A Sample Dialogue Based on a Theory of Inquiry Teaching. Technical Report No. 367.

Autor/in	Collins, Allan
Institution	Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Titel	A Sample Dialogue Based on a Theory of Inquiry Teaching. Technical Report No. 367.
Quelle	(1986), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Stellungnahme; Discovery Learning; Elementary Secondary Education; Inquiry; Learning Processes; Learning Strategies; Learning Theories; Questioning Techniques; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Entdeckendes Lernen; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	An illustration of the cognitive theory of inquiry teaching is presented in this paper in a tutorial dialogue on the nature of lenses. After a description of the goals of the method, the paper discusses the following ten general strategies inquiry teachers use to accomplish the goals: (1) selecting positive and negative exemplars, (2) varying cases systematically, (3) selecting counterexamples, (4) generating hypothetical cases, (5) forming hypotheses, (6) testing hypotheses, (7) considering alternative predictions, (8) entrapping students, (9) tracing consequences to a contradiction, and (10) questioning authority. The paper then applies the theory to specific materials about the nature of lenses, showing through a detailed presentation of inquiry dialogue how a teacher can pose problems (or cases) to students in a systematic manner to force them to construct and test a theory of domain. It also demonstrates how inquiry teachers start out with an agenda of goals that is continuously updated as the students reveal misconceptions and holes in their knowledge, that in turn generate subgoals for the teacher to correct. (EL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC