Examining studies of inquiry-based learning in three fields of education: sparking generative conversation  

Oleh:

Levy, Brett L. M. ; Thomas, Ebony Elizabeth ; Drago, Kathryn ; Rex, Lesley A.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal Of Teacher Education vol. 64 no. 05 (Nov. 2013), page 387-408.
Topik: professional development; teacher learning; curriculum; secondary teacher education; preservice education
Fulltext: Examining Studies of Inquiry-Based Learning in Three Fields.pdf (335.2KB)

Isi artikel

Many educational researchers across the United States have found that inquiry-based learning (IBL) supports the development of deep, meaningful content knowledge. However, integrating IBL into classroom practice has been challenging, in part because of contrasting conceptualizations and practices across educational fields. In this article, we (a) describe differing conceptions of IBL, (b) summarize our own studies of IBL in three fields of education, (c) compare and contrast the processes and purposes of IBL in our studies and fields, and (d) suggest numerous opportunities for cross-disciplinary collaborations on IBL curriculum, teaching, and research that could bolster its inclusion in K-12 education. We ground our exploration in knowledge-generating conceptualizations and practices in these fields.

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