Inquiry Learning for Our Students and Our Future
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| Title: | Inquiry Learning for Our Students and Our Future |
|---|---|
| Language: | English |
| Authors: | Stephen P. Gordon |
| Source: | Educational Considerations. 2025 51(1). |
| Availability: | Kansas State University, College of Education. Available from: New Prairie Press. Kansas State University Libraries, 1117 Mid-Campus Drive North, Manhattan, KS 66506. Tel: 785-532-7444; e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org/edconsiderations/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Inquiry, Active Learning, Citizenship Education, Elementary School Students, Secondary School Students, Evaluative Thinking, Problem Solving, Critical Thinking, Democracy, Developmentally Appropriate Practices, Teaching Methods, Learning Processes, Interdisciplinary Approach |
| ISSN: | 0146-9282 2573-7686 |
| Abstract: | Society is currently experiencing a wave of misinformation and disinformation spread through social media and other means. Widespread false information threatens our social relationships and our democracy. A shift toward inquiry learning in PreK-12 education can both improve student learning in general and teach students to assess the validity of sources, assumptions, and assertions they encounter. Students who participate in inquiry learning explore real-world problems, practice critical thinking, and develop practical solutions. Inquiry learning also prepares students for democratic citizenship. Given the conventionality of many public school systems and outside political forces that might resist inquiry learning, the author suggests a developmental approach to implementing inquiry learning in schools where it is not currently emphasized. A developmental approach can be taken relative to learning level, curriculum level, and learning locale. Examples of inquiry learning in each of these three areas are provided. The author also suggests future research on the long-term effects of inquiry learning in PreK-12 education on graduates' lives beyond school. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487317 |
| Database: | ERIC |
| Abstract: | Society is currently experiencing a wave of misinformation and disinformation spread through social media and other means. Widespread false information threatens our social relationships and our democracy. A shift toward inquiry learning in PreK-12 education can both improve student learning in general and teach students to assess the validity of sources, assumptions, and assertions they encounter. Students who participate in inquiry learning explore real-world problems, practice critical thinking, and develop practical solutions. Inquiry learning also prepares students for democratic citizenship. Given the conventionality of many public school systems and outside political forces that might resist inquiry learning, the author suggests a developmental approach to implementing inquiry learning in schools where it is not currently emphasized. A developmental approach can be taken relative to learning level, curriculum level, and learning locale. Examples of inquiry learning in each of these three areas are provided. The author also suggests future research on the long-term effects of inquiry learning in PreK-12 education on graduates' lives beyond school. |
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| ISSN: | 0146-9282 2573-7686 |
