International Handbook of Inquiry and Learning

"Inquiry learning has been promoted in education research and policy as having a multitude of benefits for learning across disciplines. Yet getting inquiry to take hold in formal and informal learning environments has been a pernicious problem in the field, in part because the core characteristics of inquiry learning are rarely articulated. However, over the past several decades, we have amassed theoretical and practical knowledge about the nature of inquiry learning broadly construed and in different disciplines as well as how to support such learning. Reaping the benefits of this work, this handbook takes on the challenge of defining key features of inquiry learning and distinguishing it from other forms of learning. Calling on leading experts in the field, the editors compiled an impressive and must-read volume for anyone interested in the design and study of inquiry learning environments, including the identification of key components of such environments, issues of equity in inquiry learning, and how to support such learning in different disciplines and in both formal and informal settings. The International Handbook of Inquiry and Learning is timely and highly informative for understanding and tackling the challenging global political, economic, and social dilemmas with which the world is faced." Susan Goldman, Distinguished Professor of Liberal Arts & Sciences, Psychology, and Education and Founding Co-Director of Learning Sciences Research Institute at the University of Illinois at Chicago, USA

Ravit Golan Duncan is a Professor of Learning Sciences and Science Education with a joint appointment in the Graduate School of Education and the School of Environmental and Biological Sciences at Rutgers University, USA. Clark A. Chinn is a Professor of Learning and Educational Psychology in the Graduate School of Education at Rutgers University, USA.

1. Inquiry and Learning Section 1: The Design of Inquiry Learning Environments 2. Evolving Conceptions of Educational Research and Inquiry 3. Guiding Frameworks for the Design of Inquiry Learning Environments 4. Establishing and Running Design Teams 5. Design-Based Implementation Research to Support Inquiry Learning 6. Scaling Up Design of Inquiry Environments 7. Professional Development for the Support of Teaching through Inquiry 8. Assessing Inquiry Section 2: Components of Inquiry Environments 9. Motivation in Collaborative Inquiry Environments 10. Scaffolding Inquiry: Reviewing and Expanding on the Function and Form of Scaffolding in Inquiry Learning 11. Inquiry-based Practices: Opening Possibilities for (In)Equitable Interactions in Classrooms 12. How Best to Argue? Examining the Role of Talk in Learning from a Sociocultural Perspective 13. Argumentation and Inquiry Learning 14. Collaborative Interactions in Inquiry Learning 15. Community-Level Design Considerations in Creating Communities of Inquiry Section 3: Inquiry and Learning Across Disciplines and Contexts 16. Inquiry and Learning in Literature 17. Inquiry Learning in History 18. Broadening Participation in Mathematical Inquiry: A Problem of Instructional Design 19. Inquiry and Learning in Science 20. Inquiry and Learning in Engineering 21. Inquiry and Learning in Informal Settings