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Inquiry-based learning (IBL) is a learner-centered and active learning environment where deep learning is cultivated by a process of inquiry owned by the learner. IBL has its roots in a constructivist educational philosophy and it is oriented around at least three components: 1) exploration and discovery (e.g., problem-based learning, open meaning-making), 2) authentic investigations using contextualized learning (e.g., field studies, case studies), and 3) research-based approach (e.g., research-based learning, project-based learning). IBL encourages more self-regulated learning because the primary responsibility is on the learners to determine the issues and research questions and the resources they need to address the questions. In this way, learning occurs across all learning domains (affective, cognitive, and social) because different types of knowledge are acquired though experience with complex, real-life problems. This volume serves as a conceptual and practical resource and guide for educators and offers practical examples of IBL in action and diverse strategies for how to implement IBL in different contexts.
- Sales Rank: #4147698 in Books
- Published on: 2014-12-15
- Original language: English
- Number of items: 1
- Dimensions: 9.10" h x 1.70" w x 6.00" l, .0 pounds
- Binding: Hardcover
- 300 pages
Review
Instructors in a wide range of disciplines explore how the inquiry-based learning approach is being used in a a variety of educational settings to enhance teaching and learning within the arts, humanities, and social sciences. The case studies and other empirical research explain how other instructors in these fields might introduce the approach. The topics include the role of an inquiry-based approach to learning, teaching architecture through inquiry-based approaches, a self-study from a pre-service teacher education class on using inquiry-based learning to identify issues and develop pedagogical awareness of teaching with technology, using inquiry-based learning to teach additional languages in a high school context, and social bookmarking and inquiry-based learning in history in higher education in Britain. Distributed in North America by Turpin Distribution. --Annotation �2015 Ringgold Inc. Portland, OR (protoview.com)
About the Author
Patrick Blessinger - Executive Director, Higher Education Teaching and Learning
John M. Carfora - Loyola Marymount University
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