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Item Details
| Title:
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INQUIRY IN EDUCATION
THE CONCEPTUAL FOUNDATIONS FOR RESEARCH AS A CURRICULAR IMPERATIVE |
| Volume: |
v. 1 |
| By: |
Mark W. Aulls, Bruce M. Shore |
| Format: |
Paperback |
| List price:
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£44.99 |
| Our price: |
£43.64 |
| Discount: |
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| You save:
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£1.35 |
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| ISBN 10: |
0805827420 |
| ISBN 13: |
9780805827422 |
| Availability: |
Usually dispatched within 1-3 weeks.
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| Stock: |
Currently 0 available |
| Publisher: |
TAYLOR & FRANCIS INC |
| Pub. date: |
29 November, 2007 |
| Series: |
Educational Psychology Series |
| Pages: |
336 |
| Description: |
Why should inquiry and interest-driven, life-long learning be a curricular imperative, and its presence a criterion for excellent education? This book presents various pedagogical, philosophical, and disciplinary traditions within which evidence and rationale are found for building learning and teaching experiences around inquiry-based curricula. |
| Synopsis: |
Why should inquiry-the engine for independent, curiosity- and interest-driven, life-long learning-be a curricular imperative, and its presence a criterion for excellent education? Is it possible to teach inquiry skills systematically and to engage learners in being inquirers across elementary, secondary, and post-secondary schooling? To answer these urgent questions, this book *pulls together more than four decades of expert opinion, quantitative research, and qualitative research on inquiry in different disciplines, school subjects, and levels of education; and *presents a dozen different pedagogical, philosophical, and disciplinary traditions within which evidence and rationale are found for building learning and teaching experiences around inquiry-based curricula. Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative is the first book to gather all these sources together, to build a cross-disciplinary case for inquiry as the central core of sound curriculum design, and to offer an organized interpretation of this large body of knowledge from a variety of perspectives and for different educational purposes.A companion volume, Shore, Aulls, & Delcourt, Eds., Inquiry in Education, Volume II: Overcoming Barriers to Successful Implementation, focuses on a corollary question: If inquiry is such a good thing, why is it not universal practice? What barriers stand in the way, and how can teachers overcome them? Inquiry in Education, Volume I is intended for scholars, faculty, and students of education, and for practitioners at all levels of schooling who support inquiry-oriented reforms in education and who want to learn more about how to use inquiry in their own practice. |
| Publication: |
US |
| Imprint: |
Lawrence Erlbaum Associates Inc |
| Returns: |
Returnable |
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