Sentence examples for understanding of inquiry from inspiring English sources

This chapter examines the role of performance measures in the social construction of the understanding of inquiry and the development of the ability to inquire.

Teachers' understanding of inquiry has been displayed in various ways.

Without a common understanding of inquiry, generalization of what inquiry-based teaching and learning becomes difficult.

Therefore, teachers are able to develop their understanding of inquiry and successfully implement inquiry-based learning approaches.

When scientific inquiry means different things to different people, it comes to a point where the understanding of inquiry becomes vague and non-specific (Anderson, 2002).

Also, science teachers have different understanding of inquiry for example, one believes inquiry is doing hands-on activity only (Kirschner, Sweller, & Clark, 2006 or the other understood inquiry as providing minimal guidance (Barron & Darling-Hammond, 2010).

Drawing on our analysis, we developed a typography of understandings of inquiry-based science instruction that teachers in our cohort held and generated a two dimensional model characterizing pathways through which teachers develop core teaching practices supporting inquiry-based science instruction.

Science teachers hold a partial understanding of the inquiry concept and do not realize that inquiry is a method for investigating natural phenomena and that scientists use it to gain knowledge based on evidence.

This artwork utilizes minimalist aesthetic forms while relating a complex embodied understanding of aesthetic inquiry, and in this way, represents my living inquiry as an a/r/tographer.

Provides an understanding of scientific inquiry (as distinct from understanding the results of such inquiry).

However, if teachers have different conceptions of scientific inquiry, then the enactment will be different and students will learn inquiry in different ways according to their teachers' understanding of scientific inquiry.