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I notice you sent your ArtsEdNet contribution to the seminar group, but I
haven't seen it on the listserv. That's artsednet
>I have been thinking about Inquiry Learning for some time and would like to
>offer some inquiry about Inquiry.
>As I read the recent comments about inquiry and inquiry learning, I noticed
>that many responses seemed to suggest (implicitly) that all questions are
>valuable because students are actively engaged in their own learning.
>Perhaps. But questions are of many different kinds and exist on many
>different level. It seems reasonable to conclude (therefore) that not all
>questions are equal in value. Rather, some questions are better than
>Students who spontaneously generate their own questions often ask lower
>level questions because they lack background to do otherwise. Further, in
>the spontaneous give and take of questioning, some questions (and their
>answers) may be considerably off track or may generate answers which seem
>to have little relationship to one another. Students can come away from
>such sessions with erroneous, or disconnected bits of information because
>the conversations drifted to a range of topics, some only distantly related
>(even unrelated) and students lacked connection-making expertise to put
>them together on their own.
>It seems therefore that some type of inquiry structure is needed so that
>students don't stray too far afield and connection-making is made easier.
>If questions are carefully worded, they can allow students to ask many many
>questions but within selected, broad, perameters. Carefully worded
>questions also can promote higher order thinking because connections (even
>broad) connections may be suggested by the question that students may not
>have thought of on their own. Then student's questions become strategies
>for knowledge seeking in a particular direction, relationships can be
>established between the various answers, and understading aligned with
>instructional goals is more likely.
>It seems to me that questions of this sort avoid the dreaded Socratic
>method yet provide cohesion to the variety of possible student responses..