Results

Year 5 Geography Inquiry Learning Activity
 

The Year 5 students were asked to identify their knowledge of the topic, Geography, in the Reflection Sheet. In accordance with the SLIM Toolkit methodology, the students’ responses were categorised into fact, explanation or conclusion statements. Figure 1 indicates that the number of factual statements was high for Reflection Sheet 1, with few explanations or conclusions being drawn. The majority of the students recorded their answers in dot form, often just a single word. This type of recording of information tends to be very factual based and does not encourage further explanation of the topic.

Figure 1: Year 5 Topic Knowledge

 

Observation of the students, in this early stage of the inquiry, reflected Todd, Kuhlthau & Heinstrom’s (2005) findings that “students become increasingly engaged, interested and reflective during their learning process, and saw information as a constructive process of building both deep knowledge and deep understanding.”  This was evident when working with a group of five students in the creation of a definition of geography. The students brainstormed what they thought geography was about and where they might be able to access information to help them develop a definition of geography. The students then chose different sources to use, such as Google, World Book Online, non-fiction books and reference books. Based on the information they had collected, the students developed a definition of geography. When developing the definition, the students edited and reedited to improve their definition. This was initiated by the students.

The initial level of interest in the topic was high with 17 of the 24 students recording ‘quite a bit’ or a ‘great deal’ of interest and only 2 showing no interest at all. The level of interest in the topic reflects the ‘tuning in’ and enthusiasm of the teacher as she presented “geography” to the class. The results are recorded in Figure 2.

Figure 2: Year 5 Interest Level

 

Figure 3 shows how students perceived their level of knowledge of the topic at the beginning of this inquiry. The data indicates that students perceived themselves as having a high level of topic knowledge. This perception is feasible based on the number of factual responses they recorded in Question 1 however there was little depth to their responses. The two students who disclosed in Question 2 that they had no interest at all in the topic, also stated in Question 3 that they knew nothing about the topic. This is despite the fact that they had recorded three factual responses in Question 1.

 

Figure 3: Year 5 Perceived Level of Topic Knowledge

 

The Information Skills Process model for inquiry learning was used to analyse the students’ response to Question 4and Question 5. Table 1 documents the range of tasks that the students find easy to do when completing research tasks, as well as those that are difficult. It is interesting to note, that the majority of students recorded consistently that locating information is both easy and difficult. The results indicate that the process of using the internet or books for research is relatively easy, for the students, however locating more specific information is difficult. These students have had some formal exposure to navigating online sources of information such as the school’s library database and World Book online, as well as their physical library sources. Also as part of their reading programme, they are immersed in a variety of text types. This is reflected in confidence to locate general information. 

THEME	COMPONENTS	EXAMPLE RESPONSE Q4 (easy)	EXAMPLE RESPONSE Q5 (hard)
Defining	1. Able to develop questions that lead to appropriate information	5.Typing the question up 21.Finding question 24. I know what it is - question
Locating	1. Able to access information efficiently and effectively. 2. Develops and uses successful strategies for locating information	1. Finding the research 2.Looking things up 4. Finding website 7. Go to Google – it is easy, it knows everything 9.Finding websites 10.Finding information 12.Finding info 14.On the computer I just type what I need 16.Get a book. Read it 18.Researching on computer 19.Look for websites 20.Find information about physical features and Earth’s feature 23.Look in dictionary 23.Look up websites 23.Books 24.I know where it is, e.g. books 24.Finding the right website	1.Finding and getting the research 2.Finding the exact information for the railway 3.Looking it up 4.Finding good information 5.Looking for answers that you type in 5.Looking for certain websites 8.Finding good information about the topic 8&11.Finding a good website 8.What caused it to happen 9.Finding books 9.Getting the right info 13.Looking for the information 14.It is hard to find the things I need 17.Websites 18.Finding the right website 19 For some questions – but with where did the first train start 21.Finding information 22.Finding all the research to match the questions 23.Right information 24.Finding information
Selecting	1.Selecting information appropriate to the problem or question at hand 2.Able to evaluate information critically and competently		9. Answering tricky questions 12. Understanding the words, reading hard words
Organise	1.Integrate new information into one’s own knowledge 2.Derives meaning from the information 3.Organises all the information	1&12.Putting in my own words 4.Writing info down 8.How it happens, where it happens 10.Saying the research in my own words 16.Write it 21&24.Reading it	4.Putting in my own words
Present	1.Able to produce an appropriate product 2.Able to communicate information and ideas in appropriate formats	2&4.Forming into a poster 6.Typing them up 16.Write it 21&24.Writing it
Assess
Other		15.Using computer 17.Computers	6.Everything 7. Password 10.Handing the work in on time 15.Understanding teacher 16.Getting it in on time

