Gotowe bibliografie tematyczne / Inquiry-based methods

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  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
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Gotowa bibliografia na temat „Inquiry-based methods”

Autor: Grafiati
Data publikacji: 2 czerwca 2025
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Inquiry-based methods"

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Nematov, Yunusova, Pardayev, and Siddikov. "MODERN METHODS AND METHODS OF TEACHING HISTORY." Social science and innovation I, no. I (2023): 1–19. https://doi.org/10.5281/zenodo.8193280.

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This article explores the evolution of modern methods of teaching history in the classroom. With a focus on using innovative approaches to engage students and enhance their understanding of historical events, this article examines the use of technology, inquiry-based learning, and project-based learning in the teaching of history. The use of technology has revolutionized the way history is taught, with teachers using a wide range of digital tools to make the subject more interesting and interactive. Multimedia resources such as videos, podcasts, and interactive maps have made it easier to pres
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Khalid, Mehmood. "Effectiveness of Inquiry-Based Method for Teaching Mathematics at the Secondary Level." Global Social Sciences Review 4, no. 3 (2019): 181–87. https://doi.org/10.31703/gssr.2019(IV-III).23.

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Mathematics is considered as an important subject which is taught up to the secondary level as a compulsory subject. Students’ achievements are influenced by the attitude they have for Mathematics subject and the attitude towards Mathematics is affected by teachers and the teaching methods adopted by the teachers. The aim of the study was to find out the effectiveness of the inquiry-based method for Mathematics instruction at the secondary level. The research sample was 30 students studying at secondary level in district Attock. Pretest posttest control group design was used for this res
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Briggs, Michael, George Long, and Katrina Owens. "Qualitative Assessment of Inquiry-Based Teaching Methods." Journal of Chemical Education 88, no. 8 (2011): 1034–40. http://dx.doi.org/10.1021/ed100496t.

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Arifiyani, Happy, Joko Widodo, and Kusumantoro Kusumantoro. "Development of Inquiry-Based Learning Methods With Differentiated." Journal of Economic Education 13, no. 2 (2025): 179–87. https://doi.org/10.15294/jeec.v13i2.28415.

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This study aims to create and develop a product in the form of a differentiation-based inquiry learning method on the subject of economic problems in the accounting expertise program at SMK. The purpose of differentiation learning is to provide a learning experience that is in accordance with the level of readiness, interests, and individual learning styles of students. This study adopts the Research and Development (RnD) approach that adopts the 4D (Four-D) development procedure. The data used is factual data that has been implemented so far. This study did not use a trial but FGD ( Focus Gro
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Saduakas, A. Y., and S. J. Ibadullayeva. "METHODS FOR DEVELOPING CRITICAL THINKING IN BIOLOGY LESSONS IN THE CONTEXT OF INQUIRY-BASED LEARNING." BIOLOGICAL SCIENCES JOURNAL 6, no. 2 (2024): 5–13. https://doi.org/10.52081/bsj.2024.v06.i2.029.

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This article examines various methods for developing critical thinking skills in biology lessons within the framework of inquiry-based learning (IBL). It underscores the significance of fostering students' analytical and research abilities by involving them in independent problem-solving, hands-on experimental activities, and the critical analysis of scientific data. The article provides a comprehensive discussion of several pedagogical strategies, including problem-based learning, the “Six Thinking Hats” method, inquiry-based projects, scientific article analysis, debates, and the formulation
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Ozodbek, Nematov. "MODERN METHODS OF TEACHING HISTORY." Social science and innovation 1, no. 2 (2023): 67–77. https://doi.org/10.5281/zenodo.8430066.

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This article explores the evolution of modern methods of teaching history in the classroom. With a focus on using innovative approaches to engage students and enhance their understanding of historical events, this article examines the use of technology, inquiry-based learning, and project-based learning in the teaching of history. The use of technology has revolutionized the way history is taught, with teachers using a wide range of digital tools to make the subject more interesting and interactive. Multimedia resources such as videos, podcasts, and interactive maps have made it easier to pres
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Bónus, Lilla, and Erzsébet Antal. "Innovative Inquiry-based Methods in Learning and Teaching Science." Journal of Studies in Education 11, no. 3 (2021): 1. http://dx.doi.org/10.5296/jse.v11i3.18700.

