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A popular instructional philosophy that originated with Jerome Bruner (1961), in which inquiry-based learning required that students “experience” their content by active involvement. Under this perspective, students are encouraged to experiment, elaborate, discover, and explore in learning, or “learn by doing.” In constructivist instruction, the process of discovery is as important as the content, if not more so. Questions are used more than lectures, and activity and inquiry are valued more than collecting information. For more information, see Bruner (1961).

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