Table 1

Year 9 History Inquiry Learning Activity; Industrial Revolution

The Year 9 students were also asked to identify their knowledge of the topic in the Reflection Sheets. In accordance with the SLIM Toolkit methodology, the students’ responses were categorised into fact, explanation or conclusion statements. When compared with the Year 5 class, whose responses were mainly factual, the majority of Year 9 students responded across the three categories. This may be due to the fact that they had received several lessons about various aspects of the Industrial Revolution prior to Reflection Sheet 1 being issued. The age difference and prior experience of completing reflection sheets may also be contributing factors. The responses can be seen in Figure 4. The Year 9’s responded with using statements rather than dot points which provided deeper insight into their thinking processes.

Figure 4: Year 9 Topic Knowledge (Reflection Sheet 1)

 

Figure 5 records the responses, of the students, from Reflection Sheet 3. This sheet was issued at the end of the unit, when the students were giving their multimodal presentation. The results show an increase in knowledge responses from the students in relation to factual and explanatory statements, however a slight decrease in conclusive statements. A comparison of the class responses of the two Reflection Sheets is recorded in Figure 6, 7, and 8. 

  

Figure 5: Year 9 Topic Knowledge (Reflection Sheet 3)

Figure 6: Year 9 Topic Knowledge - Reflection Sheet Comparison

              Figure 7                                                                   Figure 8                           

       

           

In some cases, the students responded similarly on both reflection sheets, however many responses on reflection Sheet 3 were more specific to their topic of inquiry. The responses on Reflection Sheet 1 tended to relate to general information about the Industrial Revolution, such as timeframe, location and inventions.  A sample of students’ responses is shown below.

Reflection Sheet 1:	Reflection Sheet 3:
Revolution started in 1750 and went on till 1900. It led the world into the technological revolution, as many inventions were discovered. It started in Britain, but quickly spread.	Telegraphs were very important to the industrial revolution, invented by Samuel Morse. It was the first reliable communication device and helped strengthen relationships between family as it was a mean to communicate easily and cheaply. It helped communication between countries. It also helped in the American civil war.
The Industrial revolution originated in Britain during 1750-1914. It was a major turning point in history for technology and society in general. As living and working conditions were poor until the 19th century.	The Industrial Revolution made many advances throughout the textile industry, transport and society in general. This time period (1750-1914) has dictated how many of the things we do today and use, as the basics of these inventions were produced back then.
Industrial Revolution – metallurgy – positive impact on economy and negative impact on family life.	It began in 1750-1914. Families worked from young age to old, e.g. 4yrs-85yrs. It was in UK, Europe and America

Observation of the students revealed little interest in the topic, Industrial Revolution, although the majority of students remained on task and completed their inquiry. In Reflection Sheet 1 only one-third of the class expressed an interest in the research question, “Was the Industrial Revolution Good for the World?” The students’ responses are recorded in Figures 9 and 11. Reflection Sheet 3 supports Todd, Kuhlthau & Heinstrom’s (2005) findings that “students become increasingly engaged, interested and reflective during their learning process, and saw information as a constructive process of building both deep knowledge and deep understanding”,  although in this case there was only a slight increase. This can be seen in Figures 10 and 12.

