Examining Studies of Inquiry-Based Learning in Three Fields of Education: Sparking Generative Conversation

Autor/inn/en	Levy, Brett L. M.; Thomas, Ebony Elizabeth; Drago, Kathryn; Rex, Lesley A.
Titel	Examining Studies of Inquiry-Based Learning in Three Fields of Education: Sparking Generative Conversation
Quelle	In: Journal of Teacher Education, 64 (2013) 5, S.387-408 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487113496430
Schlagwörter	Active Learning; Inquiry; Educational Practices; Professional Development; Correlation; Fused Curriculum; Barriers; Educational Opportunities; Teacher Education Programs; Interdisciplinary Approach; Science Education; Classroom Techniques; Scientific Methodology; History Instruction; Semi Structured Interviews; Curriculum Design; Curriculum Development; Student Teacher Attitudes; Knowledge Base for Teaching; English Instruction; Teaching Methods; Protocol Materials; Transcripts (Written Records); Teacher Workshops + Suchen Sie Ihr Suchwort? Aktives Lernen; Bildungspraxis; Korrelation; Bildungsangebot; Bildungschance; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Naturwissenschaftliche Bildung; Klassenführung; History lessons; Geschichtsunterricht; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching theory; Theory of teaching; Unterrichtstheorie; English langauage lessons; Englischunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsprotokoll
Abstract	Many educational researchers across the United States have found that inquiry-based learning (IBL) supports the development of deep, meaningful content knowledge. However, integrating IBL into classroom practice has been challenging, in part because of contrasting conceptualizations and practices across educational fields. In this article, we (a) describe differing conceptions of IBL, (b) summarize our own studies of IBL in three fields of education, (c) compare and contrast the processes and purposes of IBL in our studies and fields, and (d) suggest numerous opportunities for cross-disciplinary collaborations on IBL curriculum, teaching, and research that could bolster its inclusion in K-12 education. We ground our exploration in knowledge-generating conceptualizations and practices in these fields. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10