Drawing from educational psychology and the learning sciences while encompassing key subdisciplines, this globally attentive collection offers new insights into what makes learning through inquiry both possible in context and beneficial to outcomes.
Drawing from educational psychology and the learning sciences while encompassing key subdisciplines, this globally attentive collection offers new insights into what makes learning through inquiry both possible in context and beneficial to outcomes.
Ravit Golan Duncan is a Professor of Learning Sciences and Science Education with a joint appointment in the Graduate School of Education and the School of Environmental and Biological Sciences at Rutgers University, USA. Clark A. Chinn is a Professor of Learning and Educational Psychology in the Graduate School of Education at Rutgers University, USA.
Inhaltsangabe
1. Inquiry and Learning Section 1: The Design of Inquiry Learning Environments 2. Evolving Conceptions of Educational Research and Inquiry 3. Guiding Frameworks for the Design of Inquiry Learning Environments 4. Establishing and Running Design Teams 5. Design-Based Implementation Research to Support Inquiry Learning 6. Scaling Up Design of Inquiry Environments 7. Professional Development for the Support of Teaching through Inquiry 8. Assessing Inquiry Section 2: Components of Inquiry Environments 9. Motivation in Collaborative Inquiry Environments 10. Scaffolding Inquiry: Reviewing and Expanding on the Function and Form of Scaffolding in Inquiry Learning 11. Inquiry-based Practices: Opening Possibilities for (In)Equitable Interactions in Classrooms 12. How Best to Argue? Examining the Role of Talk in Learning from a Sociocultural Perspective 13. Argumentation and Inquiry Learning 14. Collaborative Interactions in Inquiry Learning 15. Community-Level Design Considerations in Creating Communities of Inquiry Section 3: Inquiry and Learning Across Disciplines and Contexts 16. Inquiry and Learning in Literature 17. Inquiry Learning in History 18. Broadening Participation in Mathematical Inquiry: A Problem of Instructional Design 19. Inquiry and Learning in Science 20. Inquiry and Learning in Engineering 21. Inquiry and Learning in Informal Settings
1. Inquiry and Learning Section 1: The Design of Inquiry Learning Environments 2. Evolving Conceptions of Educational Research and Inquiry 3. Guiding Frameworks for the Design of Inquiry Learning Environments 4. Establishing and Running Design Teams 5. Design-Based Implementation Research to Support Inquiry Learning 6. Scaling Up Design of Inquiry Environments 7. Professional Development for the Support of Teaching through Inquiry 8. Assessing Inquiry Section 2: Components of Inquiry Environments 9. Motivation in Collaborative Inquiry Environments 10. Scaffolding Inquiry: Reviewing and Expanding on the Function and Form of Scaffolding in Inquiry Learning 11. Inquiry-based Practices: Opening Possibilities for (In)Equitable Interactions in Classrooms 12. How Best to Argue? Examining the Role of Talk in Learning from a Sociocultural Perspective 13. Argumentation and Inquiry Learning 14. Collaborative Interactions in Inquiry Learning 15. Community-Level Design Considerations in Creating Communities of Inquiry Section 3: Inquiry and Learning Across Disciplines and Contexts 16. Inquiry and Learning in Literature 17. Inquiry Learning in History 18. Broadening Participation in Mathematical Inquiry: A Problem of Instructional Design 19. Inquiry and Learning in Science 20. Inquiry and Learning in Engineering 21. Inquiry and Learning in Informal Settings
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