Why should inquiry--the engine for independent, curiosity- and interest-driven, life-long learning--be a curricular imperative, and its presence a criterion for excellent education? Is it possible to teach inquiry skills systematically and to engage learners in being inquirers across elementary, secondary, and post-secondary schooling? To answer these urgent questions, this book *pulls together more than four decades of expert opinion, quantitative research, and qualitative research on inquiry in different disciplines, school subjects, and levels of education; and *presents a dozen...
Why should inquiry--the engine for independent, curiosity- and interest-driven, life-long learning--be a curricular imperative, and its presence a cri...
Why should inquiry—the engine for independent, curiosity- and interest-driven, life-long learning—be a curricular imperative, and its presence a criterion for excellent education? Is it possible to teach inquiry skills systematically and to engage learners in being inquirers across elementary, secondary, and post-secondary schooling?
To answer these urgent questions, this book *pulls together more than four decades of expert opinion, quantitative research, and qualitative research on inquiry in different disciplines, school...
Why should inquiry—the engine for independent, curiosity- and interest-driven, life-long learning—be a curricular imperative, and its p...
A companion to Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative. Volume I presents the arguments for the necessary inclusion of inquiry-driven learning and instructional experiences in any modern school curriculum. Volume II illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquiry-based approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum. The stories reflect highly varied learning contexts...
A companion to Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative. Volume I presents the argu...
A companion to Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative. Volume I presents the arguments for the necessary inclusion of inquiry-driven learning and instructional experiences in any modern school curriculum. Volume II illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquiry-based approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum. The stories reflect highly varied learning contexts ranging from...
A companion to Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative. Volume I presents the arguments for...
A companion to Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative. Volume I presents the arguments for the necessary inclusion of inquiry-driven learning and instructional experiences in any modern school curriculum. Volume II illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquiry-based approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum. The stories reflect highly varied learning contexts ranging from...
A companion to Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative. Volume I presents the arguments for...
