It takes two to tango: In dynamic inquiry, the self-directed student acts in association with the facilitating teacher
Lecturer
The current research presents a qualitative view of a teacher-student association within the context of dynamic inquiry, as encouraged by a new biology curriculum, "Biomind". This curriculum enables open inquiry learning through teacher guidance. We characterized the various aspects of the student’s functioning as a self-directed student during the open inquiry learning process. The student’s functioning corresponds closely to the teacher’s efforts to facilitate the student’s scientific literacy, initiative, responsibility and motivation. Dynamic inquiry does not separate teaching from learning, but creates a learning community of teachers and students that is crucial to the success of the inquiry process.
Zion, M., & Slezak, M. (2005).
It takes two to tango: In dynamic inquiry, the self-directed student acts in association with the facilitating teacher. Teaching and Teacher Education, 21 (7), 875-894.
Last Updated Date : 21/11/2012
