This study is founded in the REACTS model of inquiry. The REACTS model,developed by Barbara Stripling and Judy Pitts, focuses on the analysis of information for purposes of transforming said information into personal knowledge upon which one can act or respond. The following model outline represents the various steps of information inquiry present within this learning approach (Callahan and Preddy, 2006).
REACTS: A Taxonomy for Thoughtful Research
Recalling - Fact finding: reporting on the information
Explaining - Asking and searching: posing who, what, where, and when questions and finding the answers.
Analyzing - Examining and organizing: posing why and how problems and organizing information to fit the project.
Challenging - Evaluating and deliberating: judging information on the basis of authority, significance, bias, and other factors.
Transforming - Integrating and concluding: drawing conclusions and creating a personal perspective based on information obtained.
Synthesizing - Conceptualizing: creating original solutions to problems posed.
(Callahan & Preddy, 2006) (pg. 44)
This inquiry model fits this study ideally as it is focused on assisting the student based on where they are personally as a learner. The structure allows students to ask questions and seek information representative of their developmental and cognitive ability and promotes the development of information into knowledge. That this model is able to accomodate the learner's needs and allows for personal modifications, it is able to be used across grade levels with learners and various degrees of cognitive maturity.
This model represents the second highest level of inquiry on the Information Exploration Hierarchy as described by Callison (Callison & Preddy, 2006). The REACTS model is reflective of all the basic elements that appear in other models of inquiry, but its foundations in questioning throughout the inquiry process reflects the Socratic method of teaching in which students are posed with and identify questions for which they seek answers and further understanding. Futher more this study is based on authentic learning projects which have the ability to provide the learner with social agency in the form of new understandings impacting their behaviors, beleifs, and social position.
REACTS: A Taxonomy for Thoughtful Research
Recalling - Fact finding: reporting on the information
Explaining - Asking and searching: posing who, what, where, and when questions and finding the answers.
Analyzing - Examining and organizing: posing why and how problems and organizing information to fit the project.
Challenging - Evaluating and deliberating: judging information on the basis of authority, significance, bias, and other factors.
Transforming - Integrating and concluding: drawing conclusions and creating a personal perspective based on information obtained.
Synthesizing - Conceptualizing: creating original solutions to problems posed.
(Callahan & Preddy, 2006) (pg. 44)
This inquiry model fits this study ideally as it is focused on assisting the student based on where they are personally as a learner. The structure allows students to ask questions and seek information representative of their developmental and cognitive ability and promotes the development of information into knowledge. That this model is able to accomodate the learner's needs and allows for personal modifications, it is able to be used across grade levels with learners and various degrees of cognitive maturity.
This model represents the second highest level of inquiry on the Information Exploration Hierarchy as described by Callison (Callison & Preddy, 2006). The REACTS model is reflective of all the basic elements that appear in other models of inquiry, but its foundations in questioning throughout the inquiry process reflects the Socratic method of teaching in which students are posed with and identify questions for which they seek answers and further understanding. Futher more this study is based on authentic learning projects which have the ability to provide the learner with social agency in the form of new understandings impacting their behaviors, beleifs, and social position.