Self-directed Inquiry Research Articles

How differently elementary students and undergraduates of elementary teacher education university coordinate experiment evidence and theory

This study aims to explore how differently elementary students and their future teachers, pre-service elementary teachers dealt with evidence and theory by analyzing their journal entries for a science inquiry activity. Pre-service teachers took a science inquiry course and worked with self-directed inquiry by using Korean science elementary textbook. After inquiry activities, they provided science journals including their test question, data and claims on their inquiry. At the same time, elementary 4<sup>th</sup> grade students worked on science inquiry during their class with the same topics of the pre-service teachers. The collected science journals with three topics from both pre-service teachers and 4<sup>th</sup> graders were analyzed for the study. The journals of 79 from pre-service teachers and 54 from elementary students were compared in terms of quality of question and usage of evidence as well as characterizing types of coordination between evidence and theory. It was followed by discussion regarding the direction of pre-service teacher education of teaching science in elementary school as well.

Influence of Problem-Based Learning Courses in middle school on students’ Autonomous Learning Ability

Problem-Based Learning (PBL) has emerged as a transformative instructional approach, emphasizing active, student-centered learning through real-world problem-solving. This literature review delves into the potential of PBL to cultivate Autonomous Learning Ability (ALA) among middle school students—a critical yet often overlooked developmental phase. Drawing from diverse studies, the review highlights the synergy between PBL and adolescents' evolving cognitive capacities, such as self-directed inquiry, metacognition, and critical analysis. However, the efficacy of PBL is contingent upon its alignment with students' transitional developmental needs, achieved through adaptive project scaffolding, adept facilitation, and dynamic assessment. While PBL can harness adolescents' budding cognitive abilities, its success is intricately tied to responsive design, ensuring projects, scaffolding, facilitation, and assessment cater to students' unique developmental trajectories. Practical strategies, such as aligning with educational standards, providing incremental teacher training, and emphasizing knowledge application in assessments, can mitigate potential barriers to PBL adoption. Furthermore, the review suggests that while PBL holds promise in fostering autonomous learning skills, its long-term benefits remain a topic of debate. The need for rigorous mixed-methods research examining the enduring academic and career outcomes of PBL is emphasized. Additionally, the potential of emerging technologies to augment PBL's adaptability and inclusivity for a diverse student population is highlighted as a promising avenue for future exploration. In conclusion, this synthesis underscores that PBL, when implemented with developmental considerations at its core, stands out as a potent instructional model, primed to nurture engaged, self-motivated learners in middle school settings.

Doing Inquiry like Scientists: Elementary Students’ Scientific Inquiry in an Untact Online Science Learning Environment

In this study, a scientific inquiry program was developed to allow elementary school students to practice self-directed inquiry, as scientists do, in untact online exploration. This study examined the main characteristics of student exploration that appeared in online scientific inquiry and investigated how students perceived it. For this study, 167 elementary school students from all over Korea participated in an untact online scientific inquiry program. The students explored a total of seven inquiry topics, including ‘Making a strong and beautiful bridge,’ read activity guidance, and conducted inquiry activities for three weeks. As a result of the study, it was found that students positively and actively experience the process of conducting scientific inquiry just ‘like scientists.’ However, many students also expressed frustration and failure to solve a given inquiry problem. The students showed a variety of exploratory processes. Some students tried to explain scientifically why these results and phenomena appear while other students simply repeated trial and error—rather than going through the process of building evidence and justifying their findings by explaining reasonably, they did not think of a better way to solve the problem. Furthermore, the students expressed the deficiencies of the untact online inquiry situation and their regret or difficulty with it. Educational implications for science education are discussed to promote effective online scientific inquiry in untact mode.

Action Research of Integrating Inquiry-based Instruction in an Educational Psychology Course

