Sentence examples for didactic inquiry from inspiring English sources

"A didactic inquiry into the problem of how to write a book which lasts 10 years", this interwar masterpiece of cultural criticism transformed the English literary conversation almost overnight, establishing phrases such as "the pram in the hall" at the heart of contemporary creative consciousness.

Each image comes with two instructional captions: one didactic, one for inquiry-mode teaching.

Inquiry and didactic sections had equivalent gender distributions (34% male in inquiry; 35% male in didactic), initial average reasoning ability (MInquiry = 14.0; MDidactic = 13.2), percentage of Pre-Health majors (67.4% in inquiry; 64.9% in didactic), and attrition rates (22.8% in inquiry; 20.0% in didactic).

Within both inquiry and didactic sections, students were assigned to collaborative groups for the entire semester.

Based on initial student reasoning ability (i.e., low, medium, or high), students were assigned to either homogeneous or heterogeneous collaborative groups within either inquiry or didactic instruction.

Inquiry and didactic sections performed equally on low-level Bloom items (n = 73, Minquiry = 61.6%; n = 71, Mdidactic = 65.6%; F = 2.35, p = NS; see Table 3).

Further, to determine whether the instructional method had an interactive effect on the varied success of each type of collaborative group, both types were integrated into two instructional methods: inquiry and didactic.

No significant differences were found between the inquiry and didactic sections for overall reasoning gains (n = 73, Minquiry = 1.97; n = 71, Mdidactic = 2.07; F = 0.01, p = NS; reasoning gains were calculated by subtracting initial reasoning scores from final reasoning scores; a maximum of 24 points was possible).

On high-level Bloom items, inquiry sections outperformed didactic sections (n = 73, Minquiry = 68.9%; n = 71, Mdidactic = 64.9%; F = 4.15, p = 0.04; see Table 3).

A deliberate choice was made for a didactic approach of research-based, inquiry-based education in an authentic context throughout the whole curriculum.

However, the inquiry sections significantly outperformed the didactic sections on the reasoning transfer items (n = 73, Minquiry = 2.89; n = 71, Mdidactic = 2.52; F = 6.42, p = 0.01; see Table 3; reasoning transfer items were calculated based on a six-point scale).