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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.
Emergent curriculum is a philosophy of teaching and a way of planning a children's curriculum that focuses on being responsive to their interests. The goal is to create meaningful learning experiences for the children. Emergent curriculum can be practiced with children at any grade level. It prioritizes: active participation by students
The pedagogy of philosophy for children is diverse. However, many practitioners including those working in the tradition of Matthew Lipman and the Institute for the Advancement of Philosophy for Children emphasize the use of a community of inquiry method which has roots in the work of philosopher John Dewey. [4]
Inquiry education (sometimes known as the inquiry method) is a student-centered method of education focused on asking questions.Students are encouraged to ask questions which are meaningful to them, and which do not necessarily have easy answers; teachers are encouraged to avoid giving answers when this is possible, and in any case to avoid giving direct answers in favor of asking more questions.
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.
A follow-up with an evaluative function, commenting on the response to a question, is a distinguishing element of classroom conversation, and the difference between sequences with evaluative follow-ups compared to those serving as acknowledgements has been regarded as a major difference between display and referential questions. [2]