Evaluating Inquiry Procedures

Traugh, Cecelia

doi:10.1080/00220973.1943.11019345

Cited by 2 publications

(1 citation statement)

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“…In inquiry, students ask the questions, but "experts" (e.g., teachers or more knowledgeable peers) help guide them through the process of forming the response. Guided inquiry differs from an open discovery model of learning in that inquiry requires that students learn inquiry strategies and metacognitive awareness, rather than assuming implicit learning of learning skills (Traugh, 1974). Thus, inquiry is comparatively more structured and involves teacher guidance (Aulls & Shore,Journal of Advanced Academics 23(1) 2008).…”

Section: Outcome Categoriesmentioning

confidence: 99%

Student Outcomes in Inquiry Instruction

Saunders-Stewart

Gyles

Shore

2012

Journal of Advanced Academics

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Curricular reform efforts are underway in many countries, focused on adopting inquirybased approaches to teaching and learning. Therefore, it is increasingly important to understand what outcomes students attain in inquiry environments. Derived from a literature review, a 23-item, criterion-referenced inventory is presented for theoretically implied and empirically based outcomes or benefits for students engaging in inquiry, and includes research on overlapping pedagogical topics such as discovery learning and problem-based learning. Student outcomes include knowledge and skills, intrinsic motivation, and development of expertise, among others. Supporting research is primarily available in the areas of cognitive and affective outcomes (e.g., knowledge, skills, motivation, attitudes, and creativity). This list can be used as a starting point for research or converted into professional development tools.

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Section: Outcome Categoriesmentioning

confidence: 99%