File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Inquiry project-based learning with a partnership of three types of teachers and the school librarian

TitleInquiry project-based learning with a partnership of three types of teachers and the school librarian
Authors
Issue Date2009
PublisherJohn Wiley & Sons, Inc. The Journal's web site is located at http://www.asis.org/Publications/JASIS/jasis.html
Citation
Journal Of The American Society For Information Science And Technology, 2009, v. 60 n. 8, p. 1671-1686 How to Cite?
AbstractUsing an inquiry project-based learning (PBL) approach that involved the collaboration of three kinds of teachers (general studies, language, and information technology [IT]) and the librarian, primary 4 students from a Hong Kong school were guided through group projects. The effect of this approach was examined by comparing the project grades of students who took part in the inquiry PBL project with those of a control group. Surveys and interviews were conducted with students (N2 = 141), parents (N2 = 27), and teachers (N3 = 11 ). The comparison of group project grades revealed significantly higher scores for the inquiry PBL groups (ρ<0.05). Surveys showed that students were perceived to have improved in eight dimensions of learning, with no significant differences (ρ > 0.05) between students, parents, and teachers. Students enjoyed the projects and perceived them to be relatively easy. Gender differences and academic abilities had no significant moderating effects on the learning dimensions. Examination of the approach showed the collaboration between the four teaching staff to be effective through the support of the school administration, an inquiry learning expert, and parents. On the other hand, the main limitation was the extra workload for the teachers. Nevertheless, the study participants and stakeholders all advocate the continued implementation of the approach. © 2009 ASIS&T.
Persistent Identifierhttp://hdl.handle.net/10722/85261
ISSN
2015 Impact Factor: 2.452
ISI Accession Number ID
Funding AgencyGrant Number
University of Hong Kong
Faculty of Education
Funding Information:

This paper could not have been accomplished without the involvement and support of the principal, teaching staff, parents. and students engaged in the activities of the inquiry PBL projects. The writer is grateful to the above-mentioned parties for their cooperation and contribution during the process of data collection. The author would also like to thank Professor Carol Kuhlthau for her valuable advice on this research. The research discussed in this article was supported by two grants from the University of Hong Kong: "Seed Funding Programme for Basic Research" from the University of Hong Kong and "Faculty Research Fund" from the Faculty of Education.

References

 

DC FieldValueLanguage
dc.contributor.authorChu, KWSen_HK
dc.date.accessioned2010-09-06T09:02:42Z-
dc.date.available2010-09-06T09:02:42Z-
dc.date.issued2009en_HK
dc.identifier.citationJournal Of The American Society For Information Science And Technology, 2009, v. 60 n. 8, p. 1671-1686en_HK
dc.identifier.issn1532-2882en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85261-
dc.description.abstractUsing an inquiry project-based learning (PBL) approach that involved the collaboration of three kinds of teachers (general studies, language, and information technology [IT]) and the librarian, primary 4 students from a Hong Kong school were guided through group projects. The effect of this approach was examined by comparing the project grades of students who took part in the inquiry PBL project with those of a control group. Surveys and interviews were conducted with students (N2 = 141), parents (N2 = 27), and teachers (N3 = 11 ). The comparison of group project grades revealed significantly higher scores for the inquiry PBL groups (ρ<0.05). Surveys showed that students were perceived to have improved in eight dimensions of learning, with no significant differences (ρ > 0.05) between students, parents, and teachers. Students enjoyed the projects and perceived them to be relatively easy. Gender differences and academic abilities had no significant moderating effects on the learning dimensions. Examination of the approach showed the collaboration between the four teaching staff to be effective through the support of the school administration, an inquiry learning expert, and parents. On the other hand, the main limitation was the extra workload for the teachers. Nevertheless, the study participants and stakeholders all advocate the continued implementation of the approach. © 2009 ASIS&T.en_HK
dc.languageengen_HK
dc.publisherJohn Wiley & Sons, Inc. The Journal's web site is located at http://www.asis.org/Publications/JASIS/jasis.htmlen_HK
dc.relation.ispartofJournal of the American Society for Information Science and Technologyen_HK
dc.rightsJournal of the American Society for Information Science and Technology. Copyright © John Wiley & Sons, Inc.en_HK
dc.titleInquiry project-based learning with a partnership of three types of teachers and the school librarianen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1532-2882&volume=60&spage=1671&epage=1686&date=2009&atitle=Inquiry+project-based+learning+with+a+partnership+of+three+types+of+teachers+and+the+school+librarian.en_HK
dc.identifier.emailChu, KWS: samchu@hku.hken_HK
dc.identifier.authorityChu, KWS=rp00897en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1002/asi.21084en_HK
dc.identifier.scopuseid_2-s2.0-67650921691en_HK
dc.identifier.hkuros159669en_HK
dc.identifier.hkuros235856-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-67650921691&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume60en_HK
dc.identifier.issue8en_HK
dc.identifier.spage1671en_HK
dc.identifier.epage1686en_HK
dc.identifier.eissn1532-2890-
dc.identifier.isiWOS:000268350900012-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridChu, KWS=9943688000en_HK

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats