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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.
During the course of history, one theory has succeeded another, and some have suggested further work while others have seemed content just to explain the phenomena. The reasons why one theory has replaced another are not always obvious or simple. The philosophy of science includes the question: What criteria are satisfied by a 'good' theory ...
The history of scientific method considers changes in the methodology of scientific inquiry, not the history of science itself. The development of rules for scientific reasoning has not been straightforward; scientific method has been the subject of intense and recurring debate throughout the history of science, and eminent natural philosophers and scientists have argued for the primacy of ...
Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is also referred to as problem-based learning, experiential learning and 21st century learning. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert.
An inquiry (also spelled as enquiry in British English) [a] is any process that has the aim of augmenting knowledge, resolving doubt, or solving a problem. A theory of inquiry is an account of the various types of inquiry and a treatment of the ways that each type of inquiry achieves its aim.
It is often used with computer-supported collaborative learning so that the learners are working on their research questions and documenting their theories and findings to an online system. To demonstrate and test the progressive inquiry with computers, Aalto Media Lab's researchers designed and developed the Fle3 software. [5] [2] [6]
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 ...
Building on this definition, Peter Felten identified 5 principles for good practice in SOTL: (1) inquiry focused on student learning, (2) grounded in context, (3) methodologically sound, (4) conducted in partnership with students, (5) appropriately public. [2]