An Empirical Study of the Effect of Inquiry Teaching on the Development of High School Students'Critical Thinking Under the New Curriculum Standards

The Ministry of Education of the People’s Republic of China has issued three guideline documents to encourage inquiry teaching to help students develop their ability to question,which is a defining feature of critical thinking.Two of the documents have clearly stated that English subject teaching should focus on building students’thinking capacity.Critical thinking is an essential feature of building thinking capacity and a key element of the core competencies the English subject seeks to cultivate.This research measures the performance of students of two high school classes in the exams conducted at the beginning,in the middle,and at the end of the experiment period during which inquiry teaching was applied to enhance students’critical thinking ability.The experiment results show that inquiry teaching can improve students’academic performance in English study and help them better develop their language skills.The implementation of the inquiry design in teaching listening,reading,and writing conforms to the law that governs the development of critical thinking,and the adoption of inquiry teaching can promote the development of critical thinking.

Inquiry Training Model and Its Application in Teaching

Inquiry training model gives children directions to explore the new areas effectively which can help students develop the intellectual discipline and skills necessary to raise questions and search out answers stemming from their curiosity. Applying this model in teaching, process skills of the students can be improved, like observing, collecting, organizing data, identifying and controlling variables, formulating and testing hypotheses, and inferring. Besides, students will develop logical thinking and they will form the attitude that all knowledge is tentative.

Narrative Inquiry into Knowledge Generation in Teacher and Learner Learning Community

Narrative inquiry is applied to discuss the knowledge generation in teacher and learner learning community,which consists of one English teacher and 27 freshmen in a university in China.It is based on the social constructivism and cooperative learning theories.With the guidance of constructivists' knowledge conception,it aims to illuminate how knowledge is generated in a learning community.Class observation,interview,and journals were applied to collect data in the research.Analysis of the data enables the researcher to arrive at the argument that learners' prior personal and students themselves as knowledge resource are vital for knowledge generation.Furthermore,learning community provide a safe context for knowledge generation.

The power of story:Narrative inquiry as a methodology in nursing research

The aim of this paper is to explore the essential elements and value of narrative inquiry in nursing research.We propose that understanding a previous experience allows the nurse researcher an“insider view”and hence a deeper understanding of the issues that arise in the relationship between participant and researcher.We suggest that narrative inquiry in nursing research offers a particular way of caring about how knowledge is produced.Nursing science would benefit from the understanding that health and nursing practices are dynamic processes characterized by the continuous interaction of human thought and behaviour that continuously‘pumps’into personal,social and material environments.Narrative inquiry as a methodology in nursing research is exceptionally useful to uncover nuance and detail of previous experiences.

Inquiry Based on Evidence and its Practices in Two Healthcare Facilities of Bujumbura

Background: Inquiry evidence-based practice (IBP) improves healthcare quality, reliability, and patient outcomes as well as reduces variations in care and costs. IBP and its practice in health care promote also many advantages, such as improvements of practices based on the attitudes and cognitive ideas. This study aims to assess the inquiry based on evidence (IBP) and its practices in two Health Care Facilities (HCFs) of Bujumbura to help the practitioners to understand its importance. Methods: A cross-sectional study design was used to analyze the importance of IBP and its practice in these two hospitals. The probability-sampling technique was used also to select 104 nurses from the Military Hospital of Kamenge and 55 nurses from the Van Norman Clinic. A questionnaire was used to collect data with two mains components, demographic data and knowledge and attitudes addressing the following parameters: evidence practice during inquiry, nursing theory, current analysis in nursing care oriented the evidence, prioritization of care, rational diagnostic, monitoring and assessment. Results: The findings from this study revealed a poor knowledge and attitude among participants towards Inquiry Based Practice. In all variables, participants were scoring less than 10%. However, majority of participants (76.5%) know the indicators of patients’ satisfaction with nursing interventions through survey-based practice and 74.1% argued to analyze their information collected. Conclusion: This study revealed a weak awareness on IBP and its importance during nursing practice among participants as for almost all variables, participants were scoring less than 10%, except for the indicators of patients’ satisfaction with nursing interventions through survey-based practice (76.5%). Therefore, in-service training and curriculum revision had been highlighted and recommended another to provide the best rational diagnosis and achieve the patient’s outcomes.