<p>本研究以行動研究的方式，探討探究式教學融入教育心理學課程的實施情形，以及對師資培育者專業成長的影響。研究對象為某師資培育中心修教育心理學課程的師資生20名，共歷時一學期。研究過程中，研究者以「學生探究能力學習單」、「課堂學習氣氛問卷」、「課堂觀察紀錄表」、「教學研究日誌」、「學生作業」與「教學意見回饋」等方式蒐集資料。結果發現，藉由核心問題與層次性提問能有效營造教室探究文化，提高師資生的學習投入，進而展開自主探究學習；在探究步驟中，善用多元評量與具體回饋，讓師資生的學習變得可見；師生亦從探究中形成專業知識與理念，產生理論與實務的連結與意義。再者，研究者亦從反思中強化了探究教學信念，弭平教學壓力與成果的衝突，進而建構出探究教學轉化模式，其結果能提供師資培育課程之探究教學建議。</p> <p> </p><p>This research explored the implementation of an inquiry-based instruction integrated into the curriculum and its impact on the professional growth of the teacher educator using action research. Participants in this study were 20 pre-service teachers who attended an Educational Psychology course. The researcher collected multiple data from the participants’ responses for Student Inquiry Ability Checklist, the class learning atmosphere questionnaire, the teaching and reflection journals, and the pre-service teachers’ reports in class. The findings indicated that essential questions and questioning regarding Educational Psychology could be used to effectively create a classroom with a culture of inquiry, increase pre-service teachers’ engagement in class, and carry out self-directed inquiry learning. During the process, the researcher made good use of multiple assessments and specific feedback to raise pre-service teachers’ performance. It can be seen that the researcher and pre-service teachers constructed professional knowledge and ideas and generated connections and meanings between theory and practice. During this process, the researcher strengthened their belief in inquiry-based instruction from reflection, reduced the conflict between teaching pressure and student learning outcome and constructed a transforming model of inquiry-based instruction. Suggestions for implementing a similar curriculum were proposed for future studies.</p> <p> </p>

학생의 미래역량 촉진을 위한 수업역량에 대한 과학교사의 인식

Objectives The purpose of this study is to investigate the perception of science teachers on the teaching competency to promote students' future competency. Methods In order to achieve the purpose of the study, previous studies related to teacher competency were analyzed, and data were collected through e-mail and in-depth interviews with 13 science teachers. Results The teaching competency required for science teachers in the future educational environment was found to be the teaching competency to promote students' future competency, the ability to use edutech, the individually tailored class competency, and the ability to respond to changes in the educational environment. First, in order to cultivate scientific thinking, scientific inquiry, communication and collaboration skills among students' future competencies, research participants provided opportunities to think and discussed problems together through self-directed inquiry activities. instructional strategies were used to encourage divergent thinking by asking questions, exploring and thinking with students, and encouraging students to seek knowledge. Second, the participants' view of science class influenced not only the selection of teaching/learning strategies, but also the selection and implementation of evaluation methods. Research participants were aware of the practical difficulties of meeting both student-led inquiry activities and knowledge-oriented learning needs, and were proceeding with various solutions through trial and error. Third, teachers felt difficulties in teaching <Project research> because they did not experience project research while attending the college of education. In order to understand the changes in the educational environment, class competency, and learner characteristics, it is necessary to provide sufficient opportunities for class demonstrations to pre-service teachers by significantly extending the educational practice period. Conclusions The study participants emphasized the importance of an open mind to accept changes because the future educational environment is unpredictable. So, subjects for cultivating attitudes to respond to changes in the future educational environment were needed.

학생의 미래역량 촉진을 위한 수업역량에 대한 과학교사의 인식

Objectives The purpose of this study is to investigate the perception of science teachers on the teaching competency to promote students' future competency. Methods In order to achieve the purpose of the study, previous studies related to teacher competency were analyzed, and data were collected through e-mail and in-depth interviews with 13 science teachers. Results The teaching competency required for science teachers in the future educational environment was found to be the teaching competency to promote students' future competency, the ability to use edutech, the individually tailored class competency, and the ability to respond to changes in the educational environment. First, in order to cultivate scientific thinking, scientific inquiry, communication and collaboration skills among students' future competencies, research participants provided opportunities to think and discussed problems together through self-directed inquiry activities. instructional strategies were used to encourage divergent thinking by asking questions, exploring and thinking with students, and encouraging students to seek knowledge. Second, the participants' view of science class influenced not only the selection of teaching/learning strategies, but also the selection and implementation of evaluation methods. Research participants were aware of the practical difficulties of meeting both student-led inquiry activities and knowledge-oriented learning needs, and were proceeding with various solutions through trial and error. Third, teachers felt difficulties in teaching <Project research> because they did not experience project research while attending the college of education. In order to understand the changes in the educational environment, class competency, and learner characteristics, it is necessary to provide sufficient opportunities for class demonstrations to pre-service teachers by significantly extending the educational practice period. Conclusions The study participants emphasized the importance of an open mind to accept changes because the future educational environment is unpredictable. So, subjects for cultivating attitudes to respond to changes in the future educational environment were needed.

