Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4938361 | Educational Research Review | 2017 | 65 Pages |
Abstract
After searching for empirical studies on this topic, we examined 186 studies investigating different ways in which teachers can promote inquiry-based education. Analyses revealed varying teaching strategies, differing with regard to direction (teacher directed, student directed and mixed) and different perspectives of regulation (meta-cognitive, conceptual, and social regulation). Results show that important teacher strategies in metacognitive regulation are: focussing on thinking skills, developing a culture of inquiry, supporting inquiry discourse, and promoting nature of science; in conceptual regulation: providing information on the research topic and focussing on conceptual understanding; and in social regulation: bridging the gap between high and low achievers, organizing student learning in groups and focussing on collaboration processes.
Keywords
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Marjolein Dobber, Rosanne Zwart, Marijn Tanis, Bert van Oers,