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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.
Students and teachers involved in inquiry form a community of inquiry under certain circumstances. Therefore, a holistic understanding of a community of students and teachers engaged in authentic inquiry is the working definition of the key term ‘community of inquiry’. There is a gestalt dimension to the concept that is underlined by Lipman ...
Inquiry-based learning is generally used in field-work, case studies, investigations, individual and group projects, and research projects. Peer-Based Evaluation: In peer based evaluation students are given the opportunity to analyze, critique, and provide constructive feedback on the assignments of their peers. Through this process, they are ...
Discovery learning is a technique of inquiry-based learning and is considered a constructivist based ... In support of the fundamental concept of discovery learning ...
Postqualitative inquiry is a research philosophy proposed by University of Georgia Professor of Education Elizabeth St. Pierre [1] in 2011 that advocates for an intentional deconstructive stance toward concepts within traditional research methods on human subjects, such as interviews, data analysis, and validity. [2]
Several studies support the success of the constructivist problem-based and inquiry learning methods. [55] One example is a study on a project called GenScope, an inquiry-based science software application, which found that students using the GenScope software showed significant gains over the control groups, with the largest gains shown in ...
Most theories of concept learning are based on the storage of exemplars and avoid summarization or overt abstraction of any kind. In machine learning, this theory can be applied in training computer programs. [2] Concept learning: Inferring a Boolean-valued function from training examples of its input and output.
According to Collins and Stevens the controlling structure used to govern the dialogue in the Cognitive Theory of Inquiry Teaching is demonstrated in the following manner: A case is chosen, which is a theory or principle, based on the main goal of the teacher. The teacher then questions students to determine their understanding of the theory.