Student-led Inquiry Research Articles

개념적 접근에 따른 교육과정 연계·통합의 가능성과 과제

Purpose: The purpose of this study is to analyze cases of curriculum connection and integration according to the conceptual approach practiced by IB schools, and to discuss the educational possibilities and challenges of such an approach. Method: In order to analyze the characteristics of curriculum connection and integration according to a conceptual approach, unit design plans and class observations of IB PYP schools were analyzed. Results: IB schools clearly recognize that forming students’ conceptual understanding is the most important goal of teaching and learning, and design and implement inductive learning experiences and transition steps toward conceptual understanding through student-led inquiry. Discussion: It is necessary to present cross-curricular key concepts in the national curriculum, prepare differentiated strategies according to the characteristics of elementary and secondary schools, and strengthen teacher capacity.

See it for Yourself: Photography in Student-Led inquiry

Photography, understood as an act of inquiry, has the potential to open up new ways of seeing and thinking about the familiar.

초등학교 프로젝트 수업의 교사-학생 상호작용 특성 분석

Objectives This study focused on the interaction between teachers and students among the various characteristics of project based learning, and attempted to reveal the characteristics by observing project-based elementary school classes. Methods To this end, The AF analysis was used to analyze the language interaction between teachers and students, and the CLASS analysis was used to analyze the ‘emotional support, classroom organization, and instructional support’ interaction between teachers and students. In addition, Pearson's correlation analysis was conducted to confirm the correlation between the Flanders area analysis, the Flanders Top 10 Index, and the CLASS analysis. In addition, Classes were classified by type to confirm the results of the interaction analysis of ‘emotional support, classroom organization, and instructional support’ according to the type of language interaction, and the results were compared. Results First, In the project based learning, the ratio of items 0 (others) was the highest, followed by items 5 (lecture), items 9 (student-led remarks), and items 4 (teacher's questions). Second, In the project based learning, the index in which teachers accept students' opinions or emotions and the index in which students take the initiative in asking and speaking were high. In addition, the index of teachers asking questions using students' remarks was also high. On the other hand, In the project based learning, the index in which teachers criticize students or justify teachers' authority was low. Third, In the project based learning, the flow of ‘teacher's lecture-nonverbal situation-teacher's lecture’ was high. Fourth, In the project based learning, the ‘emotional support’ area was the highest, followed by the ‘classroom organization’ and ‘instructional support’ area. However, the average for all three areas showed a moderate or higher level, and the deviation was not large, showing a similar tendency. Conclusions First, Project based learning is a class that utilize directive remarks from teachers to induce student-led inquiry activities. Second, Project based learning is a class that emphasizes the attitude of warm-hearted acceptance of students' opinions or emotions without advocating the authority of teachers. Third, Project based learning is a class with a high percentage of students leading throughout the class. Fourth, Project based learning is a class that mainly utilize teachers' questions as feedback on students' remarks. Fifth, Project based learning is a class in which non-verbal situations such as student-led inquiry activities or waiting time for student to think account for a high percentage. Sixth, The flow of project based learning is at a very high rate of ‘teacher's lectures-nonverbal situations-teacher's lectures’. Seventh, Project based learning is a class in which interactions through ‘emotional support, classroom organization, and instructional support’ appear positively.

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.

Designing a successful K-12 education program aimed to prevent infectious disease

Abstract Developing collaborative efforts to train K-12 teachers and students as community educators is a strategy that is useful in preventing disease. The current pandemic illuminates the need for a greater focus on immunology and public health in K-12 STEM/STEAM education. The components of a course design and delivery impact success. University of Hawaii, Daniel K. Inouye College of Pharmacy’s Jarvi Lab, in collaboration with non-profits and professional educators, offers a for-credit, Professional Development Education course to Hawaii K-12 teachers using a curriculum focusing on rat lungworm disease, a debilitating and sometimes lethal disease caused by the parasite Angiostrongylus cantonensis. The PDE course is place-based; learning is centered on the local environment and in the community. It is taught online, allowing for statewide participation. The lessons are research-driven and standards-based. Parasite-host interactions, and disease presentation, treatment and prevention are emphasized. Course participants are provided access to peer-reviewed papers, educational videos, and webinars, which can be used in the classroom and support diverse learning styles. Participation in live (on-line) discussions with scientists and researchers help advance teacher understanding of the scientific methodology and study designs. Hands-on activities focus on modeling, data collection and analysis, and communication skills. Citizen Science, Design Thinking, and ArcGIS story mapping are introduced. Lessons encourage student-led inquiry and teamwork. Teachers’ final portfolios reflect the knowledge gained, their reviews of the course are positive, and they report a high level of student interest. Supported by Hawaii State Legislature, Daniel K. Inouye College of Pharmacy

Interactive Digital Experience as an Alternative Laboratory (IDEAL): Creative Investigation of Forensic Biomechanics.

