•The new edition will feature: ○ All new examples across disciplines ○ Introduce the Structure of Process and discuss how it connects with the Structure of Knowledge, introduced in the first edition ○ Updated research throughout ○ Two all new chapters: Ch. 5 on Concept-Based Inquiry and Ch. 6 on Developing the Concept-Based Teacher ○ New example units
Chapter 4: Inquiry Learning in Concept-Based Lessons
Inquiry Learning in Concept-Based Lessons
This chapter begins by briefly discussing inductive versus deductive teaching as distinctly different philosophies, both of which can embrace inquiry learning. There are several variations in what is termed inquiry learning, but structured and guided inquiry align most closely with the goals of Concept-Based Instruction. Next, we detail two common difficulties we see when beginning to design Concept-Based lessons. Solutions are offered for redesigning such lessons. Now, let’s talk about the teaching philosophies that embrace inquiry learning.
Deductive and Inductive Teaching
Concept-Based Instruction embraces an inductive philosophy. But what is the primary difference between deductive and inductive teaching? A deductive approach begins by sharing a unit generalization with students prior to their inquiry work. Students ...