1st Edition

Inquiry in Education, Volume II Overcoming Barriers to Successful Implementation

    368 Pages
    by Routledge

    364 Pages
    by Routledge

    A companion to Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative. Volume I presents the arguments for the necessary inclusion of inquiry-driven learning and instructional experiences in any modern school curriculum. Volume II illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquiry-based approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum. The stories reflect highly varied learning contexts ranging from infancy to university, from the classroom to a range of out-out-school contexts.

    Contents: Preface. M.W. Aulls, Developing Students' Inquiry Strategies: A Case Study of Teaching History in the Middle Grades. A.J. Starko, Teaching Problem Finding to Elementary Students: Views From the Trenches. M.A.B. Delcourt, How Students Develop Their Creative-Productive Ideas for Projects in the Natural and Social Sciences. B.M. Shore, M.A.B. Delcourt, C.A. Syer, M. Schapiro, The Phantom of the Science Fair. G.F. Cartwright, A.A.B. Finkelstein, M.K.B. Maennling, Caught in the Web: Internet Risks for Children. L. Butler-Kisber, Collaboration in Student-Oriented Teacher Inquiry. M.A. Barfurth, B.M. Shore, White Water During Inquiry Learning: Understanding the Place of Disagreements in the Process of Collaboration. P. Cohen, The Embodied Conductor: Concert Pianists, Diaper Dancers, and the Fine Art of Creative Variability in Performance. F.G. Rejskind, F. Halliday, J. McBride, Creating Change: Teachers' Reflections on Introducing Inquiry Teaching Strategies. A. Robinson, J. Hall, Teacher Models of Teaching Inquiry. M.W. Aulls, B.M. Shore, Teachers' Use and Understanding of Strategy in Inquiry Instruction. F. Luconi, The Hidden Curriculum and Multicultural Education: A Potential Barrier to the Implementation of an Inquiry-Driven Curriculum. R.J. Bracewell, C. Le Maistre, S.P. Lajoie, A. Breuleux, The Role of the Teacher in Opening Worlds of Inquiry-Driven Learning With Technology. D.L. Butler, C. Pollock, K.M. Nomme, J. Nakonechny, Promoting Authentic Inquiry in the Sciences: Challenges Faced in Redefining University Students' Scientific Epistemology.


    Bruce M. Shore, Mark W. Aulls, Marcia A.B. Delcourt