Abstract
Herein we set out to argue that the current Full-Day kindergarten (FDK) in Ontario, Canada
situates the inquiry process within early learning, and initiates an Ontario students’
educational journey by having new students construct meaning in a collaborative,
developmentally appropriate manner. Among the major benefits of learning through inquiry is
increased student engagement (community of learners) and decreased student anxiety.
Students suggest Inquiry-Based Learning (IBL) is authentic, natural and IBL profits from its
genuine connections with the real world. When students are given the chance to enhance their
learning through real-world problems, the authenticity of the activity shines through, as
students are able to see how learning the intended concepts will be of use to them outside the
classroom.
Thomas G. Ryan, Michel St-Laurent. (2016) Inquiry-Based Learning: Observations and Outcomes, Journal of Elementary Education, Volume-26, Issue-1.
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