Two kinds of supports for inquiry practices were developed, namely cognitive and metacognitive prompts.
The platform provided by the weekly TLC sessions is one such example where Senior Teachers modeled inquiry practices.
We observed collaborative inquiry practices as four modes of evoking ways of knowing and two modes of building coherence.
We analysed the dimensions of the problem space the group renders and the collaborative inquiry practices used.
The aim of this study was to develop and examine supports for inquiry practices in computer-based learning environments (CBLEs).
The sequential analysis in this study identified the students' crucial learning patterns of successful inquiry practices in both the structured and guided inquiry stages.
To advance that of inquiry, practices of our intensive care unit (ICU) were assessed in order to improve drug administration by central venous catheter (CVC).
Tan et al. (2014) report that assessment, curriculum content, and preparation made up 35.8% of all the perceived difficulties in inquiry practices.
A small group of teachers from each school attended PD, learned collaborative planning and inquiry practices, and were expected to lead this work at their school.
Inquiry as teaching (Barman, 2002; Loyens & Rikers, 2011) means teachers understand inquiry as a whole spectrum of instructional techniques that make use of inquiry practices such as generating questions, formulating hypothesis or evaluating explanations.
However, in contexts where students are not comfortable with self-learning, MIC-O-MAP may require support from instructors trained in inquiry practices as well as in teaching with ICT-based materials.
