Tools are needed to track the elements of students' successful engagement in inquiry. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) is a 79-item, criterion-referenced, learner-focused questionnaire anchored in Schön's model and related models of self-regulated learning. The MSDIQ addresses three phases of inquiry engagement-planning, enactment, reflection-perceived as important by teachers, parents, and students before or after inquiry participation. Internal consistency and validity evidence was obtained from 205 university students with different inquiry backgrounds: teacher education years 1 and 4, continuing teacher education, and honors psychology. Separate confirmatory factor analyses of planning, enactment, and reflection generated 14 intercorrelated factors congruent with definitions of inquiry instruction and supported the hypothesized structure underlying the MSDIQ as a reliable and valid instrument for measuring inquiry engagement and valuing its building blocks.
Contemporary curricular reform efforts are underway in many countries toward adopting and implementing inquiry-based approaches to teaching and learning on a provincial and national level. Buzzwords associated with inquiry-based pedagogy have been used to express similar ideas in bilingual educational communities, but rarely with a direct one-to-one correspondence.We present and explain the meaning of 10 initial key terms from inquiry in education, in English and French.They represent the beginning steps to guide teachers and curriculum developers who are exposed to both the French and English inquiry traditions to translate ideas and curriculum consistently
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