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ERIC Number: EJ1162626
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1038-2046
Narratives of Inquiry Learning in Middle-School Geographic Inquiry Class
Kuisma, Merja
International Research in Geographical and Environmental Education, v27 n1 p85-98 2018
This study aimed at modifying a teaching and learning model for a geographic inquiry to enhance both the subject-related skills of geography and so-called twenty-first century skills in middle-school students (14-15 years old). The purpose of this research is to extend our understanding of the user experiences concerning certain tools for learning such as maps and information and communication technology when they are used alongside the inquiry learning model by examining the narratives produced by the students in one compulsory middle-school geography course. The data comprised interviews with students from three different classes in the same school. The narrative of the "negotiating master of self-regulation" was identified as the dominant narrative of the experiences of the progressive inquiry model. This narrative depicts a learner who benefits from progressive inquiry and has the appropriate communication and collaboration skills to cope and succeed in the twenty-first century. Two counter-narratives--the "solo learner in need of support" and "solo master of self-regulation" narratives--in which the skills for self-regulated learning and negotiation varied from high to low, were also identified. The results also indicate experiences of under-using the available technological applications.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A