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.
|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|
|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.|
Series: Educational Psychology Series
Number Of Pages: 336
Published: 29th November 2007
Dimensions (cm): 22.9 x 15.2 x 2.2
Weight (kg): 0.663