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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.
| Preface | p. vii |
| Acknowledgments | p. xv |
| The Authors | p. xvii |
| Instruction and Inquiry Instruction | p. 1 |
| Reflective Practice | p. 33 |
| Preparing Preservice Teachers to Be Inquirers | p. 45 |
| The Experienced Teacher and Action Research | p. 69 |
| Constructivism | p. 83 |
| Gifted Education and the Research Imperative in Curriculum | p. 99 |
| Discovery Learning | p. 121 |
| Inquiry Instruction | p. 141 |
| Project-Based Inquiry | p. 169 |
| Inquiry in Social Studies and History | p. 189 |
| Science and Inquiry | p. 215 |
| Conclusion: The Treatment of Inquiry as a Curricular Imperative | p. 263 |
| Author Index | p. 297 |
| Subject Index | p. 311 |
| Table of Contents provided by Ingram. All Rights Reserved. |
ISBN: 9780805827415
ISBN-10: 0805827412
Series: Educational Psychology Series
Audience:
Professional
Format:
Hardcover
Language:
English
Number Of Pages: 336
Published: 29th November 2007
Dimensions (cm): 22.9 x 15.2
x 2.2
Weight (kg): 0.663
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