The Importance Of Inquiry-Based Education

Results

Historically Vygotsky (1978) states that for the cohesion of a group educators need to ‘Plan social interactions—group projects, cooperative activities, role-play, debates, and discussions—provide more practice and enhance student learning through common experiences’. Focus on Inquiry provides practical guidance and advice on the types of inquiry activities best suited to different types of learners (Alberta Education, 2004).

Findings from Darling-Hammond (2008) mention ‘Newly emerging insights and empirical findings in the learning sciences suggest that traditional approaches to education that emphasize the ability to recall disconnected facts and follow prescribed set of rules and operations should be replaced by “learning that enables

Friesen et al (2013) supplemental evidence ‘As outlined by the Galileo Educational Network (2008) rubric to guide inquiry and supported by a large body of research, a constellation of processes needs to be in place to maximize the impact on inquiry-based education. These elements include scaffolding activities, formative feedback loops, and the adoption of powerful questioning strategies to guide the learning process’. There consists a strength of evidence where we can prove through examination that a social constructive approach to learning remains preferable to traditional liberal education lecture style methods of teaching. A transfer of knowledge continues optimal when students are engaged in making decisions about their learning, but passively absorbing information persists as an approach still often used today since we can easily record data that makes instructors look accountable to stakeholders throughout the education field. Research questions that clearly state inquiry based learning proves superior to other methods gives my research paper an advantage by stating that learning theories apply to the overall development of students. My paper not only compares a case study of American and Korean education systems, but has an agenda that aims to prove student centered learning to be a preferred method of instruction for learners, parents, teachers and stakeholders. What we adduce to as traditional schooling Kohn (2008) verifies ‘has been largely the result of outdated policy changes. Progressive educators are concerned with helping children become superior learners and congenial people. Schooling isn’t just academics, nor intellectual growth limited to verbal and mathematical proficiency, but rather a system where children learn