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Inquiry-Based Learning: Designing Instruction to Promote Higher Level Thinking focuses on learning and pedagogy around inquiry using technology as a cognitive tool. Specific inferences and applications of learning through an inquiry approach are explored and illustrations are drawn from educational settings. This third edition text explores realistic approaches and encourages reflective practice through the creation of instruction around a variety of curricular topics, to include digital citizenship, information literacy, social media, telecollaborative activities, problem-based learning, blended learning, and authentic assessments. Emphasis is placed on developing 21st century skills within a thinking curriculum. Readers consider a scenario that continues throughout each chapter in the design and development of inquiry lessons. Chapter reflections and skill building exercises assist readers in developing competencies around the inquiry process as well as the pedagogy required in using this approach with authentic tools.
International Handbook of Inquiry and Learning is an overview of scholarship related to learning through and engagement in inquiry. Education takes on complex dimensions when learners solve problems, draw conclusions, and create meaning not through memorization or recall but instead through active cognitive, affective, and experiential processes. Drawing from educational psychology and the learning sciences while encompassing key subdisciplines, this rigorous, globally attentive collection offers new insights into what makes learning through inquiry both possible in context and beneficial to outcomes. Supported by foundational theories, key definitions, and empirical evidence, the book’s special focus on effective environments and motivational goals, equity and epistemic agency among learners, and support of teachers sets powerful, multifaceted new research directions in this rich area of study.
Harness the Power of Curiosity to Foster Students' Love for Learning From their youngest years, our children are innately curious. Cultivate an inquiry mindset both as a teacher and in your students! Adopt an inquiry approach that results in the most authentic and inspiring learning you've ever experienced!
Want to make learning more meaningful in your classroom? Looking to better prepare your students for the world of tomorrow? Keen to help learners create authentic connections to the world around them? Dive into Inquiry beautifully marries the voice and choice of inquiry with the structure and support required to optimise learning for students and get the results educators desire. With Dive into Inquiry you'll gain an understanding of how to best support your learners as they shift from a traditional learning model into the inquiry classroom where student agency is fostered and celebrated each and every day. This book strikes a perfect balance of meaningful pedagogy, touching narrative, helpful processes, original student examples, and rich how-to lesson plans all to get you going on bringing inquiry into your classroom. After reading this book educators will feel equipped to design their own inquiry units in a scaffolded manner that promote a gradual shift of control of learning from the teacher to the learner. Exploring student passions, curiosities, and interests and having these shape essential questions, units of study, and performance tasks are all covered in this powerful book. Learn to keep track of the many inquiry topics in your classroom and have students take ownership over their learning like never before! Trevor MacKenzie provides readers with a strong understanding of the Types of Student Inquiry and proposes a framework that best prepares both educators and learners for sharing the unpacking of curriculum in the classroom as they work together towards co-constructing a strong Free Inquiry unit. Helpful illustrations for in-class use, examples of essential questions from a variety of disciplines, practical goals for making progress in adopting inquiry into your practice, and powerful student learning on display throughout, Dive into Inquiry will energize, inspire, and transform your classroom!
This book studies how to improve problem-based and inquiry-based learning by incorporating cognitive maps. Problem-based learning and cognitive mapping are reviewed from the perspective of both learning sciences and cognitive sciences, including the underpinning theories of experiential learning, situated learning, collaborative learning, meaningful learning, externalized representations, and visual representations. The result is a comprehensive review and analysis of cognitive mapping-supported problem-based learning, with the topic discussed from cognitive, metacognitive, social, and motivational and emotional perspectives. Furthermore, the author presents a theory-driven design, implementation, and analysis of design-based research to improve problem-based learning using cognitive mapping. The book will provide implications for researchers and practitioners of learning sciences, psychology, instructional systems, and cognitive tools.
This research-based book dissects and explores the meaning and nature of Inquiry in teaching and learning in schools, challenging existing concepts and practices. In particular, it explores and contests prevailing attitudes about the practice of inquiry-based learning across the Science, Geography and History disciplines, as well as focusing on the importance of the role of teacher in what is frequently criticised as being a student-controlled activity. Three frameworks, which are argued to be necessarily intertwined for discipline-specific literacy, guide this inquiry work: the classroom goals; the instructional approach; and the degree of teacher direction. The foundation of the analysis is the notion of educational inquiry as it is structured in the Australian Curriculum, along with the locating of the study in international trends in inquiry learning over time. It will be of great interest to researchers, higher degree students and practicing professionals working in Education and Sociology.
There exists a wealth of information about inquiry and about science, technology, engineering, and mathematics (STEM), but current research lacks meaningfully written, thoughtful applications of both topics.Cases on Inquiry through Instructional Technology in Math and Science represents the work of many authors toward meaningful discourse of inquiry used in STEM teaching. This book presents insightful information to teachers and teacher education candidates about using inquiry in the real classroom, case studies from which research suggests appropriate uses, and tangible direction for creating their own inquiry based STEM activities. Sections take the reader logically through the meaning of inquiry in STEM teaching, how to use technology in modern classrooms, STEM projects which successfully integrate inquiry methodology, and inquiry problem solving within STEM classrooms with the aim of creating activities and models useful for real-world classrooms.
Consistent with international trends, there is an active pursuit of more engaging science education in the Asia-Pacific region. The aim of this book is to bring together some examples of research being undertaken at a range of levels, from studies of curriculum and assessment tools, to classroom case studies, and investigations into models of teacher professional learning and development. While neither a comprehensive nor definitive representation of the work that is being carried out in the region, the contributions—from China, Hong Kong, Taiwan, Korea, Japan, Singapore, Australia, and New Zealand—give a taste of some of the issues being explored, and the hopes that researchers have of positively influencing the types of science education experienced by school students. The purpose of this book is therefore to share contextual information related to science education in the Asia-Pacific region, as well as offering insights for conducting studies in this region and outlining possible questions for further investigation. In addition, we anticipate that the specific resources and strategies introduced in this book will provide a useful reference for curriculum developers and science educators when they design school science curricula and science both pre-service and in-service teacher education programmes. The first section of the book examines features of science learners and learning, and includes studies investigating the processes associated with science conceptual learning, scientific inquiry, model construction, and students’ attitudes towards science. The second section focuses on teachers and teaching. It discusses some more innovative teaching approaches adopted in the region, including the use of group work, inquiry-based instruction, developing scientific literacy, and the use of questions and analogies. The third section reports on initiatives related to assessments and curriculum reform, including initiatives associated with school-based assessment, formative assessment strategies, and teacher support accompanying curriculum reform. The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/9781315717678, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Educators know that problem-based learning answers that perennial student question: “When will I ever use this in real life?” Faced with a meaty problem to solve, students finally “get” why they need to learn the content and are energized to do so. But here’s the exciting part: problem-based learning doesn’t require weeks of study or an end-of-year project. In this book, Brian Pete and Robin Fogarty show how you can use problem-based learning as a daily approach to helping students learn authentic and relevant content and skills. They explain how to engage students in each of the seven steps in the problem-based learning model, so students learn how to develop good questions, launch their inquiry, gather information, organize their information, create evidence, present their findings, and assess their learning. Using practical examples, they also describe how to help students master these seven important thinking skills: develop, analyze, reason, understand, solve, apply, and evaluate. To put all this in context, the authors offer seven “PBL in a Nutshell” lessons that can easily be incorporated in a single classroom period. Depth of thinking and ease of implementation--this is problem-based learning at its best.