Search Results

Creating a Student-Driven Museum WorkshopAuthor(s): Lemelin, N. & Bencze, L. (2004)
This article explores a collaborative research project between two university researchers and personnel from the Education Department at a science and technology museum in Ontario. The personnel were, for the most part, unfamiliar with constructivist learning theories that position students as active learners. The study focused on assessing the effectiveness of the workshop in engaging students in open-ended inquiry and invention projects and developing scientific literacy.

Viewed 621 times.
Teaching Mathematics For Social JusticeAuthor(s): Esmonde, I., & Caswell, B. (2010)
This study reports on a set of collaborative inquiry projects aimed at exploring teaching mathematics for social justice in one urban elementary school in Toronto.

Viewed 1,116 times.
Technology in the Mathematics ClassroomAuthor(s): Bruce, C.D. (2012)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
and can be accessed, along with other What Works summaries, on their website at:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research in the area of interactive whiteboards:

"Interactive whiteboards (IWBs) are a relatively new learning tool. While some early studies suggest that they may only be a “slick presentation tool” used to enhance teacher-directed lessons, others have identified a greater potential. Research on use in mathematics classrooms suggests that when we combine thoughtful professional learning with implementation, we enable teachers to maximize the use of IWBs to enhance student learning through multi-modal representations and inquiry approaches."

Viewed 2,317 times.
Teaching Science as a Process of InquiryAuthor(s): Melville W., Bartley A. & Fazio, X. (2012)
This study investigated the attitudes and experiences of pre-service secondary school science teachers who are learning to teach science as a process of inquiry. The pre-service teachers were enrolled in a full-year science methodology course at an Ontario faculty of education, which aimed to challenge the belief that scientific investigation is only conducted using one universal step-by-step process.


Viewed 1,226 times.
Pre-service Teachers’ Perceptions of School Environments Before and After School PlacementsAuthor(s): Cherubini, L. (2008)
In the course of their formal training, pre-service teacher candidates are exposed to the concept of schools as a professional community of inquiry – that is, the idea that schools are environments where professionals come together to collaboratively improve the process of teaching and learning. While some researchers have investigated the experiences of new teachers in the professional environment of schools, there is comparatively less research into the experience of pre-service teachers.

Viewed 816 times.
Contextual Learning at Summer CampAuthor(s): Fine, S. (2005)
This research explores how contexts linked to residential outdoor experiences (ROE) contribute to significant learning. It addresses the need for the reconsideration and restoration of routine outdoor programs in Ontario schools and teacher training in this area.

Viewed 964 times.