Questionnaires

Week 1 - Reflective Questionnaire 1

1. Take some time to think about inquiry learning and information literacy. Now write down what you know about it.

When I think of inquiry learning the following thoughts come to mind: research project; posing problems; questioning; student centred rather than teacher directed; investigating; exploring; collaborating; information is in a constant state of flux – not static; deep understanding rather than surface learning; and, holistic. In terms of information literacy, I see it as a process or set of skills that one uses to access, understand and use information.

2. How interested are you in this topic? Check (ü) one box that best matches your interest.

Not at all ☐ not much ☐ quite a bit ☐ a great deal ☐

3. How much do you know about this topic? Check (ü) one box that best matches how much you know.

           Nothing ☐ not much ☐ quite a bit ☐ a great deal ☐

4. When you do research, what do you generally find easy to do?

Depending on the topic and purpose of the research, I usually find it easy to locate and access information, whether it is online with different databases or Internet searches or with physical materials such as books at the local library. I usually have a process of finding information on a particular topic – first a general Google search to become familiar with and explore key terms associated with the topic and then a further in-depth search with specific key terms/words in specific databases or search engines. Triangulating the information is also an important part of the searching process, especially if I am unsure of the topic.

5. When you do research, what do you generally find difficult to do?

Accessing and locating information is the easy part – critiquing, evaluating and discerning what is relevant, useful or pertinent is the hard bit! Especially with the influx of information that is no available on the Web.

 

 

 

Reflective Questionnaire 2

 

1. Take some time to think about inquiry learning. Now write down what you know about it.

Since interacting with the literature that framed my ILA, my knowledge and understanding of inquiry-based learning (IBL) has increased substantially. Building on my previous response to this question in the first questionnaire, I now realise the dynamic nature of IBL and how it is a term that is contested greatly in academic literature, given its nature and application in a range of different contexts. For example, how one conceptualises IBL in a higher education context is different to how one would in a primary school context. The aspects of IBL described in the first questionnaire are common descriptive words used to describe IBL, and not a clear statement. Therefore, I will provide one now. 

Inquiry-based learning is a pedagogical approach that emphasises the role of student discovery in the process of acquiring knowledge. Students employ questioning, critical thinking skills and problem-solving techniques while exploring different sources of information with the intent of understanding a topic or issue or answering a question.

 

2. How interested are you in this topic?  Check () one box that best matches your interest.

Not at all ☐           not much ☐    quite a bit ☐    a great deal ☐

 

3. How much do you know about this topic?  Check () one box that best matches how much you know.

Nothing ☐             not much ☐    quite a bit ☐    a great deal ☐

4. Thinking of your research so far - what did you find easy to do?

Once I was clear on the key terms/ subject words associated with my ILA, I found the searches with different databases easy enough to conduct. When I had located the sources with my search strings, it was relatively easy to discern which articles were particularly relevant to my individual ILA. Often, there were a certain authors who had authored a number of articles on the topic, so it was easy to trace back the connections to related studies through their reference list.

 

 

5.  Thinking of your research so far - what did you find difficult to do?

Analysing and summarising relevant articles sufficiently enough to include them in my writing. Also, rephrasing complicated ideas and new concepts into my own words proved difficult sometimes, depending on how much I had read about the concept. Also, I often spent too much engaging with the articles (reading, reflecting, evaluating, etc.) that I often got side-tracked and forgot that I was reading these articles for a purpose and not for recreation.

6.  How do you feel about your research so far? Check () one box that best matches how you feel.

Frustrated – I can’t find what I want ☐          

Overwhelmed – I’m finding it hard to sort through the information ☐

Confused – I don’t really know what I’m looking for ☐

Confident – I think I know where I’m heading ☐

 

Reflective Questionnaire 3

 

 1.   Take some time to think about inquiry learning. Now write down what you know about it.

In essence, inquiry learning is about asking questions and using information to answer those questions. By definition, to ‘inquire’ is to ‘seek information by asking a question’; or to ‘make an inquiry or investigation’. But putting this notion into practice is not as simple as it seems. Traditionally, teaching and learning has worked in the opposite direction, where students weren’t supposed to ask questions about their learning, but to absorb the information that was presented to them through teacher-directed methods. But learning this way is not always effective. Learning needs to be student-directed, empowering and authentic; and all of these things describe the pedagogy that is inquiry learning.

 

2.   How interested are you in this topic? 

Not at all ☐         not much ☐    quite a bit ☐    a great deal ☐

 

3.       How much do you know about this topic?  
           Nothing ☐           not much ☐    quite a bit ☐    a great deal ☐

 

4.       Thinking back on your research project, what did you find easiest to do?

-     Search and locate information within different databases and search engines (due to many of the strategies introduced in this course).

-     Identify with my research participants – I also completed the same course when I was in university, therefore I could often relate to their feelings and experiences.

-     Evaluate and provide feedback to my group members.

 

5.        Thinking back on your research project, what did you find difficult to do?

-     Keeping on track and making deadlines.

-    Writing my findings in first person – I’m very used to writing more academically and less personally – third person, past tense.

 

6.       What did you learn in doing this research project?

          That learning to ‘inquire’ is central for all students to succeed in our information-saturated 21^st           century environment.

 

7.       How do you now feel about your research?

             Unhappy – I don’t feel confident with how it turned out         
             Confused – I don’t really know what I was looking for
             Confident – I think it turned out OK
             Happy – I’m really happy with how it turned out