Search results for "inquiry"
showing 10 items of 206 documents
2018
This study presents new ways of visualising technology-enhanced collaborative inquiry-based learning (CIBL) processes in an undergraduate physics course. The data included screen-capture videos fro...
Preparing teacher-students for twenty-first-century learning practices (PREP 21) : a framework for enhancing collaborative problem-solving and strate…
2016
With regard to the growing interest in developing teacher education to match the twenty-first-century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the twenty-first-century learning practices in teacher education. We will first review the current status of policy frameworks for the twenty-first-century learning skills. Based on our previous work and current understanding in the field of learning sciences, we will next elaborate the processes and strategies for collaborative problem-solving skills and strategic learning skills to specify curre…
Instructor Presence in a Virtual Classroom
2021
Abstract Synchronous online learning platforms have been used actively during the COVID-19 period. They have opened possibilities for online learning and interaction, but have also posed new challenges for instructors. This article provides insights into one teacher’s interactions and examines how the instructor presence is expressed in the teachers’ activities in virtual classrooms in higher education. Instructor presence is investigated using the social and teaching presence indicators of the community of inquiry (CoI) framework. Twelve hours of interactions across six online classes were recorded, transcribed, and analysed using content analysis. The findings suggest that indicators of t…
La formación científica y didáctica en el grado de Maestro en Educación Primaria y la presencia de la indagación según el profesorado
2022
En este trabajo se analiza la formación científica y de didáctica de las ciencias experimentales que proponen los formadores de maestros y maestras de educación primaria, y si la metodología indagatoria está presente en dichas propuestas. Las respuestas de este profesorado en activo (n=77) del grado en Educación Primaria de veinte universidades españolas, recogidas mediante un cuestionario con cuatro preguntas abiertas, muestran, por un lado, que los contenidos científicos propuestos más frecuentes son los relacionados con los grandes bloques de la asignatura de Ciencias de la Naturaleza de Educación Primaria (Materia y Energía, Ser Humano y Salud y Seres Vivos). Por otro lado, entre los co…
Opposite Ends: widows' narratives of contemporary late life
2020
The life course perspective frames this study of contemporary late life. Thematic narrative analysis is employed to analyse the stories of 16 Finnish widows aged 79–89 years (Moving in Old Age: Transitions in Housing and Care research project) in order to explore the experiences related to growing old. The results indicate two kinds of narratives: nostalgic reminiscences about a happy past are typical of the retiring to solitude story, characterised by experiences of life nearing its end and of letting go; and those inclined towards the keeping up narrative are still seeking new experiences and playing active roles in everyday life. Both kinds of stories encompass well-being, in spite of…
From the school to the university : A narrative pedagogy for teacher education
2020
El presente artículo muestra el modo en que la indagación narrativa se convierte en un pasaje formativo entre aquello que experimentamos al investigar junto a maestras en la escuela y aquello que se va movilizando como un saber narrativo, práctico, y de la experiencia, en nuestras clases en la universidad. Esos pasajes nos preparan para una relación con la realidad educativa. Una realidad que requiere de una relación pensante con el acontecer de las cosas, con aquello que nuestras estudiantes han vivido y con aquello que vamos viviendo junto a ellas en la Formación Inicial del Profesorado. Los pasajes son, entonces, un modo de transitar la pregunta pedagógica por los hechos educativos. Un m…
The meanings of differentiated instruction in the narratives of Eritrean teachers
2021
The principles of inclusive education largely accepted by governments of different countries require differentiated classroom instruction to meet the diverse needs of individual students. Despite this, teachers have differing experiences and understandings about implementing differentiated instruction (DI) and heterogeneous classrooms. This narrative study aimed at exploring the meanings of DI in the Eritrean context, where teachers are not explicitly familiar with the concept, although their teaching practices reflect some level of differentiation. The research data consisted of 17 narrative interviews with Eritrean mathematics and science teachers. The results of the narrative analysis sh…
Transnational Heritage in the Making. Strategies for Narrating Cultural Heritage as European in the Intergovernmental Initiative of the European Heri…
2014
The idea of a transnational cultural heritage has become topical in Europe because of the new EU heritage initiatives, such as the European Heritage Label scheme. Even though the scheme is administered at the European level, its implementation is transferred to heritage agents in the countries participating in the initiative. How do the heritage agents narrate the labeled heritage sites as European? Using the method of narrative analysis, this article identifies six key strategies of making sense of a European cultural heritage. Even though the scheme includes certain frameworks in which the heritage agents have to interpret and narrate the sites as European, it enables them to interpret th…
Mathematics teaching development: Learning from developmental research in Norway
2014
Published version of an article in the journal: ZDM - International Journal on Mathematics Education. Also available from the publisher at: http://dx.doi.org/10.1007/s11858-013-0567-6 This paper is a product of mathematics teaching developmental research projects based on establishing communities of inquiry comprising schoolteachers working at all grades and university-based teacher educator/researchers (didacticians). The projects are established on the principle that teachers taking an inquiry stance in their practice can assert their agency to develop their teaching to enable improved learning experiences for their students. The educational context and the societal pressure to develop ma…
Action research and narrative inquiry: five principles for validation revisited
2012
The article continues the discussion of the five quality principles proposed by Heikkinen, Huttunen, and Syrjala, published in 2007 in Educational Action Research. In the present article, the authors reconsider the five principles: historical continuity; reflexivity; dialectics; workability; and evocativeness. These five principles are critically examined from two viewpoints. First, the authors discuss comments on the quality of the principles published in Educational Action Research, referring to contemporary discussion within the philosophy of science. Second, they review some empirical action research reports in which these principles have been applied. The authors point out some problem…