Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative Contributor(s): Aulls, Mark W. (Author), Shore, Bruce M. (Author) |
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ISBN: 0805827412 ISBN-13: 9780805827415 Publisher: Routledge OUR PRICE: $152.00 Product Type: Hardcover - Other Formats Published: November 2007 |
Additional Information |
BISAC Categories: - Education | Curricula - Education | Decision Making & Problem Solving - Education | Educational Psychology |
Dewey: 371.39 |
LCCN: 2007012767 |
Series: Educational Psychology (Hardcover Lea) |
Physical Information: 0.88" H x 6.41" W x 9.32" (1.26 lbs) 336 pages |
Descriptions, Reviews, Etc. |
Publisher Description: Why should inquiry--the engine for independent, curiosity- and interest-driven, life-long learning--be a curricular imperative, and its presence a criterion for excellent education? Is it possible to teach inquiry skills systematically and to engage learners in being inquirers across elementary, secondary, and post-secondary schooling? To answer these urgent questions, this book*pulls together more than four decades of expert opinion, quantitative research, and qualitative research on inquiry in different disciplines, school subjects, and levels of education; and *presents a dozen different pedagogical, philosophical, and disciplinary traditions within which evidence and rationale are found for building learning and teaching experiences around inquiry-based curricula. Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative is the first book to gather all these sources together, to build a cross-disciplinary case for inquiry as the central core of sound curriculum design, and to offer an organized interpretation of this large body of knowledge from a variety of perspectives and for different educational purposes. A companion volume, Shore, Aulls, & Delcourt, Eds., Inquiry in Education, Volume II: Overcoming Barriers to Successful Implementation, focuses on a corollary question: If inquiry is such a good thing, why is it not universal practice? What barriers stand in the way, and how can teachers overcome them? Inquiry in Education, Volume I is intended for scholars, faculty, and students of education, and for practitioners at all levels of schooling who support inquiry-oriented reforms in education and who want to learn more about how to use inquiry in their own practice. |