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Many models of communication include the idea that a sender encodes a message and uses a channel to transmit it to a receiver. Noise may distort the message along the way. The receiver then decodes the message and gives some form of feedback. [1] Models of communication simplify or represent the process of communication.
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.
A question mark. 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.
Inquiry education (sometimes known as the inquiry method) is a student-centered method of education focused on asking questions.Students are encouraged to ask questions which are meaningful to them, and which do not necessarily have easy answers; teachers are encouraged to avoid giving answers when this is possible, and in any case to avoid giving direct answers in favor of asking more questions.
The discourse about postqualitative inquiry arose from the question of “what comes next for qualitative research," [6] particularly regarding how to approach "a problem in the midst of inquiry” [7] in a way that allows new ideas to take shape from preconceived ones. St. Pierre suggested that being restricted to method conforms new research to the form of existing research, hindering ...
The community of inquiry is broadly defined as any group of individuals involved in a process of empirical or conceptual inquiry into problematic situations. This concept was novel in its emphasis on the social quality and contingency of knowledge formation in the sciences, contrary to the Cartesian model of science, which assumes a fixed ...
Communication theories vary substantially in their epistemology, and articulating this philosophical commitment is part of the theorizing process. [1] Although the various epistemic positions used in communication theories can vary, one categorization scheme distinguishes among interpretive empirical, metric empirical or post-positivist, rhetorical, and critical epistemologies. [13]
Narrative is a powerful tool in the transfer, or sharing, of knowledge, one that is bound to cognitive issues of memory, constructed memory, and perceived memory. Jerome Bruner discusses this issue in his 1990 book, Acts of Meaning, where he considers the narrative form as a non-neutral rhetorical account that aims at "illocutionary intentions", or the desire to communicate meaning. [10]