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The purpose of the study is to synthesize the peer-reviewed literature about innovative inquiry-based approaches for science learning and teaching. This study answers the following research questions: (1) Based on the peer-reviewed literature, what hybrid inquiry-based learning (IBL) approaches exist which respond to the challenges and expectations of education in the 21st century? (2) What features do they have? (3) What empirical evidence supports their effectiveness? (4) At which levels of education do they appear? (5) What learning outcomes are achieved? Using the methodology of systematic
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Kožuchová, Mária, Silvia Barnová, Ján Stebila, and Slávka Krásna. "Inquiry-Based Approach to Education." Acta Educationis Generalis 13, no. 2 (2023): 50–62. http://dx.doi.org/10.2478/atd-2023-0013.

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Abstract Introduction: In the proposed study, the authors focus on the effectiveness of the application of inquiry-based approach in Slovak schools and present the results of an original research study focused on the impact of inquiry-based teaching on students’ knowledge acquisition. Methods: For the purposes of the research study, a pedagogical experiment was carried out on the sample of 150 6th-grade students and didactic tests (a pre-test and a post-test) were used to examine students’ knowledge on the three levels of Niemierko’s taxonomy. Results: The results of the t-test confirmed the s
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Lepareur, Céline, and Michel Grangeat. "Teacher collaboration’s influence on inquiry-based science teaching methods." Education Inquiry 9, no. 4 (2018): 363–79. http://dx.doi.org/10.1080/20004508.2018.1428037.

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Pancaningrum, Novita, Ni'mah Afifah, Desi Sekar Fitri Aulia, and Rika Iuriana Sari. "Inquiry-Based Learning With Abcde Methods In Early Childhood Education." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 11, no. 2 (2023): 271. http://dx.doi.org/10.21043/thufula.v11i2.25145.

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<em><span lang="EN-US">Early childhood has privileges to play. To make them enjoy their learning process, the teacher has to make it more fun for them with play activities. Inquiry-based learning is one of the methods to support children playing while learning. Teachers should make the early childhood curriculum interesting for them. The Purpose of this study is to <a name="_Hlk155788463"></a>describe the Inquiry-based Learning with ABCDE Methods in Early Childhood Education. Besides that, the researcher wants to find out how the Inquiry-based Learning keep playing acti
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Rozprawy doktorskie na temat "Inquiry-based methods"

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Bell, Andrew. "Inquiry-Based Methods in the International Baccalaureate Primary Years Program Art Room." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5378.

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The International Baccalaureate Primary Years Program [IB PYP] is a student-driven, inquiry-based elementary school level educational program that has grown rapidly in the United States since its creation in 1997. This study explores how IB PYP art teachers define and implement inquiry-based instructional methods in their art rooms through a nation-wide, online survey of art teachers, coordinators, and administrators. The Survey consists of 22 questions which ask respondents to describe their classroom practices and provide examples of how they make use of inquiry-based methods in the art room
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Sawyers, Sarah. "Comparing Science Instruction Methods in the High School Classroom Setting: A Case Study in Inquiry-Based Methods." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1977.

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The science education system currently in place in the United States does not adequately prepare students to compete well with international students. The development of new teaching methods is essential to ensure improvement of the system and provide its students with better scholastic achievements and employment opportunities. Various methods have been studied, with one implemented in a high school classroom to compare the results of the new method with the traditional method of instruction. Rather than the traditional lecture-based approach, Honors Chemistry students learned the theory of t
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Smith, Prudence. "Improving Classroom Discourse in Inquiry-Based Primary Science Education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/591.

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Teachers‟ capacity to use classroom discourse to deepen student learning through sustained conversation is considered crucial to increasing students‟ intellectual development. Learners actively construct knowledge and develop understandings from their shared experiences and via interaction with others (Driver, Asoko, Leach, Mortimer & Scott, 1994). However, talk that fosters students‟ capacity to reason is lacking in many classrooms (Alexander, 2006) and, what is more, teachers tend to control the discourse by asking a predominance of closed questions and using a question-answer recitation scr
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Mahmood, Hajara. "Conversion of Traditional Observation-Based Botany Labs to Investigative Inquiry Learning." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/21.

