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What is Inquiry

Chapter 6
Identifying, Describing, and Developing Teachers Who Are Gifted and Talented
An approach to teaching that requires students to seek out answers to problems and questions based on their level of existing knowledge, and requires teachers to facilitate that learning.
Published in Chapter:
Engineer to Educator
Sara B. Smith (Goose Creek High School, USA)
Copyright: © 2019 |Pages: 5
DOI: 10.4018/978-1-5225-5879-8.ch006
Abstract
In this chapter, the author traces her path from youth all the way through her current status as a high school teacher. The author describes some of the benefits and difficulties experienced as a gifted and talented adult who has found herself in the role of teacher. The hope is that some of what she shares will stimulate thought and discussion about the present state of education and how to hold on to truly highly qualified educators. Our students need great teachers; teachers who are passionate, knowledgeable, and who are not afraid to push the status quo. Gifted and talented educators can provide a tough, lasting education. We can teach students more than the content. At the same time we are nurturing our students, we, too, need to be nurtured.
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Chapter 38
Digital Storytelling in Teacher Education
The act of questioning, probing, examining to obtain information.
Published in Chapter: Digital Storytelling in Teacher Education; From: Encyclopedia of Information Technology Curriculum Integration
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Chapter 33
DSS and Multiple Perspectives of Complex Problems
A process followed in which the goal is to create or acquire knowledge.
Published in Chapter: DSS and Multiple Perspectives of Complex Problems; From: Encyclopedia of Decision Making and Decision Support Technologies
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Chapter 17
A National Effort to Integrate Field Experiences Into Secondary Mathematics Methods Courses
A strategy of instruction that encourages activities where students investigate and study phenomena in order to develop knowledge and understanding of ideas based on systematic and empirical observation.
Published in Chapter: A National Effort to Integrate Field Experiences Into Secondary Mathematics Methods Courses; From: Handbook of Research on Field-Based Teacher Education
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Chapter 15
Teaching All Students to Write During a Pandemic: Best Practices for Writing Instruction
A theory and educational approach in which students develop a question and design a method for answering that question then share the findings with their peers.
Published in Chapter: Teaching All Students to Write During a Pandemic: Best Practices for Writing Instruction; From: Handbook of Research on Inequities in Online Education During Global Crises
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Chapter 51
TPACK Development in a Teacher Education Program
A form of pedagogy that involves teachers and students in problem solving.
Published in Chapter: TPACK Development in a Teacher Education Program; From: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
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Chapter 13
Cultural Humility as a Path to Equity in Higher Education
A process of asking questions of oneself as well as of others in an effort to more deeply understand one’s own or another’s personal truth.
Published in Chapter: Cultural Humility as a Path to Equity in Higher Education; From: Cases on Academic Program Redesign for Greater Racial and Social Justice
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Chapter 6
Identifying Effective Uses of Mobiles for Encouraging 21st Century Skills
A process of learning that is typically student-centered rather than teacher-directed as is guided by an open-ended process where students are committed to solving a problem, meeting a goal, or answering a question.
Published in Chapter: Identifying Effective Uses of Mobiles for Encouraging 21st Century Skills; From: Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning
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Chapter 22
Decision Support and Problem Formulation Activity
Inquiry is a systematic process of investigation.
Published in Chapter: Decision Support and Problem Formulation Activity; From: Encyclopedia of Decision Making and Decision Support Technologies
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Chapter 3
Participatory Literacy and Taking Informed Action in the Social Studies
Pedagogical approach and approach to learning that is based upon student investigation of broad, compelling, questions. This approach is closely tied to the purposes and goals of social studies education.
Published in Chapter: Participatory Literacy and Taking Informed Action in the Social Studies; From: Participatory Literacy Practices for P-12 Classrooms in the Digital Age
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Chapter 13
Hybrid Inquiry-Based Learning
A process to seek for information, knowledge, or truth through questioning.
Published in Chapter: Hybrid Inquiry-Based Learning; From: Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Applications
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Chapter 2
Leading Change in an Unpredictable World: What Does Sustainable, Resilient Change Look Like?
Learning and engagement through curiosity and attention to the world, others and habits of mind.
Published in Chapter: Leading Change in an Unpredictable World: What Does Sustainable, Resilient Change Look Like?; From: Change Management During Unprecedented Times
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Chapter 1
A Model for the Development of Anti-Racist Culturally Humble Educational Practitioners
A process of asking questions of oneself as well as of others in an effort to more deeply understand one’s own or another’s personal truth.
Published in Chapter: A Model for the Development of Anti-Racist Culturally Humble Educational Practitioners; From: Addressing Issues of Systemic Racism During Turbulent Times
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Chapter 3
Inquiry-Based Learning in Action: Theory and Practice in Higher Education
The process of transforming an indeterminate situation into one that is determinate to deliberately resolve a state of perplexity.
Published in Chapter: Inquiry-Based Learning in Action: Theory and Practice in Higher Education; From: Handbook of Research on Innovations in Non-Traditional Educational Practices
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Chapter 26
Developing Digital Literacy Skills with WebQuests and Web Inquiry Projects
An approach to learning that directly engages learners in constructing their own knowledge and understanding.
Published in Chapter: Developing Digital Literacy Skills with WebQuests and Web Inquiry Projects; From: Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges
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Chapter 2
Building Competence: A Historical Perspective of Competency-Based Education
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Chapter 6
Authentic Inquiry With Undergraduate Preservice Teachers in Synchronous Interactive Video Conferencing Courses
Asking relevant questions and researching possible answers or solutions. Can be a teaching method where students ask questions about things that interest them.
Published in Chapter: Authentic Inquiry With Undergraduate Preservice Teachers in Synchronous Interactive Video Conferencing Courses; From: Educational Technology and Resources for Synchronous Learning in Higher Education
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Chapter 12
Preparing Teacher-Scholars to Inquire: Constructing the Inquiry Processing Cycle
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Chapter 13
Developing Ethical Practice through Inquiry: It’s not Know-What, It’s Know-How
a form of self-directed learning that uses student-generated questions to enable them to determine what they need to learn, identifying resources to help in this process, and enable them to assess their own progress in learning.
Published in Chapter: Developing Ethical Practice through Inquiry: It’s not Know-What, It’s Know-How; From: Handbook of Research on Teaching Ethics in Business and Management Education
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Chapter 10
Designing and Implementing Inclusive STEM Activities for Early Childhood
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Chapter 11
Learning From Place: Developing a Relationship With the Land and Our Partners
Involves developing questions, making observations, doing research to find out what information is already recorded, developing methods for experiments, developing instruments for data collection, collecting, analyzing, and interpreting data, outlining possible explanations and creating predictions for future study.
Published in Chapter: Learning From Place: Developing a Relationship With the Land and Our Partners; From: Challenges and Opportunities for Transforming From STEM to STEAM Education
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Chapter 17
Science Fair Project in the Teacher Training Process: Its Emotional Response and Implications
Didactic method that comprises an intentional process directed by the teacher and based on the diagnosis of problems, research, debate, and construction of arguments following the scientific method, in order for the student independently to provide solutions to specific challenges.
Published in Chapter: Science Fair Project in the Teacher Training Process: Its Emotional Response and Implications; From: Handbook of Research on the Influence and Effectiveness of Gamification in Education
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