

Inquiry Practice Capability and Students’ Learning Effectiveness Evaluation in Strategies of Integrating Virtual Reality into Vehicle Body Electrical System Comprehensive Maintenance and Repair Services Practice: A Case Study

VR has shown positive growth in the world in recent years, which is mainly due to projects such as learning, games, entertainment and experiential activities. VR has changed the way of life of users, providing users with more interesting interactions and immersive experiences. This study aims to investigate students’ practical capabilities and learning effectiveness under the instruction strategy of integrating virtual reality into simulation games into the Vehicle Body Electrical System Comprehensive Maintenance and Repair Services Practice curriculum for students of the Dept. of Auto Mechanics in a skills-based senior high school. Two student classes of the Dept. of Auto Mechanics major in Electrical Engineering featuring practical subjects in one skills-based senior high school in central Taiwan were chosen as the participants for this study. By way of pretest–post-test research design and heterogeneous grouping, an 8-week instruction experiment was conducted in which ZPD (zone of proximal development) instruction strategies were used in the experimental group (with 43 persons), while traditional didactic instruction strategies were used in the control group (with 36 persons). ZPD instructional strategies analyze and collect quantitative and qualitative data to investigate the instructional effectiveness and feasibility in developing ZPD as the research material in the practical curriculum for the study area of the Power Machinery in Vehicle Body Electrical System Comprehensive Maintenance and Repair Services practice. According to the research objective, the results are concluded as follows. (1) Students achieved the best learning effectiveness when adopting ZPD (zone of proximal development) strategies in which virtual reality was integrated into the vehicle charging and starting system to investigate students’ automotive diagnostic troubleshooting and fault-clearing capabilities. (2) Students attained the highest acceptance in learning phenomenon when adopting ZPD (zone of proximal development) strategies in which virtual reality was integrated into students’ familiar practice factory environment and the tools and equipment operation process. (3) Students had a higher acceptance of learning effectiveness when using virtual reality simulation games in the disassembly and functional detection of vehicle charging and starting systems. (4) There is a positive effect when integrating virtual reality simulation games into ZPD instruction strategies in the knowledge, skills and attitude on students’ overall inquiry practical capabilities and their learning effectiveness.

Researching Without “Methods”: An Experiment in Socio-Ecological Sustainability Research With Rural Communities

This article describes an improvisatory or ‘no method’ research approach in socio-ecological sustainability in two rural Ugandan communities. A team of multidisciplinary researchers purposed to understand how rural community members make sense of their role in, and relationship with, the environment. In addition, they sought to unsettle pre-existing assumptions, categories of knowledge, and methods of knowledge generation, through a practical and conceptual exploration of community-academy collaboration in research. The authors present an account of the research process as an experiment towards a decolonial, context-specific, and post-qualitative practice of inquiry and collaboration. The paper describes the context of the Ugandan communities involved and the socio-ecological issues that impact their lives. Related methodological practices are discussed to support the description and discussion of the improvised methods employed in this study. The methodological findings that conclude this paper have implications for global sustainability research, partnership, and action.

Who is sensitising whom? A participatory interview guide development as an awareness tool within a health care research project

Who is sensitising whom? A participatory interview guide development as an awareness tool within a health care research project

Naples’s pathological body: cholera, disability, and problematic cures in Matilde Serao’s Il ventre di Napoli

«Bisogna sventrare Napoli!» (Naples must be disemboweled!) decreed Italian Prime Minister Agostino Depretis in reaction to the 1884 cholera outbreak. Consequently, Neapolitan journalist and author Matilde Serao chronicled the government’s violent desire to cure Naples’s belly in Il ventre di Napoli (1884-1904). In this article I draw on disability and feminist studies to carry out an intertextual analysis of Il ventre di Napoli through readings of «Parthenope» and «Virgil» from Serao’s Leggende napoletane (1881) and Italian Law 2892, «Per il risanamento della città di Napoli» (1885). I argue that Serao pioneers a discourse in which Naples can be understood not only as a choleraic infected body, but more importantly, as a female body with disabilities that is worthy of attention, visible space, and voice. The concept of disability, while not explicitly named by Serao, is unquestionably present in her close attention to bodies–especially female bodies–at higher risk of mortality due to systemic injustices, chronic illnesses, and society’s violent reactions to bodily difference. Serao, contrasted with the governmental gaze that attempts to «cure» Naples through superficial, and, at times, violent means, does not gaze upon Naples’s body; nor does she restore Naples in the voyeuristic and literary image of her beautified Parthenopean body. Rather, writing from the perspective of a woman author, Serao stares, thereby «creat[ing] a circuit of communication and meaning-making» (Garland-Thomson 2009) in which she and Naples co-construct an embodied practice of enquiry and care that addresses the unjust and inhumane conditions of Naples’s impoverished belly.

