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ERIC Number: EJ1171840
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1051-1970
Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles
Kuster, George; Johnson, Estrella; Keene, Karen; Andrews-Larson, Christine
PRIMUS, v28 n1 p13-30 2018
Research has highlighted that inquiry-based learning (IBL) instruction leads to many positive student outcomes in undergraduate mathematics. Although this research points to the value of IBL instruction, the practices of IBL instructors are not well-understood. Here, we offer a characterization of a particular form of IBL instruction: inquiry-oriented instruction. This characterization draws on K-16 research literature in order to explicate the instructional principles central to inquiry-oriented instruction. As a result, this conceptualization of inquiry-oriented instruction makes connections across research communities and provides a characterization that is not limited to undergraduate, secondary, or elementary mathematics education.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A