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“Tell me and I forget, show me and I remember, involve me and I understand.” - Chinese Proverb. Involvement in learning implies possessing skills and attitudes that permit students to seek resolutions to questions and issues while constructing new knowledge. Low enrollment in Plant Biology and Diversity and upper level plant science courses has been noticed at Western Kentucky University. In addition, graduating students performed below the national average on the senior assessment examination in the area of botany content knowledge offered by WKU’s Biology Department. This may be due to th
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Bloch, Joan R., Maureen R. Courtney, and Myra L. Clark. "Practice-based Clinical Inquiry in Nursing for DNP and PhD Research: Looking Beyond Traditional Methods." Digital Commons @ East Tennessee State University, 2016. https://www.amzn.com/0826126944.

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Meticulously compiled to serve the specific needs of APRNs and nurse executives engaged in doctoral-level research, this text provides evidence-based and practice-based scholarly methods not traditionally taught in PhD or DNP programs. Building on and expanding traditional nursing research methods, the bookfocuses on both existing and evolving methods of clinical inquiry, some of which incorporate technology and knowledge from other disciplines. These are approaches that can be translated into clinical practice, providing the nursing profession with unprecedented opportunities for collaboratio
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Marchant, Douglas S. "A Qualitative Inquiry into the Treatment Experience of Adolescent Females in a Relationally Based Therapeutic Boarding School." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4123.

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Individualism, the assumption that persons are self-contained and primarily act for the sake of the self, is prevalent in American culture and has arguably perpetuated numerous psychological and societal ills. Relationality, the assumption that persons are always and inextricably constituted by relationships, has been posited as a philosophical and practical alternative to individualist culture. Several scholars, both inside and outside of psychology, have developed relational concepts and practices, including some who have elucidated a relational approach to psychotherapy (e.g., Slife and Wig
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Tash, Gina G. "A phenomenological study of assessment methods in the inquiry -based science classroom: How do educators decide?" ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/667.

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The purpose of this phenomenological study was to describe the experiences of science educators as they select and develop assessment methods for inquiry learning. Balancing preparations for standardized tests and authentic inquiry assessment experiences can be challenging for science educators. The review of literature revealed that current research focused on instructional methods and assessment, students' assessment experiences, and teachers' instructional methods experiences. There remains a gap in current literature regarding the experiences of science educators as they select and develop
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Hartman, Ian R. "The Effect of Inquiry-Based Learning in a Technical Classroom: The Impact on Student Learning and Attitude." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/875.

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This study investigated the effect of inquiry-based instruction in technical undergraduate education. Specifically, the effect was measured along two dimensions: 1) the effect on student learning and, 2) student attitude towards subject matter. The researcher designed an inquiry-based instructional approach to encourage interaction between teacher and students and to help students take more responsibility for their learning. Three technical undergraduate classes participated in the study. Each class was divided into experimental and control groups. For the experimental group, a twice-a-week tr
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Betts, Julia Nykeah. "Evaluation of a High School Science Fair Program for promoting Successful Inquiry-based Learning." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1986.

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The success of inquiry-based learning (IBL) in supporting science literacy can be challenged when students encounter obstacles in the absence of proper support. This research is intended to evaluate the effectiveness of an Oregon public school district's regional science fair coaching program in promoting inquiry skills and positive attitudes toward science in participating high school students. The purpose of this study was to better understand students' perception of program support, obstacles or barriers faced by students, and potential benefits of IBL facilitated by the science fair progra
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Gatling, Anne Pfitzner. "Investigating the impact of field verses university-based science methods on preservice teachers' belief and abilities to design inquiry-based science instruction for diverse learners." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1163.

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Thesis advisor: Michael G. Barnett<br>Elementary science instruction and teacher preparation need improvement for various reasons: 1) preservice teachers lack opportunities to experience (Windschitl, 2003) or observe (Smith, 1999) inquiry science, 2) pre-service teachers have even fewer opportunities to practice teaching science in a classroom settings (Hewson, Tabachnick, Zeichner, &amp; Lemberger, 1999); and 3) methods courses and field experiences fail to provide proper scaffolding and support for science teaching (Crawford, 1999). One way to improve preservice teacher growth and understand
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Książki na temat "Inquiry-based methods"

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Cleverly, Dankay. Implementing Inquiry-Based Learning in Nursing. Taylor & Francis Group Plc, 2004.

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Keengwe, Jared, and Marian B. Maxfield. Advancing higher education with mobile learning technologies: Cases, trends, and inquiry-based methods. Information Science Reference, 2015.