A Learning Cycle Approach for Inquiry-Based Teaching 5E Instructional Model

The implementation of inquiry-based teaching is a major theme in national science education reform documents. Science for All Americans (Rutherford & Alhgren, 1990) and the National Science Education Standards (NRC, 1996). This research argue that inquiry needs to be a central strategy of all science curricula. Using a learning cycle approach in the classroom helps to facilitate inquiry practices because learning cycles focus on constructivist principles and emphasize the explanation and investigation of phenomena, the use of evidence to back up conclusions, and experimental design. Although there are several variations of learning cycles, the one that is highlighted in this research as a method to support inquiry-based teaching is the 5E Instructional Model (Bybee & Landes, 1990). The use of this model in several science education professional development programs is also addressed.

Flexible, creative, constructive, and collaborative: the makings of an authentic science inquiry task

ABSTRACT To promote scientific literacy in school science, students need to learn key concepts in science, along with the nature of scientific knowledge and how it is generated. Ideally, this learning mirrors authentic scientific inquiry through student engagement in three key epistemic practices: flexibility and creativity, knowledge construction, and collaboration. This paper draws on findings from a larger research study investigating the implementation of a guided-inquiry multimodal approach to teaching science. It reports on a case study of three Australian Year 9 science students investigating sustainable design strategies for houses, as a summative task. Through a post-hoc analysis, this paper explores how, and to what extent, the task supported the epistemic practices of authentic scientific inquiry. To address these questions, the author developed and applied an Authentic Inquiry Framework (AIF) to analyse the students’ dialogue and interactions during this task. The findings reveal that the students applied a flexible and creative approach to addressing their inquiry questions, through their own experimental design and engagement in provisional and collaborative knowledge construction. To support their investigation, the students were also able to productively integrate disciplinary-specific tools and technologies.

A Review of the Research of Summary Writing under the Background of New College Entrance Examination in China

After the new college entrance examination reform, summary writing has been formally used in college entrance examination writing in China. This new question type has triggered many scholars and front-line teachers' research and discussion. In order to further understand the current research status of summary writing in China, this paper collates and analyzes the literature related to summary writing in Foreign Language Teaching in Primary and secondary Schools (middle school papers), English Teaching and Research in Primary and Secondary Schools and the core journals of CNKI from 2015 to 2022.The findings are as follows: (1) The publication of literature related to summary writing increased explosively after 2016, but fell back in the last two years;(2) Most of the research methods are non-material research;(3) The research content is mainly teaching practice inquiry. Based on the analysis results, this paper summarizes and discusses the existing problems in the research of summary writing.

Comparing the Use of Two Different Approaches to Assess Teachers’ Knowledge of Models and Modeling in Science Teaching

Science teacher knowledge for effective teaching consists of multiple knowledge bases, one of which includes science content knowledge and pedagogical knowledge. With the inclusion of science and engineering practices into the national science education standards in the US, teachers’ content knowledge goes beyond subject matter knowledge and into the realm of how scientists use practices for scientific inquiry. This study compares two approaches to constructing and validating two different versions of a survey that aims to measure the construct of teachers’ knowledge of models and modeling in science teaching. In the first version, a 24-item Likert scale survey containing content and pedagogical knowledge items was found to lack the ability to distinguish different knowledge levels for respondents, and validation through factor analysis indicated content and pedagogical knowledge items could not be separated. Findings from the validation results of the first survey influenced revisions to the second version of the survey, a 25-item multiple-choice instrument. The second survey employed a competence model framework for models and modeling for item specifications, and results from exploratory factor analysis revealed this approach to assessing the construct to be more appropriate. Recommendations for teacher assessment of science practices using competence models and points to consider in survey design, including norm-referenced or criterion-referenced tests, are discussed.

