Synonyms
Active engagement; Computer simulations; Project-based science; Scaffolding; Student centered
Inquiry-based learning is part of a family of instructional techniques that situate learning in meaningful problems or questions. Inquiry learning approaches focus on having students learn disciplinary knowledge, reasoning, and epistemic practices as they engage in collaborative investigations (Hmelo-Silver et al. 2007). Inquiry is organized around the questions that scientists might ask or disciplinary problems that require scientific inquiry to resolve. Inquiry approaches to learning are student centered, meaning that active engagement on the part of the student is required. The teacher’s role is to facilitate learning and engagement in science practice rather than to provide direct instruction. Of central importance to inquiry-based learning are the questions being asked. Pursuing questions situates learners in the epistemic practices that are part and parcel of the science...
References
Davis EA, Linn MC (2000) Scaffolding students’ knowledge integration: Prompts for reflection in KIE. Int J Sci Educ 22:819–837.
Duschl RA, Schweingruber HA, Shouse AW (2007) Taking science to school: learning and teaching science in grade K-8. National Academies Press, Washington, DC
Eberbach C, Crowley K (2009) From everyday to scientific: how children learn to observe the biological world. Rev Educ Res 79(1):39–68
Hmelo-Silver CE, Duncan RG, Chinn CA (2007) Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and Clark (2006). Educ Psychol 42:99–107
Krajcik JS, Blumenfeld PC (2006) Project-based learning. In: Sawyer RK (ed) Cambridge handbook of the learning sciences. Cambridge University Press, New York, pp 317–333
Lynch S, Kuipers J, Pyke C, Szesze M (2005) Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant. J Res Sci Teach 42:921–946
Sandoval WA, Reiser BJ (2004) Explanation-driven inquiry: Integrating conceptual and epistemic supports for science inquiry. Sci Educ 88:345–372
Schroeder CM, Scott TP, Tolson H, Huang T, Lee Y (2007) A meta-analysis of national research: the effects of teaching strategies on student achievement in science in the United States. J Res Sci Teach 44:1436–1460
Smith BK, Reiser BJ (1998) National Geographic unplugged: Designing interactive nature films for classrooms. In: Karat C-M, Lund A, Coutaz J, Karat J (eds), Proceedings of CHI 98: Human factors in computing systems. ACM Press, New York, pp 424–431
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this entry
Cite this entry
Eberbach, C., Hmelo-Silver, C. (2014). Inquiry, Learning Through. In: Gunstone, R. (eds) Encyclopedia of Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6165-0_192-3
Download citation
DOI: https://doi.org/10.1007/978-94-007-6165-0_192-3
Received:
Accepted:
Published:
Publisher Name: Springer, Dordrecht
Online ISBN: 978-94-007-6165-0
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education