Inquiry Teaching: It is Easier than You Think!

This article is a survey of the literature on inquiry teaching. Many teachers do not participate in inquiry teaching for various reasons. The following are the main reasons: it takes too much time; students do not learn what they need for the state test; and, the teachers do not know how to grade projects and presentations. These reasons sound like rhetoric from long ago, but it is very current. In this article, research is used to show that students who participate in inquiry learning or any type of problem-based education do much better than students who do not have that opportunity. The student participants not only have better grades, but they think on a higher level, become more civic minded, and are better problem solvers. Included in the article are four models which can be used to teach inquiry science, and two lesson plans with rubrics to help grade the inquiry STS lesson. The major point being made throughout is that there is an advantage to teaching students using inquiry. The only disadvantage is not giving the students the opportunity to use inquiry and to grow

"Are you accepting new patients?" A pilot field experiment on telephone-based gatekeeping and Black patients' access to pediatric care.

STUDY OBJECTIVES: To determine whether name and accent cues that the caller is Black shape physician offices' responses to telephone-based requests for well-child visits. METHOD AND DATA: In this pilot study, we employed a quasi-experimental audit design and examined a stratified national sample of pediatric and family practice offices. Our final data include information from 205 audits (410 completed phone calls). Qualitative data were blind-coded into binary variables. Our case-control comparisons using McNemar's tests focused on acceptance of patients, withholding information, shaping conversations, and misattributions. FINDINGS: Compared to the control group, "Black" auditors were less likely to be told an office was accepting new patients and were more likely to experience both withholding behaviors and misattributions about public insurance. The strength of associations varied according to whether the cue was based on name or accent. Additionally, the likelihood and ways office personnel communicated that they were not accepting patients varied by region. CONCLUSIONS: Linguistic profiling over the telephone is an aspect of structural racism that should be further studied and perhaps integrated into efforts to promote equitable access to care. Future research should look reactions to both name and accent, taking practice characteristics and regional differences into consideration

Wireless technology and clinical influences in healthcare setting: an Indian case study

This chapter argues that current techniques used in the domain of Information Systems is not adequate for establishing determinants of wireless technology in a clinical setting. Using data collected from India, this chapter conducted a first order regrssion modeling (factor analysis) and then a second order regression modeling (SEM) to establish the determinants of clinical influences as a result of using wireless technology in healthcare settings. As information systems professionals, the authors conducted a qualitative data collection to understand the domain prior to employing a quantitative technique, thus providing rigour as well as personal relevance. The outcomes of this study has clearly established that there are a number of influences such as the organisational factors in determining the technology acceptance and provides evidence that trivial factors such as perceived ease of use and perceived usefulness are no longer acceptable as the factors of technology acceptance

Understanding from Machine Learning Models

Simple idealized models seem to provide more understanding than opaque, complex, and hyper-realistic models. However, an increasing number of scientists are going in the opposite direction by utilizing opaque machine learning models to make predictions and draw inferences, suggesting that scientists are opting for models that have less potential for understanding. Are scientists trading understanding for some other epistemic or pragmatic good when they choose a machine learning model? Or are the assumptions behind why minimal models provide understanding misguided? In this paper, using the case of deep neural networks, I argue that it is not the complexity or black box nature of a model that limits how much understanding the model provides. Instead, it is a lack of scientific and empirical evidence supporting the link that connects a model to the target phenomenon that primarily prohibits understanding

The role of pedagogical tools in active learning: a case for sense-making

Evidence from the research literature indicates that both audience response systems (ARS) and guided inquiry worksheets (GIW) can lead to greater student engagement, learning, and equity in the STEM classroom. We compare the use of these two tools in large enrollment STEM courses delivered in different contexts, one in biology and one in engineering. The instructors studied utilized each of the active learning tools differently. In the biology course, ARS questions were used mainly to check in with students and assess if they were correctly interpreting and understanding worksheet questions. The engineering course presented ARS questions that afforded students the opportunity to apply learned concepts to new scenarios towards improving students conceptual understanding. In the biology course, the GIWs were primarily used in stand-alone activities, and most of the information necessary for students to answer the questions was contained within the worksheet in a context that aligned with a disciplinary model. In the engineering course, the instructor intended for students to reference their lecture notes and rely on their conceptual knowledge of fundamental principles from the previous ARS class session in order to successfully answer the GIW questions. However, while their specific implementation structures and practices differed, both instructors used these tools to build towards the same basic disciplinary thinking and sense-making processes of conceptual reasoning, quantitative reasoning, and metacognitive thinking.Comment: 20 pages, 5 figure

Theorizing and Generalizing About Risk Assessment and Regulation Through Comparative Nested Analysis of Representative Cases

This article provides a framework and offers strategies for theorizing and generalizing about risk assessment and regulation developed in the context of an on-going comparative study of regulatory behavior. Construction of a universe of nearly 3,000 risks and study of a random sample of 100 of these risks allowed us to estimate relative U.S. and European regulatory precaution over a thirty-five-year period. Comparative nested analysis of cases selected from this universe of ecological, health, safety, and other risks or its eighteen categories or ninety-two subcategories of risk sources or causes will allow theory-testing and -building and many further descriptive and causal comparative generalizations

Reasoning under uncertainty: the role of two informal fallacies in an emerging scientific inquiry

It is now commonplace in fallacy inquiry for many of the traditional informal fallacies to be viewed as reasonable or non-fallacious modes of argument. Central to this evaluative shift has been the attempt to examine traditional fallacies within their wider contexts of use. However, this pragmatic turn in fallacy evaluation is still in its infancy. The true potential of a contextual approach in the evaluation of the fallacies is yet to be explored. I examine how, in the context of scientific inquiry, certain traditional fallacies function by conferring epistemic gains upon inquiry. Specifically, I argue that these fallacies facilitate the progression of inquiry, particularly in the initial stages of inquiry when the epistemic context is one of uncertainty. The conception of these fallacies that emerges is that of heuristics of reasoning in contexts of epistemic uncertainty