An Interactive Digital Experience as an Alternative Laboratory (IDEAL) was developed and implemented in a flipped biomechanics classroom. The IDEAL challenge problem was created to more closely simulate a real-world scenario than typical homework or challenge problems. It added a more involved story, specific characters, simple interaction, and student-led inquiry into a challenge problem. Students analyzed musculoskeletal biomechanics data to conduct a forensic biomechanics investigation of an individual who suffered a fracture. Students ultimately approached the IDEAL problem with a greater appreciation and enjoyment than previous open-ended challenge problems-those that were assigned in a traditional problem-statement manner-throughout the semester. Students who were more fully engaged in the IDEAL challenge problem, as evidenced by the fact that they requested all of the evidence on their own, also performed better on the final report grade. This signals improved learning with respect to biomechanical analysis when the students were creatively participating in the storyline surrounding the forensic investigation.

An Australian-based authentic science research programme transforms the 21st century learning of rural high school students

Authentic student-led inquiry and exposure to scientific research impact students’ science career choices. Given Australian students decline in STEM skills, knowledge of whether such programmes impact student learning is critical. This research examined the short-term impact of an authentic, hands-on research mentor programme on rural student’s science skills. Nine Year 10 students participated in a science academic research programme leading to scientific publications and students collecting of first-hand data from international experiments on a major world-wide health issue. The NSW Department of Education Year 10 VALID assessment scores of this intervention group were compared to a control group. Intervention students had significantly higher overall scores as well as significantly higher scores in 21st century skills. These results were supported by student’s self-assessment of their learning growth. Our study suggests authentic science research mentor programmes are pedagogically advantageous for Year 10 high achieving rural students. Educators’ willingness to embrace these innovative approaches has the potential to produce the next generation of scientists.

Linking librarians, inquiry learning, and information literacy?

In many schools, librarians play a key role in teaching information literacy and inquiry learning. From a survey of Colorado librarians, Keith Curry Lance and Leslie Maniotes learned that librarians who regularly facilitated student-led inquiry activities were also more likely to teach regularly a number of information literacy skills. Librarians who engage in inquiry learning said that support from school leaders and the autonomy to try new things were motivating factors in their inquiry efforts, but they wanted to be more intentional in their use of inquiry and to get more teachers on board. Lance and Maniotes turn to Norman, Oklahoma, for an example of how using a specific inquiry model, in this case Guided Inquiry Design, and providing training and support, can multiply the benefits of the inquiry approach.

GOT HEALTH? ACTION RESEARCHING A STUDENT-LED HEALTH PROMOTION PROGRAM

In British Columbia (BC), Canada, a school district effort was launched to focus on mental wellbeing in middle and senior secondary schools. The initiative “Got Health?” was intended to help students take the lead, through action research, in program development and delivery of information. The purpose of this action research project was to evaluate, assess, and report student and staff perceptions of “Got Health?” Particular focus lay with student and staff thoughts concerning the inspiration, benefits, and challenges of the student-led mental health initiative across multiple and diverse schools. Focus group interviews were conducted involving student and teacher members of “Got Health?” teams. Results revealed that the majority of participants believed a positive change occurred in their school environments, which included a favourable impact on the mental wellbeing messages shared throughout their school communities. This suggests that a student-led inquiry approach can be an effective means of promoting mental wellbeing in school settings.

A Way to Teach Student-led Inquiry Activity of ‘Science Inquiry-Experiment’ Subject in High School

The subject ‘Science Inquiry-Experiment’ was newly introduced in the 2015 revision of national science curriculum in South Korea. Korean high school students should learn the ‘Science Inquiry-Experiment’, which was developed to activate the student-led inquiry activity in high school science. In this paper, we are to suggest the types to teach scientific inquiry for ‘Science Inquiry- Experiment’. The contents of it should have various inquiry activities including investigation, experiments and projects. We suggested three types of module to teach the student-led inquiry activity in consideration of students’ level and school conditions. Type I was the module for inquiry activity of 1 theme per 1 school hour. Type II was the module for inquiry activity of 1 theme per 2 school hours. Type III was the module for project-based inquiry activity. They can be useful for teaching experiment-based scientific inquiry to high school students.

Teaching Innovations in Marketing: A Brand-Based Student-Led Inquiry of Marketing Concepts and Practices

This teaching innovation is a brand-based student-led inquiry of marketing concepts and practices for an introductory marketing course. During the first week of class, teams of students (or individual students) each select a brand of interest to research and analyze throughout the course. The objective is for students to understand the practical application of the marketing concepts and practices presented in textbook readings and instructor-led teaching for the selected brand. This teaching innovation makes the material more relevant and interesting, and exposes students to the practical application of marketing on the basis of the various brands selected by the students.