Exploring Teachers' Personal Practical Knowledge through Narrative Inquiry——A Case Study on a College English Teacher

Teachers play an important role in the successful implementation of the current curriculum innovation and their personal practi cal knowledge is a decisive factor in their teaching and that teachers' knowledge affects every aspect of the teaching act.This paper tries to explore teachers' personal practical knowledge of a college English teacher and her reading class.It shows how to present her teaching contents,design teaching methods and activities in order to accomplish her teaching tasks and teaching goals.The study combines narrative analysis of the reading design with a process inquiry about teaching and learning.Hopefully,the findings would shed some light on teach ers' professional development.

Teacher Identity is Awakened through Narrative Inquiry and Reflection

This thesis is a story of discovery based on narrative inquiry and reflection of researcher's and her partner's experience of 8 classes in a vocational school. During this process, researcher's teacher identity is awakened when facing challenges and puzzles and transforms later. From observation, journal reflections, and conversation with the partner, this thesis elicits that a good teacher has a power of connectness, teaches as telling a story and teaches who we are, which provides insight into how a student teacher think, reflect and take actions especially for those who are dedicated to teaching profession and are striving to the goal. More to the point, this thesis reveals that learning to teach is a highly complicated process and needs enough courage to teach.

Conversation with presence:A narrative inquiry into the learning experience of Chinese students studying nursing at Australian universities

Aim:the aim of this methodological article is to reflect on and extend current understandings of the possibilities of narrative inquiry research giving voice to students, and to expand the power of story by sharing the philosophical, theoretical, and methodological considerations of narrative inquiry in an international education context.Background: there has been much discussion about the need in providing a ‘voice' to people across the society, who feel marginalised in many contexts, including international students. There is limited research about Chinese students studying in Australia. In particular, the learning experience of Chinese nursing students has not been fully explored nor understood.Discussion: to enhance teaching and learning in international education contexts, and to cater better to international students, it is important to understand their experiences and perspectives. There is no better way to achieve this level of understanding than to let students' voices be heard, to let them speak for and about themselves because reality exists within these students' perceptions.Conclusions: in the context of international education, narrative inquiry as a research methodology,when used with sensitivity and reflexivity, through the power of stories, offers a new dimension in the international education research.

Scientific Inquiry Level of Nursing Students: Clinching Clinical Performance Expertise

Background: The status of inquisition by the nursing students shall be determined as it will be utilized as a tool to measure their clinical performance expertise as future nursing practitioners. The element of scientific inquiry is essential in providing standard fillers to give meaning to the various practical nursing gaps in the actual field, the hospital ward to be specific. Objective: This research study aims to establish the level of scientific inquiry and clinical performance of undergraduate Arab nursing students. Methods: The researcher utilized descriptive-correlational study as the research design. This is a descriptive study because it describes the level of scientific inquiry and level of clinical performance of the undergraduate Arab nursing students. Results: The finding of the study is that “the majority of the Arab student nurses demonstrate a guided inquiry in their scientific inquiry level”. Most of the Arab student nurses demonstrate a guided inquiry (?= 2.74, SD ± 0.99) in terms of their level of scientific inquiry. Largely, the Arab student nurses have proficient level in their level of clinical performance (?= 87.32, SD ± 12.36). Regression analysis revealed a no significant relationship (r2 = 0.57;adjusted r2 = 0.57;p > 0.005) between the level of scientific inquiry and clinical performance among Arab student nurses. Conclusions: The study concluded that the majority of the Arab student nurses demonstrated a guided inquiry in their scientific inquiry level and a moderately proficient level of clinical performance. Furthermore, the study concluded that the level of scientific inquiry was not significantly related to clinical performance.