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Coffman, Teresa. Engaging students through inquiry-oriented learning and technology. Rowman & Littlefield Education, 2009.

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Indian Institute of Advanced Study., ed. The technique of Pahari painting: An inquiry into aspects of materials, methods, and history based upon observation and field-work. Indian Institute of Advanced Study, 2001.

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Barlowe, Avram. Looking for an argument?: An inquiry course at Urban Academy Laboratory High School. Center for Inquiry in Teaching and Learning, 2002.

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Sattes, Beth D. (Beth Dankert), ed. Thinking through quality questioning: Deepening student engagement. Corwin Press, 2011.

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Ancess, Jacqueline. An inquiry high school: Learner-centered accountability at the Urban Academy. NCREST, 1995.

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Báez, Luis Lloréns. Didáctica de la investigación: Una propuesta formativa para el desarrollo de la creatividad y la inteligencia. Universidad Autónoma de Baja California, 2008.

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Chitman-Booker, Lakenna. 5Es of Inquiry-Based Science. Shell Educational Publishing, 2013.

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The 5Es of Inquiry-Based Science. Shell Education, 2013.

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Części książek na temat "Inquiry-based methods"

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Henderson, Whitney. "Inquiry-Based Instructional Methods." In Effective Teaching. Routledge, 2024. http://dx.doi.org/10.4324/9781003523956-10.

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Frierson-Campbell, Carol, and Hildegard C. Froehlich. "Exploring Mixed Methods, Practitioner, and Arts-Based Inquiry." In Inquiry in Music Education, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003057703-16.

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Rowe, Richard, Pam McKinney, and Jamie Wood. "Inquiry-Based Assessment of Statistical Methods in Psychology." In Assessment Methods in Statistical Education. John Wiley & Sons, Ltd, 2010. http://dx.doi.org/10.1002/9780470710470.ch16.

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Taylor, Melisa Cahnmann. "Arts-Based Approaches to Inquiry in Language Education." In Research Methods in Language and Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02249-9_26.

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Taylor, Melisa Cahnmann. "Arts-Based Approaches to Inquiry in Language Education." In Research Methods in Language and Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02329-8_26-1.

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Schickore, Jutta. "Analysis and Induction as Methods of Empirical Inquiry." In Archimedes. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-76398-4_12.

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AbstractThis chapter traces the history of the notions of analysis and induction in German-language accounts of scientific inquiry between the mid-eighteenth and mid-nineteenth centuries. Many eighteenth-century scholars perceived analysis and induction as intertwined and tied to methods of empirical inquiry and discovery, as they had been perceived in the early modern period. Until well into the nineteenth century, the terms “(scientific) induction” or “inductive science” referred to any experience-based science (as opposed to a science based on first principles). Inductive science, thus unde
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Cox, Michaelene. "Researching & Teaching Political Science Through Arts-Based Inquiry Methods." In The Palgrave Handbook of Political Research Pedagogy. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76955-0_18.

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Evans, Robert, and Jens Dolin. "Taking Advantage of the Synergy Between Scientific Literacy Goals, Inquiry-Based Methods and Self-Efficacy to Change Science Teaching." In Professional Development for Inquiry-Based Science Teaching and Learning. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91406-0_6.

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Venter, Karen, and Alfi Moolman. "An Appreciative Inquiry Approach to Community-Based Research for Development of a Social Enterprise." In Palgrave Studies in Education Research Methods. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86402-6_9.

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Al-Thani, Noora J., and Zubair Ahmad. "The Scope of Problem-Based Learning and Integrated Research Education for Primary Learners." In SpringerBriefs in Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-87544-1_2.

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Abstract This Chapter 2 examines the significant role of problem-based learning (PBL) and integrated research education in shaping cognitive development and educational outcomes for primary learners. The chapter begins by detailing how fostering curiosity through research-driven inquiry is essential for intellectual growth and cognitive skill enhancement. It highlights the dynamic relationship between curiosity and Inquiry-Based Learning (IBL), emphasizing how curiosity drives investigative behavior and knowledge acquisition. Additionally, it explores the concept of epistemic curiosity and its
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Streszczenia konferencji na temat "Inquiry-based methods"

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McLoughlin, Eilish, Odilla Finlayson, Paul van Kampen, Deirdre McCabe, and Sarah Brady. "Teaching, learning, and assessing inquiry-based science education." In INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2015 (ICCMSE 2015). AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4937715.

