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Inquiry-based learning. Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject.
Models of scientific inquiry. Models of scientific inquiry have two functions: first, to provide a descriptive account of how scientific inquiry is carried out in practice, and second, to provide an explanatory account of why scientific inquiry succeeds as well as it appears to do in arriving at genuine knowledge.
Discovery learning is a technique of inquiry-based learning and is considered a constructivist based approach to education. It is also referred to as problem-based learning, experiential learning and 21st century learning. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert.
Scientific inquiry includes creating a hypothesis through inductive reasoning, testing it through experiments and statistical analysis, and adjusting or discarding the hypothesis based on the results. [1] [2] [3] Although procedures vary from one field of inquiry to another, the underlying process is often similar.
The Web-based Inquiry Science Environment ( WISE) is a program hosted by University of California, Berkeley and supported by the National Science Foundation. It provides a platform for creating inquiry-based science projects for middle school and high school students to work collaboratively using evidence and resources from the Web.
The history of scientific method considers changes in the methodology of scientific inquiry, as distinct from the history of science itself. The development of rules for scientific reasoning has not been straightforward; scientific method has been the subject of intense and recurring debate throughout the history of science, and eminent natural philosophers and scientists have argued for the ...
Evidence suggests, however, that students learn science more effectively under hands-on, activity and inquiry based learning, rather than learning from a textbook. It has been seen that students, in particular those with learning disabilities, perform better on unit tests after learning science through activities, rather than textbook-based ...
Martin Wagenschein (3 December 1896, in Gießen [citation needed], in Germany – 3 April 1988, in Trautheim) was a science educator who worked in mathematical and scientific didactics. [1][2] Wagenschein is best known for his promotion of open learning techniques. He emphasised the importance of teaching students to understand rather than ...