Primary English teacher education in Portugal: An exploratory study

ABSTRACT The expansion of early language learning has fostered the need to prepare qualified teachers of English to young learners. This paper presents findings from a multi-site case study of initial teacher education programmes created in 2015 in Portugal when English became compulsory in grades 3 and 4. The study investigated intended professional learning competences and tasks as described in curricula, as well as teaching and inquiry practices developed in practicum settings. A multi-method approach was used, involving the analysis of ten higher education institutions’ curricula, a sample of practicum reports, the responses of former student teachers to an online survey, and reflective records from student teachers, faculty supervisors, and cooperating teachers. Findings portray a reflective, inquiry-oriented view of professional development and the enactment of current teaching approaches. The study stresses the role of curricula and practicum arrangements in creating meaningful professional learning scenarios and promoting learner-centred teaching in schools.

Advancing Radical Food Geographies Praxis through Participatory Film

The academic field of geography is deeply embedded within capitalist and settler colonial logics and has played a major role in suppressing and concealing Indigenous histories along with rights claims, cultures, and practices. While geography’s origins are deeply problematic, over the past decades, many scholars and practitioners have offered counter theoretical and practical perspectives and approaches. Radical food geographies praxis is one such example that is rooted in engaged and socially relevant theory, practice, and reflection. In this article, we present reflections from our experience with radical food geographies research praxis through a collaborative food sovereignty, action-oriented project co-developed and co-led by two settler academics, a documentary filmmaker, and the Chief of Batchewana First Nation. From 2018-2022, we embarked on an effort to share stories of Batchewana First Nation’s historical and current fishing practices, culture, and governance through the co-creation of a feature length documentary film titled, Lake Superior Our Helper: Stories from Batchewanaung Anishinabek Fisheries (https://www.batchewanaungfish.ca). To write this paper, we engaged in a process of collective autoethnography that involved documenting our individual reflections on the project and then bringing these perspectives into dialogue. Emerging from this process, we share our insights for an engaged research praxis, focusing on meaningful and authentic relationships and partnership building, participatory film as a tool for collaborative research, and radical food geographies. We present these insights with the aim of improving our own individual and collaborative practice and to share our learnings with other scholars, activists, and community practitioners engaged in similar partnership-based and praxis-oriented geographic research.

“Ain’t I a Woman?”: Feminist Participatory Action-Research with African Migrant Women Living in Spain

There is a growing trend towards a feminization of migration which calls for an urgent intersectional analysis in migration and integration research. Migrant women are exposed to numerous barriers that make difficult to participate in host communities due to the intersections between their gender, ethnicity, migratory status, etc. These barriers range from structural to daily discrimination in the shape of sexism and racism, particularly for women from regions further south of Africa. Undertaken in collaboration with a local NGO in Southern Spain, this study aims to approach African migrant women’s experiences and to promote agency and participation in host communities. It was framed in Feminist Participatory Action-Research (FPAR) based on photovoice. The participants (n = 15) generated and shared photo-narratives about their daily experiences during five sessions that were participatively analyzed, classified into four themes as follows: (1) migratory projects; (2) violence and discrimination; (3) health and social care; and (4) to be and resist as an African migrant woman. Photovoice was valued as a safe, non-hierarchical, and caring environment that promoted agency in participants and reflexivity in researchers. Our results highlight the importance and necessity on undertaking FPAR in collaboration with social organizations for emancipatory research praxis and put the emphasis on photovoice as a transformational method.