Discussion with the students during their research showed that they were engaging with the information they were locating. Although some of the information did not apply directly to their research question, it was thought provoking and provided opportunity for further discussion. Much discussion occurred around comparing family life during the Industrial Revolution, in particularly children, and their own experiences. The aspect of the inquiry unit that really engaged the students was the presentation stage. They were enthusiastic about creating a multimodal product. In some students’ cases it became more the focus than the gathering and organisation of information.

Figure 9: Year 9 Topic Interest Level (Reflection Sheet1)

Figure 10: Year 9 Topic Interest Level (Reflection Sheet 3)

   Figure 11                                                 Figure 12

 

            

The Reflection Sheets asked the students to assess their overall knowledge of the Industrial Revolution. The responses indicated that 45% students perceived that they had very little knowledge of the topic, while 55% recorded that they had quite a bit. These percentages changed slightly with an increase in the students’ perceived knowledge to 61% for quite a bit. However, some students’ responses indicated that their knowledge had increased from Reflection Sheet 1 to Reflection Sheet 3, while other responses indicated that their knowledge had decreased. Due to lack of opportunity, further investigation of these discrepancies could not occur. The results of the topic knowledge are recorded in Figures 13, 14, 15 and 16. 

 

Figure 13: Year 9 Perceived Level of Topic Knowledge (Reflection Sheet 1)

Figure 14: Year 9 Perceived Level of Topic Knowledge (Reflection Sheet 3)

       Figure 15                                                                 Figure 16

  

 

The Information Skills Process model for inquiry learning was used to analyse the students’ response to Question 4and Question 5. Table 2 documents the range of tasks that the students find easy to do when completing research tasks, as well as those that are difficult. The results for both Reflection Sheets 1 and 3 are recorded in the table. It was interesting to note that similar results were documented, by both the Year 5’s and 9’s, in that the majority of students recorded consistently that locating information is both easy and difficult. It is important to note that during Reflection Sheet 1, the students responses focussed on the information literacy skills of defining, locating, selecting and organising. This could be attributed to the fact that they were at the seeking of relevant and pertinent information stage (Kulthau, 2007) of their inquiry during this reflection. However, in Reflection Sheet 3 several students commented on the presentation stage of the Information Literacy model. This was most likely due to the sheet being distributed during the multimodal presentations by the students. 

