Teaching Inquiry with a Lens toward Curiosity

Autor/inn/en	von Renesse, Christine; Ecke, Volker
Titel	Teaching Inquiry with a Lens toward Curiosity
Quelle	In: PRIMUS, 27 (2017) 1, S.148-164 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2016.1176973
Schlagwörter	Personality Traits; Inquiry; Teaching Methods; Mathematics Instruction; Mathematics Education; Active Learning; Vignettes; Educational Psychology; Mathematics Teachers; Professional Personnel; College Students; Massachusetts + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Aktives Lernen; Erziehungspsychologie; Pädagogische Psychologie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Personalbestand; Collegestudent; Master-Studiengang
Abstract	This paper links educational psychology research about curiosity to teacher moves that are effective in an inquiry-based mathematics classroom. Three vignettes will show explicit teacher moves (staging disagreement, intriguing anecdotes, and creating a safe space) for different audiences (math majors, mathematics for liberal arts students, and future elementary school teachers) and tie them to particular studies about curiosity. The goal is to deepen our thinking about inquiry-based teaching by considering curiosity as one of the starting points of inquiry. Educational psychologists have found ample evidence that curiosity improves learning. We claim that curiosity and inquiry are deeply connected in a "curiosity-inquiry cycle" and become most active in a classroom that exhibits a culture of asking questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01