Learning together through inquiry : from Columbus to integrated curriculum
著者
書誌事項
Learning together through inquiry : from Columbus to integrated curriculum
Stenhouse Publishers, c1996
大学図書館所蔵 全3件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Bibliography: p. 207-214
内容説明・目次
内容説明
For teachers who have been exploring process approaches and thematic units in language arts and other areas, the logical next step is inquiry.
Based on the authoring cycle, the inquiry cycle provides one possible curricular framework for supporting inquiry within classroom contexts. Through inquiry learners engage in a process of searching for questions that are significant in their lives and finding multiple ways to examine and research those questions.
Learning Together Through Inquiry is the story of how six teachers collaborated with each other and with their students to explore and negotiate curriculum as inquiry in their classrooms. Through this experience they were able to examine their beliefs about inquiry and the teaching of content in elementary classrooms and, most important, they saw the students becoming engaged in learning. They had moved from textbook-based curriculum to thematic units-where students are involved in a range of activities and literature focused around a common topic or issue-to their current interest in inquiry approaches.
All six authors used the broad concept of "discovery" to begin the year and connect the inquiry studies across the year to one another. Students engaged in inquiries about Christopher Columbus, families changing over time, personal and family history, slavery, human rights, cultures, space, and nature cycles.
Learning Together Through Inquiry is an accessible guide to applying the inquiry cycle and negotiating curriculum around a broad concept. It is also a compelling snapshot of how teacher researchers collaborate to enrich their own and their students' learning.
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