Multivocal Critical Qualitative Inquiry as an Avenue for Public Policy

Nowadays, multivocality has been discussed as if it were a criterion for evaluating the quality of qualitative research, as well as if it were the practice, style, or format of narrative research itself. Grounded in Bakhtin’s legacy, the need to incorporate multivocality as a key element of critical qualitative inquiry as a whole is raised. Thus, multivocal critical qualitative inquiry (MCQI) is proposed as an opportunity to build democratic possibilities for a practice that operates on the threshold of new realities that emerge through the conjunction of alternative interpretive methodologies and emerging social movements of protest. MCQI is then outlined as an avenue for the gestation of public policies despite the fact that the real links between citizen actions of protest and government responsiveness have hardly been rigorously explored. Sympoiesis and pluriversal politics are the theoretical and epistemological perspectives of such conjunction nourished by inquiry practices such as creative subversion, creative activism, and militant research. To exemplify the ways in which MCQI practices can be thought, seven projects were selected from a worldwide production: two projects on ecological issues and environmental care, three in the area of urban planning and democratization, and two around the sensitive problems of refugees, exiles, and migrants. MCQI may constitute a crossroad for the best and most committed inquiry practices nurtured by the interpretive traditions of the social sciences in its ties to struggles for the destruction of all kinds of epistemic, social, political, racial, economic, ecological, cognitive, and legal injustice.

Critical ethical reflexivity (CER) in feminist narrative inquiry: reflections from cis researchers doing social work research with trans and non-binary people

ABSTRACT This paper explores issues of reflexivity and knowledge production when cisgender researchers conduct social work research, using feminist narrative methods, to advance understanding about trans and non-binary people’s identities and experiences. Cisgender (or ‘cis’) refers to people who identify with the gender identity assigned to them at birth. The paper examines cis identity, privilege and positionality arguing for a reflexive engagement of the ways in which these influence ethical decision-making and research praxis. In this way, we speak to existing critiques that suggest that only trans and non-binary people should research their own experiences and identities. To address the neglect of gender diversity in education for social work practice and research, we propose that doing social work research with trans and non-binary communities requires cis researchers to adopt critical ethical reflexivity (CER) to scrutinise the impact of gender normativity and its effects in knowledge production for social work.

Science in stories: Implications for Latine children's science learning through home-based language practices.

There is growing interest in stories as potentially powerful tools for science learning. In this mini-review article, we discuss theory and evidence indicating that, especially for young children, listening to and sharing stories with adult caregivers at home can make scientific ideas and inquiry practices meaningful and accessible. We review recent research offering evidence that stories presented in books can advance children's science learning. Nonetheless, most of this work focuses on middle-class European-American U. S. children and involves narrative story books. Given the national imperative to increase Latine representation in STEM education and career pursuits in the U. S., we argue that it is vital that we broaden the definition of stories to include oral narrative storytelling and other conversational routines that Latine families engage in at home. Cultural communities with firmly rooted oral traditions, such as those from Latin American heritage, rely frequently on oral storytelling rather than book reading to convey world and community knowledge to young children. Therefore, we advocate for a strengths-based approach that considers Latine families' everyday practices around science and storytelling on their own terms instead of contrasting them with European-American middle-class practices. We offer support for the view that for young children in Latine communities, culturally relevant oral practices, including personal narrative storytelling, can engender significant opportunities for family science learning at home.

Feeling clumsy and curious. A collective reflection on experimenting with poetry as an unconventional method

AbstractIn this paper, we offer a collective, multi‐vocal reflection on using poetry for research purposes. These were reflections on an online sub‐plenary session organized as a workshop, which was held at the European Group for Organization Studies conference in 2021. During this workshop, the first three authors presented a step‐by‐step method for doing poetic inquiry and invited participants to apply it to their own empirical data or research praxis. The method was created in response to the marginalization of affect and embodiment in mainstream research in organization studies. Poetic inquiry aims to formulate specific practices of “writing differently” that assist researchers in their attempts to analyze and articulate their findings in embodied and affective ways. In this paper, we describe the method and bring together multi‐vocal reflections from the participants and organizers of the workshop on the affects of poetic inquiry and the (ethical) questions that it poses.

