Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles

Autor/inn/en	Kuster, George; Johnson, Estrella; Keene, Karen; Andrews-Larson, Christine
Titel	Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles
Quelle	In: PRIMUS, 28 (2018) 1, S.13-30 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2017.1338807
Schlagwörter	Inquiry; Educational Principles; Active Learning; Outcomes of Education; Undergraduate Students; Mathematics Instruction; College Mathematics; Teaching Methods; Elementary Secondary Education; Mathematical Concepts + Suchen Sie Ihr Suchwort? Bildungsprinzip; Aktives Lernen; Lernleistung; Schulerfolg; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Research has highlighted that inquiry-based learning (IBL) instruction leads to many positive student outcomes in undergraduate mathematics. Although this research points to the value of IBL instruction, the practices of IBL instructors are not well-understood. Here, we offer a characterization of a particular form of IBL instruction: inquiry-oriented instruction. This characterization draws on K-16 research literature in order to explicate the instructional principles central to inquiry-oriented instruction. As a result, this conceptualization of inquiry-oriented instruction makes connections across research communities and provides a characterization that is not limited to undergraduate, secondary, or elementary mathematics education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01