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  1.  74
    The Parallels Between Philosophical Inquiry and Scientific Inquiry: Implications for Science Education.Gilbert Burgh & Kim Nichols - 2012 - Educational Philosophy and Theory 44 (10):1045-1059.
    The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices (...)
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  2.  47
    Reconstruction of Thinking Across the Curriculum Through the Community of Inquiry.Kim Nichols, Gilbert Burgh & Liz Fynes-Clinton - 2017 - In Maughn Rollins Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. Abingdon: Routledge. pp. 245-252.
    Thinking skills pedagogies like those employed in a community of inquiry (COI) provide a powerful teaching method that fosters reconstruction of thinking in both teachers and students. This collaborative, dialogic approach enables teachers and students to think deeply about the thinking process within a supportive, structured learning environment, by fostering the transformative potential of lived experience. This paper explores the potential for cognitive dissonance (genuine doubt) during students’ experiences of inquiry to be transformed into impetus for the acquisition and improvement (...)
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  3.  19
    Connecting Learning to the World Beyond the Classroom Through Collaborative Philosophical Inquiry.Rosie Scholl, Kim Nichols & Gilbert Burgh - 2015 - Asia-Pacific Journal of Teacher Education:1-19.
    This study explored the impact of facilitating collaborative philosophical inquiry, in the tradition of “Philosophy for Children,” on connectedness pedagogies. The study employed an experimental design that included 59 primary teachers in 2 groups. The experimental group received an intervention that comprised training in CPI and the comparison group received training in Thinking Tools, a subset of the CPI training. Lessons were coded on four variables of connectedness pedagogies, across the two groups, at three time-points. Teacher interviews were conducted to (...)
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  4.  10
    Multi-Physics Characterisation of Reservoir Prospects in the Hoop Area of the Barents Sea.Pedro Alvarez, Fanny Marcy, Mark Vrijlandt, Øyvind Skinnemoen, Lucy MacGregor, Kim Nichols, Rob Keirstead, Francisco Bolivar, Slim Bouchrara, Maggie Smith, Hung Wen Tseng & Jochen Rappke - forthcoming - Interpretation:1-51.
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  5.  5
    Multiphysics Characterization of Reservoir Prospects in the Hoop Area of the Barents Sea.Pedro Alvarez, Fanny Marcy, Mark Vrijlandt, Øyvind Skinnemoen, Lucy MacGregor, Kim Nichols, Rob Keirstead, Francisco Bolivar, Slim Bouchrara, Maggie Smith, Hung Wen Tseng & Jochen Rappke - 2018 - Interpretation: SEG 6 (3):SG1-SG17.
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