ERIC Number: EJ1019359
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Examining Studies of Inquiry-Based Learning in Three Fields of Education: Sparking Generative Conversation
Levy, Brett L. M.; Thomas, Ebony Elizabeth; Drago, Kathryn; Rex, Lesley A.
Journal of Teacher Education, v64 n5 p387-408 Nov-Dec 2013
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Descriptive; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
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