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1 de feb. de 2015 · The goal of this article is to identify and summarize the core features of inquiry cycles from the viewpoint of the learning process by systematically reviewing the literature on inquiry phases and cycles. The outcome of this review is a synthesized inquiry cycle that combines the strengths of existing inquiry-based learning frameworks.
INTRODUCTION. The Cycle of Inquiry Process. Children observe, experiment, explore, and form ideas about their world every moment of their day. Being witness to children’s deep-felt curiosity and having the presence of mind to be in the moment and thinking with children is magical. It makes you want to jump in to photograph what is happening ...
The inquiry cycle is an ongoing process of reflecting on practice, undertaking professional learning, implementing that professional learning, and assessing impact. The term “inquiry cycle” is often used interchangeably with “action research”, which follows a similar cyclical process.
Inquiry is not a one-off moment in learning. It is not a separate or specific part of learning, but is rather the approach and lens through which we view all forms and facets of learning. Inquiry is a process, a flexible framework that is cyclical yet not linear, where the phase of tuning in (see below, along with other inquiry phases) is ...
25 de feb. de 2015 · Inquiry-based learning is often organized into inquiry phases that together form an inquiry cycle. However, different variations on what is called the inquiry cycle can be found throughout...
31 de ene. de 2021 · In this, a six-step inquiry process has been described and presented as a cycle. Learners might move through this cycle sequentially, or might move back and forth in the cycle as necessary or even skip steps if that is appropriate. For each phase of the process, a set of likely thinking moves have been identified from the ...
The Cycle of Inquiry (COI) System (Broderick & Hong, 2003) is a five-phase cycle of inquiry to guide teachers’ planning, grounded in constructivist theory and inspired by constructivist teacher educators (Gandini & Goldhaber, 2001) and educators from Reggio Emilia, Italy (Edwards, Gandini, & Forman, 1998; Hendrick, 1997).
