Inquiry-based teaching and learning across disciplines [electronic resource] : comparative theory and practice in schools / Gillian Kidman, Niranjan Casinader.
This research-based book dissects and explores the meaning and nature of Inquiry in teaching and learning in schools, challenging existing concepts and practices. In particular, it explores and contests prevailing attitudes about the practice of inquiry-based learning across the Science, Geography a...
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| Online Access: |
Full Text (via Springer) |
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| Main Authors: | , |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
London :
Palgrave Macmillan,
[2017]
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| Series: | Palgrave pivot.
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| Subjects: |
MARC
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| 100 | 1 | |a Kidman, Gillian, |e author. |0 http://id.loc.gov/authorities/names/no2018089059. | |
| 245 | 1 | 0 | |a Inquiry-based teaching and learning across disciplines |h [electronic resource] : |b comparative theory and practice in schools / |c Gillian Kidman, Niranjan Casinader. |
| 264 | 1 | |a London : |b Palgrave Macmillan, |c [2017] | |
| 264 | 4 | |c ©2017. | |
| 300 | |a 1 online resource. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a computer |b c |2 rdamedia. | ||
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| 347 | |a text file. | ||
| 347 | |b PDF. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Foreword; Reference; Preface; Acknowledgements; Contents; Abbreviations; List of Figures; List of Tables; Inquiry in Education: A Modern Perspective; 1 The Unfolding of Inquiry in Education: A Research Chronology; Abstract; 1 Introduction: Defining Inquiry/Enquiry; 2 What Is Inquiry?; 3 Inquiry Literacy; 4 Origins and Development of Educational Inquiry; 4.1 Early Days; 4.2 1945-1970; 4.3 1970-1990; 4.4 The 2000s; 5 Conclusions; References; 2 Managing the Reins of Inquiry: The Role of the Teacher in IBL; Abstract; 1 Misconceptions; 2 A Case Study: The Role of the Teacher in the &!blank. | |
| 505 | 8 | |a Future Problem Solving Program3 Inquiry Contexts and the Teacher; 4 Implications and Comparisons: A Cross-Disciplinary Reflection; References; 3 Differences in Perspective: The Impact of Culture on Inquiry; Abstract; 1 Inquiry as Rationality; 2 Culture and the Thinking of Inquiry; 3 Culture and Inquiry: An Educational Disciplinary Perspective; 4 The Cultures of Disciplinary Inquiry; References; Unfolding the Stages of Inquiry; 4 Inquiry in the Australian Curriculum: Commonalities and Dissonances; Abstract; 1 The Emergence of the Australian Curriculum. | |
| 505 | 8 | |a 2 The Structure of the Australian Curriculum3 Inquiry in the Australian Curriculum: Connections and Dissonances; 5 Pebbles in a Pond: The Initiation of Inquiry; Abstract; 1 The Initiation of Inquiry in a School Environment; 2 Discipline-Specific Inquiry Initiation; 3 Questioning in Inquiry; 4 Discipline-Specific Student-Generated Questions; 5 Future Research Opportunities; References; 6 Through the Looking Glass: The Conduct of Inquiry; Abstract; 1 A Comparative Overview; 2 Disjunctures of Inquiry; 2.1 The First Disjuncture; 2.2 The Second Disjuncture; 2.3 The Third Disjuncture. | |
| 505 | 8 | |a 3 Misconceptions in the Conduct of Inquiry4 Conducting Inquiry in the School Context: Some Commonalities; References; 7 Building the Foundation: The Use of Data and Evidence in Inquiry; Abstract; 1 Introduction and Data as Evidence; 2 Dealing with Data; 3 Developing Data Processing and Analysing Skills; 3.1 Scientific Data Processing and Analysing; 3.2 Geographical Data Research and Representation; 3.3 Historical Evidence and Representation; References; 8 The Evaluation of Inquiry: The End of the Road?; Abstract; 1 Evaluation in the Wider Context; 2 Evaluation and Inquiry Learning. | |
| 505 | 8 | |a 3 Evaluation in the Australian CurriculumReferences; 9 'Intelligence in the Wild'-Inquiry in the Field; Abstract; 1 The Notion of Fieldwork; 2 The Disciplinary Scapes of Fieldwork; 2.1 The Bridge; 3 Fieldwork in School Education; 3.1 Fieldwork as Curiosity: The Ultimate Edge of Inquiry; 4 The Place of Fieldwork in the School Environment: A Cross-Disciplinary Perspective; 4.1 The Imponderables of School Fieldwork as Inquiry; 5 Whither to Fieldwork Inquiry? The Future of the FLE in Schools; References; Index. | |
| 520 | |a This research-based book dissects and explores the meaning and nature of Inquiry in teaching and learning in schools, challenging existing concepts and practices. In particular, it explores and contests prevailing attitudes about the practice of inquiry-based learning across the Science, Geography and History disciplines, as well as focusing on the importance of the role of teacher in what is frequently criticised as being a student-controlled activity. Three frameworks, which are argued to be necessarily intertwined for discipline-specific literacy, guide this inquiry work: the classroom goals; the instructional approach; and the degree of teacher direction. The foundation of the analysis is the notion of educational inquiry as it is structured in the Australian Curriculum, along with the locating of the study in international trends in inquiry learning over time. It will be of great interest to researchers, higher degree students and practicing professionals working in Education and Sociology. | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed September 1, 2017) | |
| 650 | 0 | |a Inquiry-based learning. |0 http://id.loc.gov/authorities/subjects/sh2003011742. | |
| 650 | 0 | |a Teaching |x Methodology. |0 http://id.loc.gov/authorities/subjects/sh2008008392. | |
| 650 | 7 | |a Inquiry-based learning. |2 fast |0 (OCoLC)fst01199976. | |
| 650 | 7 | |a Teaching |x Methodology. |2 fast |0 (OCoLC)fst01144598. | |
| 700 | 1 | |a Casinader, Niranjan, |e author. |0 http://id.loc.gov/authorities/names/n2014012324 |1 http://isni.org/isni/0000000430309586. | |
| 776 | 0 | 8 | |i Print version: |a Kidman, Gillian. |t Inquiry-Based Teaching and Learning across Disciplines : Comparative Theory and Practice in Schools. |d London : Palgrave Macmillan UK, ©2017 |z 9781137534620. |
| 830 | 0 | |a Palgrave pivot. |0 http://id.loc.gov/authorities/names/no2012160523. | |
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