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History[ edit ] Inquiry-based learning is primarily a pedagogical method, developed during the discovery learning movement of the s as a response to traditional forms of instruction—where people were required to memorize information from instructional materials,  such as direct instruction and rote learning.
The philosophy of inquiry based learning finds its antecedents in constructivist learning theories, such as the work of PiagetDeweyVygotskyand Freire among others,    and can be considered a constructivist philosophy.
Generating information and making meaning of it based on personal or societal experience is referred to as constructivism. Vygotsky approached constructivism as learning from an experience that is influenced by society and the facilitator.
The meaning constructed from an experience can be concluded as an individual or within a group. There is a spectrum of inquiry-based teaching methods available.
Confirmation Inquiry The teacher has taught a particular science theme or topic. The teacher then develops questions and a procedure that guides students through an activity where the results are already known. This method is great to reinforce concepts taught and to introduce students into learning to follow procedures, collect and record data correctly and to confirm and deepen understandings.
Structured Inquiry The teacher provides the initial question and an outline of the procedure. Students are to formulate explanations of their findings through evaluating and analyzing the data that they collect.
Guided Inquiry The teacher provides only the research question for the students.
The students are responsible for designing and following their own procedures to test that question and then communicate their results and findings. This type of inquiry is often seen in science fair contexts where students drive their own investigative questions.
Open inquiry activities are only successful if students are motivated by intrinsic interests and if they are equipped with the skills to conduct their own research study. There is an emphasis on the individual manipulating information and creating meaning from a set of given materials or circumstances.
Open learning has many benefits. In open learning there are no wrong results, and students have to evaluate the strengths and weaknesses of the results they collect themselves and decide their value. Open learning has been developed by a number of science educators including the American John Dewey and the German Martin Wagenschein.
He emphasized that students should not be taught bald facts, but should understand and explain what they are learning. His most famous example of this was when he asked physics students to tell him what the speed of a falling object was.
Nearly all students would produce an equation, but no students could explain what this equation meant.
It was not until the Enlightenment, or the Age of Reason, during the late 17th and 18th century that the subject of Science was considered a respectable academic body of knowledge. Unfortunately, there is still evidence that some students are still receiving this type of science instruction today.From Inquiry to Academic Writing helps students understand academic culture and its ways of reading, thinking, and writing.
With a practical and now widely proven step-by-step approach, the text demystifies cross-curricular thinking and writing. An extensive thematic reader brings students into interdisciplinary debates that not only bear on their college careers but also reflect larger.
Precision Reading is a new, inexpensive, short, daily, research-based reading activity that quickly improves students' abilities in the following key areas. Start studying From Inquiry to Academic Writing. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
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