Teacher Inquiry: A Catalyst for Professional Development

Teachers seek and require meaningful professional development opportunities to truly grow in the profession. Teacher inquiry, or teacher research, is one way to accomplish professional development goals. Teacher inquiry is thought of as individualized, personalized, and meaningful professional development (Cochran-Smith & Lytle, 1999). In this paper we articulate the learning of a cohort of certificated professionals engaged in a year-long project that included asking research questions, designing data collection tools, and developing an independent study to examine their questions. Nine certificated professionals participated in the year-long project representing various grade levels and experiences. Data was collected through teacher reflections and professional development evaluations. The findings indicated that a trusting, supportive environment is paramount in developing a culture of inquiry. Further learning shows us that peer collaboration promotes professional growth when exploring individual projects. This paper furnishes further evidence of the importance of teaching inquiry in schools and provides a sample structure for schools wishing to develop a practice of teacher inquiry.

Analysis on construction practice of intelligent prefabricated building based on BIM technology

In the rapid development of Chinese construction industry, intelligent assembly building construction based on low cost, high efficiency and other advantages, in the practice of inquiry has been widely paid attention to. Although scholars around the world have strengthened the research on the theory of intelligent prefabricated building construction technology, with the vigorous development of the construction industry, a large number of safety problems have emerged in existing construction projects. Therefore, some scholars have proposed to scientifically solve the problems faced by intelligent prefabricated building construction management with the help of information integrated BIM technology, so as to build a highly efficient and normative safety management system. On the basis of understanding the construction management of intelligent prefabricated building and the research status of BIM technology, this paper deeply discusses how to apply BIM technology in intelligent prefabricated building construction and give full play to the unique advantages of BIM technology according to the main characteristics and construction requirements of intelligent prefabricated building construction in the new era.

Customer Relationship Management in an Era of Digital Disruption and Business Model Evolution

This research is grounded on the conceptualization of CRM as a collection of technology solutions that play a pivotal role in effective company management. The current work aims to elucidate and establish the significance of the advantages associated with CRM, as previously emphasized in relevant literature, in relation to achieving business success. Existing sustainable studies are of special importance in this setting because they provide a model of practical inquiry into the positive effects of CRM practices across the 3D of sustainability (environmental, social, and economic). Once our predictions are confirmed, the following model`s validation will enhance our comprehension of how CRM-related advantages might amplify the beneficial influence of its conditions on each sustainability dimension. CRM may be seen as a kind of Green IT, focused on facilitating modern transformation and promoting the development of sustainable business models. This research model has the potential to serve as a foundational framework for a more targeted approach aimed at quantifying the effects and advantages of using CRM. We argue that this encompasses models of sustainable innovation and business.

What’s the Point? A Case Study Characterizing Teacher Candidates’ Purposes for Practitioner Inquiry

ABSTRACT Teacher education programs worldwide have adopted the goal of promoting an inquiry stance among teacher candidates. Such programs commonly ground teacher candidates’ clinical practice in practitioner inquiry – a cyclical, systematic, and intentional process supported by inquiry communities. While democratic and justice-oriented purposes are theoretically central to the inquiry stance construct, little empirical evidence exists to illustrate how teacher candidates understand their own purposes for inquiring. This article describes the purposes espoused by six teacher candidates as they conducted practitioner inquiry in a clinically rich teacher education program. The teacher candidates exhibited five overlapping purposes for inquiring: process completion purpose, learning purpose, instrumental/efficiency purpose, social change purpose, and responsive purpose. Teacher candidates seldom connected their inquiries to any broader vision of a just, democratic society. While additional research is needed, this study’s findings suggest that understanding how teacher candidates understand inquiry’s purposes could assist teacher educators in developing teacher candidates’ inquiry stances.

ISSUES OF RECOVERY OF REHABILITATED PERSONS

In this article, the shortcomings observed in the practice of inquiry, investigation and judicial bodies in the restoration of the violated rights of rehabilitated persons, the fact that the subsequent actions of rehabilitated citizens are not clearly and clearly defined by the law, which causes them to be confused, to further improve the legal basis for the restoration of the violated rights of rehabilitated persons. suggestions and conclusions are given.