Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/9895
Title: The Debate Between Inquiry Learning and Direct Instruction: What Should Count as Evidence?
Authors: Chinn, Clark A.
Hussain-Abidi, Huma
Kalu-Mamji, Hera
Hunkar, Kyle
Jhala, Riya
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Chinn, C. A., Hussain-Abidi, H., Kalu-Mamji, H., Hunkar, K., & Jhala, R. (2023). The debate between inquiry learning and direct instruction: What should count as evidence?. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1262-1265). International Society of the Learning Sciences.
Abstract: In the ongoing debate regarding whether direct instruction or inquiry learning is superior, there exists a lack of clarity—even confusion—regarding the core features of each type of instruction. This paper argues that scholars advocating direct instruction have frequently misconceived core features of inquiry learning. The consequence of this is that many studies purporting to support direct instruction over inquiry learning fail to do so. We present three arguments for this claim, focusing on three essential features of inquiry learning environments: epistemic agency, community interaction, and complexity of inquiry learning environments. We call for and sketch a new approach to conducting research on the relative affordances of core features of these two approaches to instruction.
Description: Short Paper
URI: https://doi.org/10.22318/icls2023.103493
https://repository.isls.org//handle/1/9895
Appears in Collections:ISLS Annual Meeting 2023

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