Free schooling or freedom schooling? Negotiating constructivist learning and anti-racism in the Berkeley Experimental Schools

ABSTRACT Critical pedagogues advocate a constructivist approach to learning emphasising the self-directed construction of knowledge from the learners’ experiences while also expecting students to develop an explicit critique of the social order. However, the use of a constructivist approach for the pursuit of explicit ideological goals leaves educators with a dilemma: what happens when students’ reflections don’t lead them to the anti-oppressive conclusions teachers desire? Using comparative historical archival methods and oral history interviews, this study interrogates how teachers and students navigated this paradox in the Berkeley Experimental Schools Project (1968–1975), a public educational programme that sought to actualise the goals of both the Free School and Black Power movements. This study sheds light on this dilemma with particular clarity because the Free Schools represent one of the U.S.’ most radical experiments in constructivist pedagogy, and the Black Power movement one of our most heightened efforts to challenge systemic oppression. In demonstrating that in Berkeley, it was easier to build self-directed inquiry on a foundation of explicit critique than to build anti-racism on a foundation of free inquiry, this study elucidates tensions at the heart of critical pedagogy, social justice education, and curriculum theory.

Students’ Reactions to Natural and Physical Phenomena: Documenting Wonder and Engagement with Science Content Knowledge

The purpose of this study was twofold: First, to document how students react to various natural and physical phenomena, and second, whether observation of these phenomena can foster students’ sense of wonder and their engagement with science content knowledge through self-directed inquiry. The sample consisted of forty-six 11th and 12th grade students from a variety of schools located in the wider metropolitan area of a European capital. They were all volunteers, who kept a journal, in which they wrote their ‘genuine’ feelings and thoughts about nine specific phenomena, when they first looked at them (first reaction), and during their investigation, if they did choose to pursue an investigation, in order to understand and/or learn more about them. Those phenomena were given to the students in the form of a photograph and a short videoclip. The students were given the option not to make an entry (i.e., write anything in their journals) if they thought the phenomenon was not worthy of their attention. A content analysis of students’ journal entries provided evidence for three major categories/reactions to natural phenomena, namely, (a) “admiration/perception of beauty”, (b) “intellectual curiosity” and (c) “admiration mingled with intellectual curiosity”. For some students, although a small percentage of the sample, the above categories could be considered student ‘profiles’, given that those students consistently expressed “admiration” or “intellectual curiosity” or “admiration mixed with curiosity” across all situations/phenomena. However, most students’ reactions and thoughts varied according to the situation/phenomenon they observed. All students, with the exception of those whose reactions fell within the first category, were engaged in self-directed inquiry for the purpose of understanding, and in some cases even learn more about, natural and physical phenomena. The implications of these results for science education are also discussed.

Sharing Hidden Histories: The XRchaeology at Miller Grove, a Free African American Community in Southern Illinois

ABSTRACT XRchaeology at Miller Grove is a web-based collection of new media components, including digital storytelling, geographic information systems, virtual tours, three-dimensional objects, and web-based virtual reality presentations. XRchaeology contributes to revisions of traditional narratives about free African Americans and the network of escape routes referred to as the Underground Railroad (UGRR). This project focuses attention on potential African American “conductors” in the UGRR and resituates African Americans as the agents of their own freedom. XRchaeology emphasizes that freedom was achieved across a continuum shaped by social, economic, and legal biases and anti-immigration sentiments. The XRchaeology application is designed for both traditional learners and non-specialist members of the public, as the project facilitates self-directed learning and evidence-based inquiry for all interest levels.

Science Teacher’s Perception of Self-directed Inquiry Activities and Teaching-learning Strategies

Science Teacher’s Perception of Self-directed Inquiry Activities and Teaching-learning Strategies

Exploring Types of Coordination between Evidence and Theory Found in Science Journals of 4thGraders

This study aims to explore how 4th-grade students dealt with evidence and theory by analyzing their journal entries for a science inquiry activity. It was found that they understand science practices, which was evident from their claims in their science journals. The 4th graders took a science class and worked with self-directed inquiry using the Korean science elementary textbook. After the inquiry activities, they completed science journals that included their test question, data, and claims regarding their inquiry. To characterize types of coordination between evidence and theory, the journals were analyzed. Twenty-one 4th graders took the course, and they finished five science inquiries and wrote summaries in the journal at the end of each inquiry. A total of ninety-one students’ journals were collected and analyzed for this study. Based on the analyses, five types of coordination between evidence and theory were found. The most frequent type was students proposing inquiry questions based on what they already learned and trying to confirm it through the inquiry activity. It was followed by a discussion regarding the direction of elementary school’s science inquiry activities as well.

