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  1.  87
    The Parallels Between Philosophical Inquiry and Scientific Inquiry: Implications for Science Education.Gilbert Burgh & Kim Nichols - 2012 - Educational Philosophy and Theory 44 (10):1045-1059.
    The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices (...)
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  2.  30
    Connecting Learning to the World Beyond the Classroom Through Collaborative Philosophical Inquiry.Rosie Scholl, Kim Nichols & Gilbert Burgh - 2015 - Asia-Pacific Journal of Teacher Education:1-19.
    This study explored the impact of facilitating collaborative philosophical inquiry, in the tradition of “Philosophy for Children,” on connectedness pedagogies. The study employed an experimental design that included 59 primary teachers in 2 groups. The experimental group received an intervention that comprised training in CPI and the comparison group received training in Thinking Tools, a subset of the CPI training. Lessons were coded on four variables of connectedness pedagogies, across the two groups, at three time-points. Teacher interviews were conducted to (...)
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  3.  61
    Reconstruction of Thinking Across the Curriculum Through the Community of Inquiry.Kim Nichols, Gilbert Burgh & Liz Fynes-Clinton - 2017 - In Maughn Rollins Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. Abingdon: Routledge. pp. 245-252.
    Thinking skills pedagogies like those employed in a community of inquiry (COI) provide a powerful teaching method that fosters reconstruction of thinking in both teachers and students. This collaborative, dialogic approach enables teachers and students to think deeply about the thinking process within a supportive, structured learning environment, by fostering the transformative potential of lived experience. This paper explores the potential for cognitive dissonance (genuine doubt) during students’ experiences of inquiry to be transformed into impetus for the acquisition and improvement (...)
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  4. Transforming Pedagogy Through Philosophical Inquiry.Kim Nichols, Rosie Scholl & Gilbert Burgh - 2014 - International Journal of Pedagogies and Learning 9 (3):253–272.
    This study explored the impact of implementing Philosophy, in the tradition of 'Philosophy for Children', on pedagogy. It employed an experimental design that included 59 primary teachers. The experimental group received an intervention of training in Philosophy and the comparison group received training in Thinking Tools (graphic organisers), a subset of the Philosophy training. Lessons were coded on variables of pedagogy, across the two groups, at three time-points. Teacher interviews were conducted to gather participants' perspectives. Between group analysis of variance (...)
     
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  5. The Effects of Two Strategic and Meta-Cognitive Questioning Approaches on Children’s Explanatory Behaviour, Problem-Solving, and Learning During Cooperative, Inquiry-Based Science.Robyn M. Gillies, Kim Nichols, Gilbert Burgh & Michele Haynes - 2012 - International Journal of Educational Research 53:93–106.
    Teaching students to ask and answer questions is critically important if they are to engage in reasoned argumentation, problem-solving, and learning. This study involved 35 groups of grade 6 children from 18 classrooms in three conditions (cognitive questioning condition, community of inquiry condition, and the comparison condition) who were videotaped as they worked on specific inquiry-based science tasks. The study also involved the teachers in these classrooms who were audio-taped as they interacted with the children during these tasks. The results (...)
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  6. Primary Students’ Scientific Reasoning and Discourse During Cooperative Inquiry-Based Science Activities.Robyn M. Gillies, Kim Nichols, Gilbert Burgh & Michele Haynes - 2013 - International Journal of Educational Research 63:127–140.
    Teaching children to ask and answer questions is critically important if they are to learn to talk and reason effectively together, particularly during inquiry-based science where they are required to investigate topics, consider alternative propositions and hypotheses, and problem-solve together to propose answers, explanations, and prediction to problems at hand. This study involved 108 students (53 boys and 55 girls) from seven, Year 7 teachers’ classrooms in five primary schools in Brisbane, Australia. Teachers were randomly allocated by school to one (...)
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  7.  1
    Comparing Two Inquiry Professional Development Interventions in Science on Primary Students’ Questioning and Other Inquiry Behaviours.Kim Nichols, Gilbert Burgh & Callie Kennedy - 2017 - Research in Science Education 47 (1):1–24.
    Developing students’ skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison to an intervention in non-inquiry pedagogy alongside inquiry science curriculum on student questioning and other inquiry behaviours. Teacher participants in the comparison condition received training in four inquiry-based science (...)
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  8.  1
    Promoting Problem-Solving and Reasoning During Cooperative Inquiry Science.Robyn M. Gillies, Kim Nichols & Gilbert Burgh - 2011 - Teaching Education 22 (4):429–445.
    This paper reports on a study that was conducted on the effects of training students in specific strategic and meta-cognitive questioning strategies on the development of reasoning, problem-solving, and learning during cooperative inquiry-based science activities. The study was conducted in 18 sixth grade classrooms and involved 35 groups of students in three conditions: the cognitive questioning condition; the Philosophy for Children condition; and the comparison condition. The students were videotaped as they worked on a specific inquiry-science task once each term (...)
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  9.  11
    Multiphysics Characterization of Reservoir Prospects in the Hoop Area of the Barents Sea.Pedro Alvarez, Fanny Marcy, Mark Vrijlandt, Øyvind Skinnemoen, Lucy MacGregor, Kim Nichols, Rob Keirstead, Francisco Bolivar, Slim Bouchrara, Maggie Smith, Hung Wen Tseng & Jochen Rappke - 2018 - Interpretation 6 (3):SG1-SG17.
    The inherent nonuniqueness of geophysical analysis can mean that interpretations based only on a single geophysical measurement can be ambiguous or uncertain. We have developed a case study from the Hoop area of the Barents Sea, in which prestack seismic, well-log, and controlled-source electromagnetic data were integrated within a rock-physics framework to provide a more robust assessment of the prospectivity of the area than could be obtained by seismic analysis alone. In this example, although quantitative seismic interpretation identified potentially hydrocarbon-bearing (...)
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  10.  7
    Multiphysics Characterization of Reservoir Prospects in the Hoop Area of the Barents Sea.Pedro Alvarez, Fanny Marcy, Mark Vrijlandt, Øyvind Skinnemoen, Lucy MacGregor, Kim Nichols, Rob Keirstead, Francisco Bolivar, Slim Bouchrara, Maggie Smith, Hung Wen Tseng & Jochen Rappke - 2018 - Interpretation: SEG 6 (3):SG1-SG17.
    The inherent nonuniqueness of geophysical analysis can mean that interpretations based only on a single geophysical measurement can be ambiguous or uncertain. We have developed a case study from the Hoop area of the Barents Sea, in which prestack seismic, well-log, and controlled-source electromagnetic data were integrated within a rock-physics framework to provide a more robust assessment of the prospectivity of the area than could be obtained by seismic analysis alone. In this example, although quantitative seismic interpretation identified potentially hydrocarbon-bearing (...)
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