Changes in Practicing Teachers’ Self Efficacy in Teaching Scientific Inquiry

Teacher self-efficacy is an important predictor in teacher’s professional career for inquiry-based instruction.This study investigated the factors(gender,educational level,and teaching experience)associated with science teachers’self-efficacy in instructional strategies,classroom management,and student engagement in teaching scientific inquiry.A questionnaire was used for data collection from 47 practicing teachers in state schools in 2018.A General Linear Model(GLM)Univariate analysis using SPSS 21.00 programme was used for data analysis.Fact findings revealed that mean perceived self-efficacy in inquiry-based instruction was considerably high irrespective of gender,education level,and teaching experience.Neither teacher self-efficacy in student engagement nor classroom management did not show statistically significant difference according to gender,education level,and teaching experience.However,results concluded that science teaching experience was a significant predictor of self-efficacy in instructional strategies of inquiry-based instruction.

The Comparative Effects of Cyclic Inquiry Model, Conceptual Change Text, and Traditional Instruction on Students' Understanding of Pho- tosynthesis and Respiration in Plants

The aim of this study was to explore the effects of the cyclic inquiry model,conceptual change texts,and traditional instructions on promoting understanding of photosynthesis and respiration in plants.The data were obtained from 33 students in the first experimental group taught with cyclic inquiry model(CIM),34 students in the second experimental group taught with conceptual change texts(CCT),and 34 students in the control group taught with traditional instruction(TI).After instruction,data were analyzed with analysis of covariance(ANCOVA)using pre-test scores and logical thinking scores as covariates.The results indicated the cyclic inquiry model(CIM)and conceptual change texts(CCT)treatment groups significantly outperformed the traditional instruction(TI)group in understanding the photosynthesis and respiration in plants.A statistically significant difference between two experimental groups was found in favor of the of cyclic inquiry model CIM.

An Inquiry into the Application and Preparation of Surfactant in Oil Field

As a commonly used chemical agent,surfactant is used to improve the efficiency of oil-and-gas exploitation.Since the conventional surfactant technology fails to meet the requirements of oil-and-gas resources exploitation currently,this paper deeply researches on the studies of cutting-edge technology of oil-and-gas exploitation,and learns the advanced experience from foreign countries.It aims to point out that the needs of China’s demand for oil-and-gas exploitation can be met with through technology innovation,preparation methods improvement and key technology mastery of surfactant in oil field.

A Comparative Study on the Effects of Online Synchronous Instruction in the Framework of Community of Inquiry

The objective of this case study is to compare the satisfaction of online educational experience with traditional one from the perspective of Community of Inquiry theory.It compares the teaching effects of this online instruction with traditional class through cognitive presence,social presence and teaching presence which are 3 influencers in deciding the quality of distance learning and teaching.A survey to 40 undergraduates and 45 graduates and 28 teachers were conducted for this purpose.The key finding of the research is that the online teaching model is comparatively functional and efficient for both students and teachers comparing with traditional classes.Cognitive presence is more prominent among 2 student cohort and social presence varies among undergraduates and graduates.The teacher’s response in the three presences are a bit more pessimistic than that of two groups of students.This result would bring some implications for future online synchronous learning and teaching and blended instruction.

A Brief Analysis of Misconceptions and Problems of Educational Narrative Inquiry

As a qualitative research method, the educational narrative inquiry is widely used in educational research. However, there exists some misconceptions about what is narrative inquiry and how to do educational narrative inquiry among the beginners who are interested in this method. Educational narrative research can not invent education event, nor is seen as a conventional research method. And the narrative inquiry should not be considered equivalent to ordinary way of telling stories. This paper will make a brief analysis of misconceptions and problems of educational narrative inquiry to help the beginners to better understand narrative inquiry and do this kind of research in a proper way.

Consistency Analysis of 2021 College Entrance Examination Chemistry Questions and Curriculum Standards Scientific Inquiry

The SRI analysis tool was used to comprehensively analyze the seven sets of chemistry questions in the 2021 college entrance examination paper from multiple dimensions such as exploratory test questions,various inquiry standards and exploratory levels.The study found that all test papers involve the examination of scientific inquiry literacy;from the perspective of examination objectives,the 2021 college entrance examination questions as a whole focus on the examination of a single inquiry objective;the questions of each examination paper mainly examine three standards:design scheme,evidence processing and obtaining.The conclusion is drawn;the exploratory level of the chemistry questions in several sets of test papers is mostly a high level.

