DEC Scan Journal : May 2011
• The SLIM toolkit questionnaires gave some information about students feelings towards their learning experience, the develop- ment and growth of information literacy standards and also some information about their own perceptions of the depth and growth of their knowledge. • Teacher observation of students progress as they worked on their wiki pages. The level and type of information deposited and links made was an indicator of their level of understanding. (Their application of knowledge at the presentation stage showed their level of deep understanding.) • Comments made on wiki pages by students, teachers and peers • Student interviews were recorded using photographs and video to capture their feelings and verbalised needs. • An online survey was conducted to gauge student feelings and impressions on most aspects of the project at the final evaluation stage of the ISP. The information collected at these points was analysed and considered in reaching the conclusion as to whether our goals had been achieved. SLIM toolkit data Three reflection sheets (RS1, RS2, RS3) were completed at different stages of the ISP. The first was completed at the beginning (Initiation phase) of the inquiry, when the students only knew the topic area and had not yet investigated it. The second was completed at the dip, when students were finding all their information but had not yet focused on a personal question (Selection phase). The third reflection sheet was completed at the end of the ISP following the presentation when the question had been answered (Evaluation phase). SLIM Question 1: Write down what you know about your topic? These graphs (Figure 4) show the class average of students responses to three questionnaires given at three stages of the ISP. By analysing whether their sentences were statements, explanations or conclusions, it was possible to determine whether a growth in knowledge had taken place. Notice that, as the project progressed, more explanations and conclusions and fewer statements were given. Knowledge was being formed. SLIM Question 2: How interested are you in this topic? Student responses to this question demonstrated that, during the process of guided inquiry, interest in the topic actually increased throughout (Figure 5). The students, in their comments at the conclusion, said they still had great interest in the topic because they had taken ownership of their work. It is interesting to note that this has been the case in all three action research studies undertaken on guided inquiry at Broughton. 0=not at all; 1=not much; 2=quite a bit; 3=a great deal Scan Vol 30 No 2 May 2011 27 Figure 3 Examples of scaffolds available on the wiki Figure 4 Class average of students responses to three questionnaires given at three stages of the ISP Figure 5 Student responses to How interested are you in this topic?