Building work-related knowledge about examination invigilation through reflective journaling

PurposeThe purpose of the self-study is two-fold: first, to aid in redressing the lack of attention given to the professional development i.e., the building of practical or work-related knowledge of examination invigilators and second, to forward the idea that engaging the examination invigilation process reflectively is an effective form of self-directed professional development.Design/methodology/approachThe report uses reflective journaling based on Minott (2017) reflective approach to teaching practicum debriefing strategy to show the practical or work-related knowledge built by the author.FindingsThe report shows how the author built practical or work-related knowledge about critical aspects of the invigilation process: adaptability/flexibility, leading humanely and “thinking on your feet”/reflection-in-action.Originality/valueThis paper shows (through a critical discussion of the literature, coupled with the author’s personal professional experiences displayed in reflective journal entries) that an attitude of self-directed inquiry combined with reflective journaling can enable professional development i.e. the development of practical or work-related knowledge.

Developing an Interdisciplinary Bio-Sensor STEM Module for Secondary School Teachers: An Exploratory Study

Educators have suggested that citizens need the ability to engage in self-directed inquiry and problem solving. In line with the trend, current reforms in Taiwanese schools advocate the development of these core competencies. One way to achieve this goal is through STEM education. STEM modules which integrate science, math, technology, and engineering have become a prime catalyst for inquiry-based multidisciplinary teaching and learning. Although the demands and the benefits of STEM modules are often highlighted, the challenges of the development and implementation of such an interdisciplinary module are less discussed. This paper describes the process of the development of a bio-sensor module that uses Arduino to analyze glucose level of concentration.This multidisciplinary module integrates physics, chemistry, biology, mathematics, electronics, and programming. The goal of the program is for students to construct a device that imitates a commercial glucose meter. Teacher workshops were conducted for educators to learn the concepts and the procedures. A set of questionnaires collected from 21 workshop participants revealed that teachers face various challenges in the process of understanding and modifying the STEM module, as well as preparing students so they are ready to learn with the module. A group interview after the workshop revealed the teachers’ difficulties in implementing a module that requires advanced technical skills and materials. The potential usefulness for the students, and the emergence of a different goal than the original plan, provide challenging and enlightening lessons. Rather than an engineering-centered model, this study proposes an alternative science-centered model for STEM material development.

Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments

Technology is ubiquitous in the modern world; to harness its educational potential in the quest to introduce environments that are flexible and differentiate for individual student learning needs, the strategic use of the complex array of tools is required. Engagement with this challenge has the potential to lead to the provision of interfaces that allow students to access these resources and become independent learners. It is therefore important to identify and evaluate the features of such interfaces to calibrate and respond to individual student needs. In this context, the quality of differentiated support for learning, referred to as scaffolding, is established as paramount to the design and structure of online environments. In this study, the instructional design referred to as predict, observe, explain and evaluate (POEE), informed by constructivist theories of learning, to implement multiple scaffolding strategies is described. The POEE scaffolding strategy was applied in the creation of two inquiry learning modules. Student engagement with these inquiry modules in a self-directed online environment was explored to identify critical elements of the scaffolding. The findings of this study, based on students' interactions and engagement with the learning modules, enabled the conceptualisation of a multimodal scaffolding strategy for self-directed inquiry. We propose that the recommendations from the implementation of these scaffolded learning modules can represent exemplars illustrative of an enriched instructional design paradigm to support students’ independent study in blended environments.

Doing democracy through simulation, deliberation, and inquiry with elementary students

PurposeDemocracy is learned through doing, not telling. The purpose of this paper is to report the findings from an action research project where a group of fourth-grade students participated in a simulation that explored the possibilities and the constraints of acting democratically, while faced with the dilemmas of environmental disaster and establishing a new society.Design/methodology/approachThe authors studied how participating students engaged in deliberations and self-directed inquiry. The authors focused the data collection on the responses of students to the challenges presented in the simulation.FindingsBased on the analysis of student work during the simulation and reflection on the simulation after the project, the authors documented the ways in which students critiqued authority or expressed their distrust in it, engaged in difficult deliberations around controversial issues, and developed expanded agency through inquiry-based learning.Originality/valueThis paper presented a model of inquiry learning that can be critical, i.e. examining issues of power and justice, while engaging in deliberation via a simulation that integrated social studies and English language arts. Creating space for young students to deliberate issues, steeped in values, and ethics, allows them to recognize the inherent tension and dissension necessary to a healthy democracy.