NEW INQUIRY INTO THE APPLICATION OF CASE TOOLS TO CIM PROCESS

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Advocacy inquiry and circular questioning to maintain psychological safety in training,feedback,and conversations with residents

Training of emergency physicians through an emergency medicine residency program takes 5 years,that is,3 years in junior residency and 2 years in senior residency.Throughout this period,residents will be exposed to a variety of educational methodologies and meet a spectrum of faculty,supervisors,and teachers,who will have different personalities,styles,and approaches to teaching and nurturing them.It is important to ensure the maintenance of psychological safety for these residents throughout their training journey and into the future years of practice s an emergency physician.Communications,interactions(which involve questioning),and presentations will be an important part of this training program.This article looks at two modes of questioning:advocacy inquiry and circular questioning,which can be applied as appropriate.These two methods are examples in which faculty may consider adopting in their many interactions,follow-up,feedback,tutorials,facilitation,partnerships,and counseling sessions with residents.These two techniques offer options to maintain psychological safety,which can facilitate learners sharing and opening up.It can be included in the faculty’s armamentarium of questioning techniques and applied where applicable.

Inquiry Letters and Tax Aggressiveness

This study examined the impact of inquiry letters on corporate tax aggressiveness based on the special inquiry system in Chinese stock exchanges.It found that the receipt of inquiry letters significantly inhibited tax aggressiveness.The channel through which inquiry letters worked involved a monitoring effect on related-party transactions.The disincentive effect of inquiry letters on corporate tax aggressiveness was mainly found in firms with overseas operations,low-quality of internal control,and weak tax enforcement.Examining the textual information in inquiry letters,the results show that more questions and the demand for a specific opinion from the auditor led to a greater disincentive effect.The level of detail in firms'reply letters weakened this disincentive effect.Finally,the disincentive effect of tax aggressiveness was more pronounced when inquiry letters pointed to tax-related issues.

A FURTHER INQUIRY ON 30—60 DAY OSCILLATION IN THE TROPICAL ATMOSPHERE

Based on the ECMWF data (1980--1983) and others, a further inquiry on the activities and the structurefeature of 30--60 day oscillation in the tropical atmosphere has been completed. The following results areobtained: There is stronger perturbation kinetic energy of 30--60 day atmospheric oscillation (AO) in the equatorialeastern Pacific. This means the equatorial eastern Pacific is a stronger activity region of 30--60 day AO inthe tropics. Analyses also show that the AO system with the time scale of 30-60 days might consist of variousspatial scale disturbances. The zonal propagation of 30-60 day oscillation in the tropical atmosphere is not all eastward, Somedifferences are found for different spatial scales, and for propagations in upper and lower tropospheres.The meridional propagation of the oscillation is even more different in the various regions and might be relatedto the low-frequency wave train in the atmosphere. The stronger activities of 30-60day AO in the equatorial middle-western Pacific are related to theEl Nino events and the weaker ones are correspondent to the inverse El Nino phenomena.

Learning,Teaching,and Researching in Shadow Education in Hong Kong:An Autobiographical Narrative Inquiry

Purpose:This article aims to illustrate from the author’s insider perspective the lived experiences of engaging in private tutoring in Hong Kong as a tutee,a tutor,and a researcher and draw implications on several issues arising from the prevalence of shadow education.Design/Approach/Methods:This article adopted an autobiographical narrative approach.Data were collected through the author’s memoir of events,stimulated by the tutorial materials he used when he was a tutee and a tutor,his own video-recorded lessons of tutoring,and reflective journals from his research projects.Findings:Various issues are discussed based on the narrative of the author playing different roles in the tutoring industry,including(1)the positive and negative washback on mainstream education,(2)the lack of strict regulation of the quality of tutors and advertisements,and(3)how shadow education may exacerbate education inequality and how some tutorial companies and nonprofit organizations are addressing the issue.Originality/Value:This article,to the best of the author’s knowledge,is the only one that discusses the issues of shadow education from an author’s own personal experiences as a tutee,a tutor,and a researcher.It illustrates how practices and policies of the private tutoring industry are evolving in Hong Kong from an insider perspective.