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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.
Historical thinking is a set of critical literacy skills for evaluating and analyzing primary source documents to construct a meaningful account of the past. Sometimes called historical reasoning skills, historical thinking skills are frequently described in contrast to historical content knowledge such as names, dates, and places.
Historical thinking skills are a set of reasoning skills, including close reading, corroboration, and contextualization, that help students think critically about the past. [9] These skills require a style of teaching that goes beyond lectures and rote memorization. [10] Teachinghistory.org is based on and adds to new research in history education.
The first is challenge-based learning/problem-based learning, the second is place-based education, and the third is activity-based learning. Challenge-based learning is "an engaging multidisciplinary approach to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems ...
In the 18th and 19th centuries, the word history became more closely associated with factual accounts and evidence-based inquiry, coinciding with the professionalization of historical inquiry. [41] The dual meaning, referring to both mere stories and factual accounts of the past, is present in the terms for history in many other European languages.
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.