The Languages of Inquiry: An English-French Lexicon of Inquiry Terminology in Education

Abstract

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

Using Brief Teacher Interviews to Assess the Extent of Inquiry in Classrooms

“…The importance of inquiry-based education, whether or not that specific label is used, has been reflected internationally in contemporary general curricular reforms (e.g., European Commission [EC], Directorate-General for Research, Directorate L-Science, Economy and Society, 2007; National Council for the Social Studies [NCSS], 1994; National Council of Teachers of Mathematics [NCTM], 2000; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010; National Research Council [NRC], 1996, 2000, 2012; Québec, Ministère de l’Éducation, 1999, 2001, 2004; UNESCO, 2008). Chichekian, Savard, and Shore (2011) summarized the historical growth of international commitment to inquiry-based instruction, from Dewey (1933) to Bruner (1960) and through the influence of several Nobel Laureates in physics, perhaps a partial explanation for the central and likely disproportionate role of science educators and scientists in promoting inquiry in education.…”

Enhancing Elementary Pupils’ Conceptual Understanding on Matter through Sci-vestigative Pedagogical Strategy (SPS)

“…Hence, science educators must attend capacitybuilding activities to better understand the process of employing the instructional method in class and update their knowledge on learning content. In inquiry-based learning like the SPS, students develop initiative individually or collaboratively, disciplinary and multi-disciplinary expertise, innovative and creative skills, through research-based investigations of authentic questions interesting for the students (Chichekian, Savard, & Shore, 2011).…”

First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction

“…Understanding inquiry is necessary, but insufficient to conceptually understanding inquiry within a discipline. Teachers must distinguish between practicing a discipline (authentic learning processes) and practicing discipline-based activities (e.g., interactive, hands-on classroom activities; Chichekian et al, 2011;. Highly self-efficacious teachers might persist and be more ambitious in implementing inquiry-instruction strategies, but confidence alone insufficiently contributes to effective practices (Chichekian & Shore, 2016).…”

“…This situation becomes more complex when teachers must align their instruction with mandated reforms such as inquiry-based instruction. In inquiry-based learning and teaching, students individually or in groups develop initiative, disciplinary and cross-disciplinary expertise, and intellectual and creative skills, through thoughtful, evidence-driven investigations of authentic questions in topics of student interest (Chichekian, Savard, & Shore, 2011). Few teachers routinely use inquirybased instruction due to constraints including perceived time limits to cover the yearly curriculum or prepare students for examinations, low self-confidence or insufficient academic background to teach particular disciplines through inquiry, or limited understanding of inquiry-based instruction, leading to transmission of knowledge (Fogleman, McNeill, & Krajcik, 2011;Kim, Tan, & Talaue, 2013;Levy, Thomas, Drago, & Rex, 2013;Roehrig & Luft, 2004).…”