Abstract
The objective of this research into teacher education was to provide teachers with a deeper understanding of the cognitive goals of an inquiry-based learning program — Schools for Thought (SFT), and how these might be fostered using specific classroom activities. The classroom activities the workshops analyzed are derived from cognitive research aimed at fostering constructivist learning environments and include various strategies for facilitating collaborative learning and discussion among students (Bruer, 1993; Brown & Campione, 1994). The study documents 13 workshop sessions with teachers from grade 6,7, and 8. Teachers were asked to videotape segments of classroom activities in each of four phases of the SFT research cycle. The videotapes were edited by the authors and then discussed with teachers focusing on their effectiveness at implementing the cognitive goals for each unit phase. Analysis of these sessions reveal a shift in the focus of teachers' discussion from identifying procedures or the planning sequence of inquiry-based activities, to the usefulness these activities have for fostering specific cognitive and pedagogical goals. However, important differences remain in what researchers and teachers consider important when reflecting on teaching.
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Keefer, M. Designing Reflections on Practice: Helping Teachers Apply Cognitive Learning Principles in an SFT — Inquiry-Based Learning Program. Interchange 33, 395–417 (2002). https://doi.org/10.1023/A:1021516205050
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DOI: https://doi.org/10.1023/A:1021516205050