Examining the Efficacy of Inquiry-based Approaches to Education

Datos Bibliográficos

ID8158496
AutoresDavid Scott (0000-0002-4176-0466, University of Calgary), David M Scott (0000-0003-4278-8708), Cameron Smith (0000-0003-0781-2725, University of Calgary), Man-Wai Chu (0000-0001-9655-7791, University of Calgary), Sharon Friesen (0000-0001-9402-2363, University of Calgary)
Año2018
Volumen64
Número1
Páginas35-54
Fecha de publicación2018-05-02
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaAlberta Journal of Educational Research (JOURNAL)
Identificadores de la revistaISSN: 0002-4805 • E-ISSN: 1923-1857
EditorialUniversity of Alberta Press (PUBLISHER • CA)
DOI10.55016/ojs/ajer.v64i1.56439
OpenAlexW4389324457
IdiomaEN
Citas recibidas1
Referencias citadas4

Educational jurisdictions around the world have introduced curricular initiatives that emphasize the need for students to engage in inquiry-based education. This shift, has been met by significant public opposition, particularly in the Canadian context. Results from this study indicate that criticisms of inquiry-based approaches to education are largely directed at discovery learning, which has limited educational value. We note the significant affordances of guided forms of inquiry, such as problem-based learning, and approaches to inquiry aligned with the authentic education movement. Additionally, we highlight the specific instructional supports needed for processes of inquiry to promote elements, such as critical thinking skills and flexible problem solving abilities, necessary for success in a rapidly changing world

Affordance · Context (archaeology) · Educational research · Mathematics education · Opposition (politics) · Pedagogy · Political science · Value (mathematics) · Computer Science · Education and Critical Thinking Development · Innovative Teaching Methods · Psychology · Science Education and Pedagogy