Building System Capacity with a Modeling-Based Inquiry Program for Elementary Students: A Case Study

Science education in the United States should shift to incorporate innovative technologies and curricula that prepare students in the competencies needed for success in science, technology, engineering, and math (STEM) careers. Here we employ a qualitative case study analysis to investigate the system variables that supported or impeded one such reform effort aimed at improving elementary students’ science learning. We found that, while some program design features contributed to the success of the program (i.e., a strong multi-institutional partnership and a focus on teacher training and instructional supports), other features posed barriers to the long-term system-level change needed for reform (i.e., low levels of social capital activation, low prioritization of science learning, and frequent turnover of key personnel). In light of these findings, we discuss broader implications for building the capacity to overcome system barriers. In this way, an in-depth examination of the context-specific barriers to reform in this educational system can inform efforts for future reform and innovation design.

The Effect of Philosophical Inquiry Program in Improving Academic Participation Among Secondary Graders in Malaysia Arabic School

This study aimed to identify the effect of a philosophical inquiry program in improving Academic participation among secondary graders in Malaysia Arabic School. Quasi-experimental approach was followed in this study. To achieve the study aim, the tool of the study were a philosophical inquiry (PI) and an academic participation questionnaire. The sample of the study was Twelfth graders in Saudi Arabia Schools in Kalu Lampour who were 39 students. The results of the study showed that there were statistically significant differences between the mean scores of the secondary graders in improving Academic participation in favor of the post application of the tools.

WORKSHOP ON INQUIRY LEARNING BASED VIRTUAL LABORATORY IN MAGELANG FOR PREPARING NATURAL SCIENCES TEACHER IN 21ST CENTURY: AN EVALUATION OF IMPLEMENTATION’S PROGRAM

<p class="5Abstrak-Abstract">In 21st century, the learning process must be adjusted to the worth values developing in the 21st century. One of the learning process that suitable on the 21st century learning is inquiry learning that collaborated with virtual laboratory. The aim of this research is to evaluate inquiry-learning workshop based virtual laboratory in Magelang for preparing natural sciences teacher in 21st century. The evaluation has done by using CIPP model (context, input, process, and product). This evaluation model was chosen because we wanted to know the effectiveness extent of the program. The result, in general shows that the program is well implemented. The goal of inquiry program has been reached. This is indicated by implementation indicator has been reached. Several indicators among them is : (1) The teacher has good skill in making learning program preparation (Rencana Program Pembelajaran/RPP); (2) The teacher is able to create student.s worksheet; (3) The teachers is well in carry out teaching practices in the classroom, which is all accordance with the principle of 21st century learning.</p>

Language capacity is not enough: Be intentional about growing culture and worldview understanding

Understanding a community’s culture and worldview and having capacity in their first language are considered essential elements for engaging in contextual cross-cultural ministry. Many sending organizations provide training, time, resources and programs to help cross-cultural workers grow their language capacity. The same provisions, however, are not often made for gaining culture and worldview understanding. The reasons for this are varied, but include: a tacit belief that adequate culture and worldview understanding occurs naturally with the gaining of language capacity; a belief that workers come equipped for gaining culture and worldview understanding; a lack of suitable culture and worldview inquiry programs, as well as a lack of trained personnel to facilitate them. An Australian cross-cultural ministry sending organization is seeking to address this imbalance structurally in their organization by developing and providing cross-cultural workers with a culture and worldview inquiry program, the facilitation of each cross-cultural worker’s culture and language program, and by training cross-cultural workers in culture and worldview inquiry methods. The results of this are that individuals and teams are growing their language capacities and their understanding of their host communities’ cultures and worldviews, and are applying this knowledge to their engagement with the communities with whom they work.