Got Health?: A Student-Led Inquiry Youth Engagement Project

Background: Schools can serve as a pillar for health promotion for children and youth; youth reporting high levels of school engagement and peer connectedness report improved health and decreased health risk behaviours. Students that have a negative school experience and feel alienated are more likely to engage in health risk behaviours. Thus, developing effective student-led inquiry health initiatives based on empowerment and engagement are important for the health of future generations. We examined a student-led inquiry initiative that was developed and piloted in one school district in British Columbia (BC), Canada called Got Health?. The purpose was to empower students to create change in their schools through developing and leading a school health project guided by the four pillars of the Comprehensive School Health model. Methods: 4 Elementary, 2 Middle, and 2 High Schools in 1 school district were engaged in the 2011-2012 school year. The project received funding from The District Health Promoting Schools and each school was supported by a small grant from the Directorate of Agencies for School Health (DASH) in BC. Each school identified a teacher champion and a team of students to lead the project. Semi-structured focus groups were used to collect qualitative data. A framework analysis approach was used to analyse the data. Results: Mirroring those found in the literature, major outcomes identified by the focus groups include: increased school connectedness, improved health awareness, and facilitation of student engagement. Conclusions: Our results suggest that student-led health promotion projects can make a positive contribution to both student engagement and school connection. Future research should implement more randomized comparison trials that include implementation information and process evaluation to move the field forward.

Loss in the NICU

Siblings of patients that have lengthy stays in the neonatal intensive care unit (NICU) may be affected emotionally by their brother's or sister's condition, separation, or even death. In an effort to assess the effect of perinatal loss on siblings a student-led inquiry was designed and tested. A scripted interview was composed to determine whether or not children were effectively processing the loss of their sibling. While a single case is reported, the methodology proved useful and opens the door to further consideration of providing sibling-oriented grief and bereavement services in the NICU.

Place- and Community-Based Education in Schools

229 Children, Youth and Environments Vol. 20 No. 2 (Fall 2010) ISSN: 1546-2250 Place- and Community-Based Education in Schools Smith, Gregory A. and Sobel, David (2010). New York: Routledge; 167 pages. $36.95. ISBN 9780415875196. For educators and community members looking for a practical entry into place- and community-based education, this book is a longawaited answer. At 167 pages, it is a reasonable length, an enjoyable read, and broken into chapters that make it easy to find any aspect of place- and community-based education that brings the reader to the book. Authors Smith and Sobel helped lead the dialogue for place-based education from opposite U.S. coastal regions—Smith in the Pacific Northwest and Sobel in New England. The ideas presented in this book pick up on their earlier writings and are grounded in experiences of real teachers in real classrooms, with successes and challenges evaluated through sound methodologies. By setting out the theoretical and practical reasons for grounding our students in the places that they live, this book provides guidance for this approach to schooling in a way that has not been done before. I teach an integrated science and social studies methods course for pre-service teachers that is focused on place-based education. My students often perceive place-based education as filled with obstacles, many of which are addressed outright in the preface of the book. This strong piece of the book provides what Smith and Sobel term “reconceptualizations” for each of these perceived obstacles; they reconstruct the reasons for and inroads into a holistic relationship between children and the natural and social components of the communities in which their learning is nested. These reconceptualizations are then artfully supported throughout the book. One misconception of place-based education is that it is the same thing as environmental education. A common reflection among my students is that they have a genuine interest in place-based 230 education, but are frustrated by the built environment and lack of nature accessible to the urban schools in which they teach. A strength of this book is the affirmation that place-based education is more than children’s time in nature. Rather, it is the reestablishment of children into the social, cultural and natural components that comprise their everyday lives, no matter where they live. To emphasize this point, the first chapter is a case study of a successful place- and community-based school model in Boston, Massachusetts. Wilderness is not a resource of the school’s immediate environment, but nature can be found in a nearby cemetery; the strength of the community connections and student-led inquiry create a successful school model. To elucidate the character of community connections, guest author Delia Clark contributes a chapter on collaboration. This chapter illuminates the way that community members come to schools and schools to communities, how collaboration is fostered and maintained, and offers practical advice for building strong relationships including time and a sense of humor. A particularly useful chapter for a general audience is on definitions and antecedents developed over the last decade of published work on place- and community-based education. The chapter draws on the theoretical frameworks of Dewey, Kilpatrick, Counts and Rugg as the foundations of this approach, and then explores the evolution of place- and community-based education from service learning, nature and environmental education, cultural journalism, and local entrepreneurialism. The concise chapter clearly establishes both the roots of place-based education and the efficacy of this model before describing its place in the current context of No Child Left Behind and climate of academic achievement. In another chapter, Smith and Sobel offer practical ways for teachers to introduce place-based education into traditional disciplines. This chapter concludes with a bulleted list of starting points and websites for resources. Any reader looking to make inroads into this approach to teaching and learning will utilize the succinct and workable possibilities in this text. 231 Finally, this practical book does not lay out a lockstep recipe with which to achieve successful schools. Rather, Smith and Sobel confirm that successful place- and community-based models come from within; honoring distinct places through the way we teach...