International Handbook of Inquiry and Learning is an overview of scholarship related to learning through and engagement in inquiry. Education takes on complex dimensions when learners solve problems, draw conclusions, and create meaning not through memorization or recall but instead through active cognitive, affective, and experiential processes. Drawing from educational psychology and the learning sciences while encompassing key subdisciplines, this rigorous, globally attentive collection offers new insights into what makes learning through inquiry both possible in context and beneficial to outcomes. Supported by foundational theories, key definitions, and empirical evidence, the book’s special focus on effective environments and motivational goals, equity and epistemic agency among learners, and support of teachers sets powerful, multifaceted new research directions in this rich area of study. 

chapter 1|14 pages

Inquiry and Learning

ByClark A. Chinn, Ravit Golan Duncan

part Section 1|139 pages

The Design of Inquiry Learning Environments

chapter 2|22 pages

Evolving Conceptions of Educational Research and Inquiry

ByRichard A. Duschl, Armend Tahirsylaj

chapter 4|14 pages

Establishing and Running Design Teams

ByKimberley Gomez, Nicole Mancevice

chapter 5|14 pages

Design-Based Implementation Research to Support Inquiry Learning

ByWilliam R. Penuel, Ashley Seidel Potvin

chapter 6|21 pages

Scaling Up Design of Inquiry Environments

ByJeremy Roschelle, Claudia Mazziotti, Barbara Means

chapter 7|21 pages

Professional Development for the Support of Teaching through Inquiry

ByAnat Zohar, Maya S. Resnick

chapter 8|24 pages

Assessing Inquiry

ByDrew H. Gitomer

part Section 2|120 pages

Components of Inquiry Environments

chapter 9|17 pages

Motivation in Collaborative Inquiry Environments

BySanna Järvelä, Hanna Järvenoja, Hanni Muukkonen

chapter 10|15 pages

Scaffolding Inquiry

Reviewing and Expanding on the Function and Form of Scaffolding in Inquiry Learning
ByChris Quintana

chapter 11|15 pages

Inquiry-Based Practices

Opening Possibilities for (In)equitable Interactions in Classrooms
ByDan Battey, Emily Wolf McMichael

chapter 12|17 pages

How Best to Argue? Examining the Role of Talk in Learning from a Sociocultural Perspective

ByAlina Reznitskaya, Ian A. G. Wilkinson

chapter 13|18 pages

Argumentation and Inquiry Learning

ByMaría Pilar Jiménez-Aleixandre, Pablo Brocos

chapter 14|17 pages

Collaborative Interactions in Inquiry Learning

ByAsmalina Saleh, Cindy E. Hmelo-Silver, Krista D. Glazewski

chapter 15|19 pages

Community-Level Design Considerations in Creating Communities of Inquiry

ByKaterine Bielaczyc

part Section 3|96 pages

Inquiry and Learning across Disciplines and Contexts

chapter 16|19 pages

Inquiry and Learning in Literature

ByCarol D. Lee

chapter 17|15 pages

Inquiry Learning in History

ByCarla van Boxtel, Michiel Voet, Gerhard Stoel

chapter 18|14 pages

Broadening Participation in Mathematical Inquiry

A Problem of Instructional Design
ByIlana Seidel Horn, Melissa Gresalfi

chapter 19|20 pages

Inquiry and Learning in Science

ByRavit Golan Duncan, Na’ama Y. Av-Shalom, Clark A. Chinn

chapter 20|13 pages

Inquiry and Learning in Engineering

ByAnette Kolmos, Pia Bøgelund, Jette Egelund Holgaard

chapter 21|13 pages

Inquiry and Learning in Informal Settings

ByJennifer D. Adams, Susan McCullough