Inquiry in Education: The conceptual foundations for research as a curricular imperative
Lawerence Erlbaum Associates, Nov 29, 2007 - Education - 336 pages
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 different pedagogical, philosophical, and disciplinary traditions within which evidence and rationale are found for building learning and teaching experiences around inquiry-based curricula.
"Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative" is the first book to gather all these sources together, to build a cross-disciplinary case for inquiry as the central core of sound curriculum design, and to offer an organized interpretation of this large body of knowledge from a variety of perspectives and for different educational purposes. A companion volume, Shore, Aulls, & Delcourt, Eds., "Inquiry in Education, Volume II: Overcoming Barriers to Successful Implementation," focuses on a corollary question: If inquiry is such a good thing, why is it not universal practice? What barriers stand in the way, and how can teachers overcome them?
"Inquiry in Education, Volume I " is intended for scholars, faculty, and students of education, and for practitioners at all levels of schooling who support inquiry-oriented reforms in education and who want to learn more about how to use inquiry in their own practice.
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Instruction and Inquiry Instruction
Preparing Preservice Teachers to Be Inquirers
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academic action research activities American Educational Research associated Aulls classroom discourse cognitive collaborative concepts construction constructivism constructivist conventional knowledge creative critical curriculum Dewey dialogue discovery learning domain Educational Psychology elementary school enactment engage epistemology evaluation evidence experience gifted education giftedness goals grade hidden curriculum high school ideas inductive inquiry approach inquiry education inquiry instruction inquiry learning inquiry-based interactions interpretation investigations Journal of Research laboratory learner lessons Mansfield Center mathematics metacognitive method motivation participation perspective preservice teachers prior knowledge problem solving programs project-based promote qualitative research questions radical constructivism relevant reported Research in Science responsibility role school science science education science instruction Science Teaching scientific self-efficacy skills social constructivism Social Education social studies strategies student learning subject matter taught teacher and students Teacher Education teaching and learning textbook thinking tion topic understanding York