Notice bibliographique
Résumé
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 Strategic Demands of Inquiry questionnaire. Participants were from McGill University, Montreal, and included preservice teachers in the Bachelor of Education program, Continuing Education students enrolled in an inquiry-based course, and Honours Psychology students engaged in research. Data sources included the Strategic Demands of Inquiry questionnaire and an interview schedule. Groups who had different types of exposure to the inquiry approach varied in how they understand inquiry instruction. Fourth-year Elementary preservice teachers held more sophisticated conceptualizations of the inquiry approach and greater appreciation for the components involved in carrying out an inquiry curriculum compared to first-year Elementary preservice teachers. After the completion of an inquiry-oriented course, Continuing Education students (including experienced teachers) were similar to fourth-year Elementary student teachers in conceptualizing and identifying important components of inquiry instruction. First-year Elementary and Secondary student teachers were different in their views of inquiry instruction. Finally, Honours Psychology students, who were engaged in scholarly research, held sophisticated conceptualizations of the inquiry approach. However, they did not use this knowledge of the inquiry method as extensively as fourth-year preservice teachers to identify important aspects of inquiry instruction. Therefore, although experience with the inquiry method may be necessary for conceptualizing inquiry as a pedagogical approach, it is not sufficient to enable undergraduates to identify important aspects of planning, enacting, and evaluating an inquiry curriculum. These findings point to the importance of the Bachelor of Education program in advancing knowledge about inquiry instruction. Fourth-year student teachers reported experiences with the inquiry approach that influenced their understanding of this method. This study also provided evidence for the construct validity of the Strategic Demands of Inquiry questionnaire.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».