Medical Students’ Perspectives on Implementing Curriculum Change at One Institution

Training physicians to be effective practitioners throughout their careers begins in undergraduate medical education with particular focus on self-directed inquiry, professional and interprofessional development, and competency-based assessment. A select number of medical schools are restructuring their curricula by placing the student at the center of content delivery to enhance the learning experience. While this restructuring may benefit the adult learner, administrators often make assumptions about how students will perceive and respond to such innovative and unfamiliar educational concepts. This can create a disconnect between students and their curriculum. Administrative mindfulness of student experiences is needed to ensure successful implementation of curricular change, facilitate the transition from old to new modalities, and train competent physician graduates.Vanderbilt University School of Medicine (VUSM) recently completed a curriculum update, and student representatives have been essential participants in the transition, from the earliest stages in preplanning to rapid-cycle feedback as the curriculum runs. Two of the authors are members of VUSM's Student Curriculum Committee, which facilitates gathering and relaying student feedback to the administration. Drawing from their experiences, five specific considerations to address and manage when implementing student-centered curricular change are presented: (1) Communicate the rationale, (2) acknowledge anxiety, (3) adjust extracurricular leadership roles, (4) manage "The Bulge" of learners in the clinical environment, and (5) foster ongoing collaboration of students and administrators. For each consideration, examples and proposed solutions are provided.

Developing Students’ Learning Ability by Dint of Self-Directed Learning

Now that the world is changing, people should take control of their own learning and adopt self-directed inquiry as a lifelong priority. People learn lots of things from different sources which influence to the way of life and decision making; hence, self-directed learning takes an important role nowadays. People learn something more from their own experiences independently. Generally, the full meaning of self-directed learning has come to be labeled “Andragogy” which is defined as the art and science of helping adults learn. Interestingly, a researcher strongly believes that process and the rationale for self-directed learning, which belong to Knowles, enable to apply appropriately and plan for teaching and learning effectively. Touching this research, it is aimed to find ways to reach individual learning styles and needs by dint of Self-Directed Learning and assess students’ knowledge retention from their real experiences as a case study. Students are also able to show their experiences in selling and purchasing products, and they can apply skills to experiences that all face with in the International Fair held by Suan Sunandha International College. Importantly students must be aware of a chapter of Economics and follow some theories to merge with activities. To accomplish this research, a total of 200 samples from the first-year students for the purpose of learning new experiences from each situation were selected to, and the findings can be conspicuous for self- directed learning as a tool of teaching and learning.

A Critique of Science Education as Sociopolitical Action from the Perspective of Liberal Education

This paper outlines the rationale underpinning the conception of science education as sociopolitical action, and then presents a critique of such a conception from the perspective of liberal education. More specifically, the paper discusses the importance of the conception of science education as sociopolitical action (e.g., it can provide students with opportunities to link school and society, it can offer them opportunities for more meaningful experiences, and it can also empower them as citizens) and then raises questions about the content of school science, about the place and value of scientific inquiry, and about the opportunities students have for self-directed inquiry. The central idea behind the critique is that a conception of science education as sociopolitical action downplays the importance of knowledge for its own sake and totally neglects the personal/aesthetic dimension of science.

A better anatomy experience through small team multimedia production and curation of anatomical specimens (721.18)

Plastinated anatomical specimens provide a useful learning experience for students. However, many learners find first encounters with a specimen intimidating and can be overwhelmed when dealing with this type of collection as an adjunct in learning anatomy. To address these issues, faculty introduced two initiatives: 1) the creation of a queryable database of anatomical specimens, and 2) the development and creation of multimedia associated with individual specimens (with an emphasis on plastinated specimens). Given the size and scope of the anatomical collections in the Division of Anatomical Sciences, University of Michigan Medical School, a queryable database is necessary for both proper curation of the specimen collections, as well as, general use and advanced self‐directed inquiry by students. We also evaluated how the development and creation of multimedia relating to specimens, as well as the use of the multimedia in the context of learning anatomy, affected student learning and students’ perceptions of anatomical learning. While these projects are in their early stages, we observe net beneficial effects on collection curation and student learning using mixed methods methodologies.

Catching the Spirit of Cultural Care: A Midwifery Exemplar

Midwives provide an integral part of health care in underserved, rural areas of the United States. To meet the health care needs of people from diverse cultures, they need to learn culturally competent care. This article describes efforts by a university and its college of nursing to adapt to a changing cultural climate and prepare faculty and students to become culturally competent in practice encounters with diverse populations. Culturally competent care is infused in the midwifery curriculum through self-directed inquiry and discovery approaches. Outcomes of these approaches are evident in the nurse-midwifery program, which can serve as a model for integration of culturally competent care throughout the nursing curriculum.