NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED266423
Record Type: Non-Journal
Publication Date: 1986-Jan
Pages: 38
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Sample Dialogue Based on a Theory of Inquiry Teaching. Technical Report No. 367.
Collins, Allan
An illustration of the cognitive theory of inquiry teaching is presented in this paper in a tutorial dialogue on the nature of lenses. After a description of the goals of the method, the paper discusses the following ten general strategies inquiry teachers use to accomplish the goals: (1) selecting positive and negative exemplars, (2) varying cases systematically, (3) selecting counterexamples, (4) generating hypothetical cases, (5) forming hypotheses, (6) testing hypotheses, (7) considering alternative predictions, (8) entrapping students, (9) tracing consequences to a contradiction, and (10) questioning authority. The paper then applies the theory to specific materials about the nature of lenses, showing through a detailed presentation of inquiry dialogue how a teacher can pose problems (or cases) to students in a systematic manner to force them to construct and test a theory of domain. It also demonstrates how inquiry teachers start out with an agenda of goals that is continuously updated as the students reveal misconceptions and holes in their knowledge, that in turn generate subgoals for the teacher to correct. (EL)
Publication Type: Guides - Classroom - Teacher; Opinion Papers; Information Analyses
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.