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Ketcheson, David. "Teaching numerical methods with IPython notebooks and inquiry-based learning." In Python in Science Conference. SciPy, 2014. http://dx.doi.org/10.25080/majora-14bd3278-004.

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Bering, Edgar A., Donald L. Hampton, Nicole Moelders, et al. "Undergraduates Building Spacecraft: Using Inquiry-based Methods to Teach Spacecraft Engineering." In ASCEND 2020. American Institute of Aeronautics and Astronautics, 2020. http://dx.doi.org/10.2514/6.2020-4155.

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Alisher qizi, Yo’ldosheva Sevara. "DEVELOPING GLOBAL SKILLS THROUGH INQUIRY BASED LANGUAGE LEARNING." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-48.

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Today, interest and attention to the use of interactive methods, innovative technologies, pedagogical and information technologies in the educational process are increasing every day, one of the reasons for this is that traditional teaching methods still teach them to acquire ready-made knowledge, modern technologies teach them independently seek acquired knowledge, independently study and analyze, and even draw your own conclusions.
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Dovigo, Fabio. "Fostering Inquiry-Based Education Methods in Science Education Through Evaluation Capacity-Building." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1437090.

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Lundmark, Sofia, and Martin Jonsson. "DESIGN INQUIRY LEARNING - USING DESIGN THINKING METHODS AS SCAFFOLDING IN PROBLEM-BASED LEARNING." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1962.

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Vilinová, Katarína, and Veronika Kabátová. "Inquiry-based learning and its using in geography at the second level of primary schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-18.

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Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lesso
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Aubrecht, Gordon J. "Grounding Inquiry-based Teaching and Learning Methods in Physics Experiences for Prospective Elementary Teachers." In 2004 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2005. http://dx.doi.org/10.1063/1.2084708.

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Mavromanolakis, Georgios, and Sofoklis Sotiriou. "DIFFUSION OF ONLINE LABS AND INQUIRY-BASED SCIENCE TEACHING METHODS AND PRACTICES ACROSS EUROPE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2091.

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Seung, Elsun. "Increasing Preservice Teachers' Self-Efficacy in Inquiry-Based Science Teaching Through a Camp-Based Methods Course." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1433695.

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Raporty organizacyjne na temat "Inquiry-based methods"

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Suarez Enciso, Sonia, Hyeri Mel Yang, and Gabriela Chacon Ugarte. Skills for Life Series: Problem-Solving. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013098.

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Problem-solving skills help individuals cope with problem by analyzing it, and proposing viable solutions based upon available information. They are crucial for learning, societal participation, and personal activities, as well as for employment success. They decrease depression and aggression while improving academic performance and prosocial behaviors. Developing problem-solving skills can start at a young age through methods like problem-based learning, inquiry-based learning, and project work. In this brief we tell you more about its relevance, as well as successful initiatives to foster t
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Roose, Joshua, Mohammed Ali, and Miranda Stevens. Anti-Women Attitudes and Extremism: Empirical Evidence from the Australian Context. Centre for Resilient and Inclusive Societies, 2025. https://doi.org/10.56311/eewc1691.

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This report addresses Recommendation Two of the Victorian Government’s 2023 Response to the Inquiry into Extremism, providing foundational empirical research on the role of misogyny and anti-LGBTIQA+ sentiment in radicalisation to violence. It identifies critical gaps in current CVE frameworks concerning gender-based grievances. Existing counter-extremism strategies lack sufficient mechanisms to detect and address misogynistic beliefs, significantly restricting opportunities for early intervention and effective prevention. A mixed-methods approach, comprising a nationally representative IPSOS
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Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3897.

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The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essen
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Heng, Kimkong. Cambodia’s Aspirations to Become a Knowledge-Based Society: Perspectives of Cambodian University Students. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.138.202305.

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Background Cambodia envisages to become an upper-middle-income country by 2030 and a high-income country by 2050. The country also aspires to develop into a knowledge-based society (MoEYS 2014). To support these goals, it is crucial to consider the role of higher education institutions (HEIs), particularly universities, in training, research and service. However, research has shown that Cambodian higher education is faced with many challenges ranging from skills mismatches to fragmented governance to limited research capacity and stakeholder involvement (Heng and Sol 2022a; Kwok et al. 2010).
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