Assignment 6 -- CIMA 0717 (PART 2)



Assignment 6 -- CIMA 0717 (PART 2)

Bibliographical Information

Robert J. M. & James A. B. (1997). “Design, Development, and Implementation of an Inquiry-Based, Technology-Rich, Science Curriculum.” The American Education Research Association, Vol. 2, Chicago, IL.

Content Summary

A student-centered, open-ended curriculum which may help learners in investigating problems, conducting research, supporting recommendations has acquired escalating attention. A thorough insight has been provided by A Science and Mathematics study council that is about the approaches to science and math teachings in the United States. As, there is no doubt that inquiry based learning environments give opportunities to learners for generating and revising their thought processes, as doing so takes a huge time but learners may learn the things in depth. As a curriculum worker, we may use problem-based learning methods which are an alternative of the learning that is inquiry based and allow learners for practicing linking what they know already with what they are currently learning. Problem-based learning helps facilitating the inquiry-based method by permitting the learners for comprehensively understanding problems, conducting research into areas of problem, interpreting and analyzing data, and demonstrating the comprehension with the help of formation of presentations.

Response to Journal Article

A study was commenced at the foundation of the ETE project that is (Exploring the Environment) for looking at the crucial factors regarding the use of learning that is originally problem-based in the classes of Earth science. The Project Team of ETE also carried out workshops of one-week in order to get participate the teachers in which 5 of the total 9 participated in the study and attended the workshop. A causal-comparative research methodology known as “ex post facto” was used in this study. The questions of the research addressed the attitudes of learners towards the comprehension of the process of problem solving and the ways by which they perceive the participation in learning in an inquisition environment. The analysis of data was conducted by comparing the scores of learners and it was done by the teachers who were participated in the workshop as well as those who did not participate. Learners got apparently higher scores of attitude regarding their engagement in learning and problem solving whose teachers had previously attended a week workshop of personal development. The similar learners had crucially superior end-module reports in comparison to the learners whose teachers could not attend the workshops of ETE. Though, this brief and concise study provides support to the learners in terms of providing workshops related to professional development to teachers as by that they become more devoted to using the teaching methods that are inquire based in the science classrooms (Lane, 1997).

The position of article's author is highly agreeable that a student-centered, open-ended curriculum which may help learners in investigating problems, conducting research, supporting recommendations has acquired escalating attention. A thorough insight has been provided by A Science and Mathematics study council that is about the approaches to science and math teachings in the United ...