THEME	COMPONENTS	EXAMPLE RESPONSE Q4(RS1) Q4(RS3)	EXAMPLE RESPONSE Q5 Q4(RS3)
Defining	1. Able to develop questions that lead to appropriate information		3.Title 4.Know what to write to find the specific area of industrial revolution
Locating	1. Able to access information efficiently and effectively. 2.Develops and uses successful strategies for locating information	1. Find sites 1.Find heaps of stuff on IR 1.I found researching was the best and easiest thing to do 4.Exchange notes from friends 4.I found it easy to find stuff 5. I research in class time and at home. I find it easier and more convenient to use the internet. Also using handouts from class is beneficial. 5.Find information 6.Finding good information on the Internet and books 7.Use the internet 8. Find websites. Get good info 8. I found it easy to find all sorts of information on the working conditions for people in that time. There was also a lot of information on the cotton gins in America. Overall I found a lot of information on this topic. 9. Type in Google, pressing enter. Basically anything on the computer with internet. It is very easy. Books are harder and boring 10.Sort of Google 10.Research stuff on the internet 11. Google it. Use internet 12. Type in Google. It is kind of easy. The internet is easier than books 13. When I research I find information. I find most of my research on the internet. It is easy to access and doesn’t waste too much time 13.Finding research for weaponry throughout the IR 14.Internet 15.Research 16.Finding information on the internet 17&21.Google. 17.Class notes 19.Find info 20.I find it quite easy to find general information on water warfare 21.Google images	1.I found that finding the effects of changes in this time was hardest 2.Finding reliable information as you don’t know if the website/book can be trusted 4.Knowing what to write in the search bar 5.Find beneficial websites as some are better than others 5. Finding research in books on railways. Finding pictures relating to topic 6.Finding the right website or book to work on 6.Probably finding the right information 7.Find the information that is for specific areas of the IR 7.Find the information I required 8. Find a good website, but mainly using book is difficult because it makes you feel bored and not interested. Even finding the right book is hard. 10.A little bit. Books 11.When it blocks my research 11.The research 12.Finding good information 13. Finding out how they sold steel and how it was made. Looking  for photos of the Industrial Revolution 14.Books 16.Research 17.Using encyclopaedias 17.Research 18.Finding information that is relevant. Finding internet sites that are reliable 18.Find research notes 19.Finding the right info (good sources) 20.Names and more specific information 21.Reading long formats of information and books
Selecting	1.Selecting information appropriate to the problem or question at hand 2.Able to evaluate information critically and competently 3.Respects intellectual rights	4&7. Copy and paste 8.Able to summarise that info 13.Telling the difference between important and non-important 15.I find it easy to read the info and understand the info 18.Taking information down	10.Having to read the whole site to find something for my powerpoint 12.Selecting the right information 12.Doing bibliography 12.Bibliography 13.Doing the bibliography
Organise	1.Integrate new information into one’s own knowledge 2.Derives meaning from the information 3.Organises all the information 4.Applies information in critical thinking and problem solving	5.Putting the assignment together once you had lots of research	3. Conclusion 5.Keeping papers and notes together 8.I found it difficult to put the info together 10. Put it on the powerpoint 15.I find summarising is difficult 16.Putting information together
Present	1.Able to produce an appropriate product 2.Able to communicate information and ideas in appropriate formats	2&6.Putting the powerpoint together 7.Write the speech 9.Having enough research meant creating the script was easier 11.Create the powerpoint 12.Putting the powerpoint together 13.Creating the powerpoint 14.The powerpoint presentation 15The powerpoint. Script 16.Make the powerpoint 17.Make the powerpoint 18. Make the powerpoint. Write the script 19.Share info	2.Writing the script 8.I found it difficult to make the proper powerpoint 9. The powerpoint! Getting it perfect! 14.The script 15. Reading the script out to the class. Making the powerpoint work when I was speaking
Assess
Other		19.Use technology

Table 2

Reflection Sheet 3 contained an additional question which asked the students to reflect on what they had learnt doing this research project. The majority of the students reflected on the knowledge that they had acquired during the research process. Some of these reflections were general, such as “I learnt many things on this topic”, but others provided a deeper insight about their learning. For example, “… but the thing I liked most was how family had an impact on warfare” and “that without the Industrial Revolution we’d be living without everyday items….”  Industrial Revolution knowledge facts incorporated aspects such as ships, life style, inventions, economy, metallurgy, family life, education, medicine, working conditions, textiles, impacts on society, telegraphs, and positive and negative elements. One student quoted “Everything I know is from this unit.” A few students also reflected on what they had learned of the inquiry process. One student commented, “I learned to research effectively.” Some focussed on the presentation aspects such as “using short bullet points on the powerpoint” or “writing a speech”. One student commented that they had not learnt much. This same student had indicated in Reflection Sheet 1 that they knew “quite a bit” about the Industrial revolution, but in Reflection Sheet 3 “not much”. 

Summary

The Reflection sheets provided an insight into the students thinking process during the inquiry unit which would not be evident with the handing in of a final product.

References

Kuhlthau, C.C., Maniotes, L.K., and Caspari, A.K. (2007). Guided Inquiry: Learning in the 21^st Century, Westport: Libraries Unlimited. Chapter 2: The Theory and Research Basis for Guided Inquiry.

Todd, R., Kuhlthau, C.C., Heinstrom, J.E. (2005) School Library Impact Measure. A Toolkit and Handbook for Tracking and Assessing Student Learning Outcomes Of Guided Inquiry Through The School Library. Center for International Scholarship in School Libraries, Rutgers University. Retrieved from http://cissl.rutgers.edu/joomla-license/impact-studeies?start=6

'Information skills in the school', NSW Department of Education and Training, 2007, Accessed: 22nd October 2013, Source: from: http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/