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Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education , which generally relies on the teacher presenting facts and their knowledge about the subject.
Community of inquiry. The community of inquiry (CoI) [1] is a concept first introduced by early pragmatist philosophers C.S.Peirce [2] and John Dewey, concerning the nature of knowledge formation and the process of scientific inquiry.
The first is challenge-based learning/problem-based learning, the second is place-based education, and the third is activity-based learning. Challenge-based learning is "an engaging multidisciplinary approach to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems ...
Problem-Based Learning (PBL), for example, a method used widely in education today, incorporates Dewey's ideas pertaining to learning through active inquiry. [ 54 ] Dewey not only re-imagined the way that the learning process should take place, but also the role that the teacher should play within that process.
Dewey's ideas were never broadly and deeply integrated into the practices of American public schools, though some of his values and terms were widespread. [2] In the post-Cold War period, however, progressive education had reemerged in many school reform and education theory circles as a thriving field of inquiry learning and inquiry-based science.
There are those who also cite the contribution of John Dewey such as his works on action research, which allows the construction of complex understanding of teaching and learning. [2] Dewey and Piaget researched childhood development and education; both were very influential in the development of informal education. Dewey's idea of influential ...
The process of learning is re-examined from the tenets outlined in the two previous chapters utilizing works by John Dewey including Experience and Education (1963), The Child and the Curriculum (1956), and Democracy and Education (1961). A proper education is one that takes account of both continuity and interaction.
In his Logic: The Theory of Inquiry (1938), Dewey gave the following definition of inquiry: Inquiry is the controlled or directed transformation of an indeterminate situation into one that is so determinate in its constituent distinctions and relations as to convert the elements of the original situation into a unified whole. (Dewey, p. 108).