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The Neuroscience Complexity of Inquiry-Based Learning::Inquiry-based learning

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Learning::inquiry    Students::science    Their::science    First::inquiry    Research::skills    Learning::thinking

The Neuroscience Complexity of Inquiry-Based Learning The literature states that inquiry requires multiple cognitive processes and variables, such as causality and co-occurrence that enrich with age and experience.<ref name="ReferenceB">{{#invoke:Citation/CS1|citation |CitationClass=journal }}</ref><ref name="ReferenceC">{{#invoke:Citation/CS1|citation |CitationClass=journal }}</ref> Kuhn, et al. (2000) used explicit training workshops to teach children in grades six to eight in the United States how to inquire through a quantitative study. By completing an inquiry-based task at the end of the study, the participants demonstrated enhanced mental models by applying different inquiry strategies.<ref name="ReferenceB"/> In a similar study, Kuhan and Pease (2008) completed a longitudinal quantitative study following a set of American children from grades four to six to investigate the effectiveness of scaffolding strategies for inquiry. Results demonstrated that children benefitted from the scaffolding because they outperformed the grade seven control group on an inquiry task.<ref name="ReferenceC"/> Understanding the neuroscience of inquiry learning the scaffolding process related to it should be reinforced for Ontario’s primary teachers as part of their training.


Inquiry-based learning sections
Intro   History    Characteristics of Inquiry-Based Learning   [[Inquiry-based_learning?section=</a>_Inquiry-Based_Science_Education_|</a> Inquiry-Based Science Education ]]   Inquiry-Based Learning In Other Disciplines/Programs    Misconceptions About Inquiry    The Neuroscience Complexity of Inquiry-Based Learning    Notes For Educators    Criticism    Additional Scholarly Research Literature    References and Further Reading   See also   External links   

The Neuroscience Complexity of Inquiry-Based Learning
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