Discussion leaders: Mihye, Luisa
- Mining the museum: An installation by Fred Wilson
- Vallance, Elizabeth (2004, July). The adventures of Artemis and the Llama: A case for imaginary histories in art education. Journal of Art Education
- What do you see?
- DIME, April 21-23
- “Rulers” from Wally’s Stories, by Vivian Paley
Bruce, Bertram C. Searching the Web: New domains for inquiry, 348-354, Journal of Adolescent and Adult Literacy.
Donnan, Caroline S. (1988). Following our forebears’ footsteps: From expedition to understanding. In V. Rogers, A. D. Roberts, & T. P. Weinland, (Eds.), Teaching social studies: Portraits from the classroom (Bulletin No. 82). Washington, DC: National Council for the Social Studies.
Harste, Jerome, & Leland, Christine H. (1998). No quick fix: Education as inquiry. Reading Research and Instruction, 37(3), 191-205.
Hawkins, David (1965/1974). Messing about in science. In The informed vision: Essays on learning and human nature (pp. 63-75). New York: Agathon.
Review the Inquiry Page. See especially: the Quotes collection, the sections under the introduction to Inquiry, and the articles listed in that section.
Olson, Steve, & Loucks-Horsley, Susan (Eds.) (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, DC: National Research Council.
Develop your own definition of inquiry-based learning and share it with the class. How would you campare it with other approaches, such as “learner-centered instruction,” “open education,” “project-based education,” or “investigation-based learning.”
What is the relation of inquiry-based learning to constructivism?
Collaborative inquiry about inquiry: Take 5-10 minutes to write about a meaningful learning experience you have had. This can be from a school or university class, a work activity, a summer camp, a museum, an interaction with friends or family. The main criteria is that the experience led to learning that was significant and memorable for you.
There will be an opportunity to share what you wrote, but no one will be required to share or to report everything they wrote down. We’ll then discuss these experiences in small or large groups and look for patterns. What questions about inquiry does this suggest?