An Inquiry Primer.

By A. Colburn. 2000

438 citations recorded by the source corpus.

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Citations in the corpus

The Implementation of Open-inquiry Approach to Improve Students' Learning Activities, Responses, and Mathematical Creative Thinking Skills (2016, background): “Open or “full” inquiry can be defined as a student-centered approach that begins with a student’s question followed by the students designing and conducting an investigation or experiment and communicating result (National Research Council, 1996; Colburn, 2000). According to Jarret (1997: 4) there a”
Do Different Levels of Inquiry Lead to Different Learning Outcomes? A comparison between guided and structured inquiry (2014, background): “Colburn (2000) defined inquiry-based learning as ‘the creation of a classroom where students are engaged in essentially open-ended, student-centred, hands-on activities’ (p.”
Characterizing the Level of Inquiry in the Undergraduate Laboratory. (2008, methodology): “Colburn (2000) writes, “Perhaps the most confusing thing about inquiry is its definition.”
Learning Environment and Attitudes Associated with an Innovative Science Course Designed for Prospective Elementary Teachers (2007, background): “Colburn (2000) describes three levels of inquiry: structured, guided, and open.”
The Effect Of The Inquiry-Based Learning Approach On Student’s Critical Thinking Skills (2016, methodology): “These are constructed inquiry, guided inquiry, and free inquiry (Colburn, 2000).”
The relative effects and equity of inquiry‐based and commonplace science teaching on students' knowledge, reasoning, and argumentation (2009, background): “Consequently, the work of Klahr and coworkers shows little resemblance to how inquiry is described in the NSES (NRC, 1996, 2000) or to guided inquiry (Colburn, 2000) or level 2 inquiry (Schwab, 1962).”
Dilemmas of Teaching Inquiry in Elementary Science Methods (2004, background): “…for teachers, which are included as readings in many methods courses, contain descriptions of inquiry and its implementation to facilitate prospective and in-service teachers in understanding how to teach science using inquiry (e.g., Ash & Kluger-Bell, 1999; Colburn, 2000; Kluger-Bell, 1999).”
Research evidence on the benefits of IBL (2013, methodology): “The basis of the inquiry method is phenomena or problems that have to be worked on by the students, in various forms, independently (Colburn 2000; Tafoya et al. 1980). When Kremer and Schlüter (2006) analysed IBL they discriminated between: Structured Inquiry: The teacher gives the students a proble”
An Augmented Reality-based Mobile Learning System to Improve Students' Learning Achievements and Motivations in Natural Science Inquiry Activities (2014, background): “Teaching/Learning strategies, Elementary education, Cooperative/Collaborative learning, Interactive learning environments”