Inquiry Literacy: A Proposal for a Neologism

被引：0
|
作者：
Shore, Bruce M. [1 ]
Birlean, Camelia [2 ]
Walker, Cheryl L. [3 ]
Ritchie, Krista C. [4 ]
LaBanca, Frank [5 ]
Aulls, Mark W. [1 ]
机构：
[1] McGill Univ, Fac Educ, Dept Educ & Counselling Psychol, Educ Psychol, Montreal, PQ, Canada
[2] McGill Univ, Educ Psychol, Cognit & Instruct, Montreal, PQ, Canada
[3] McGill Univ, Montreal, PQ, Canada
[4] McGill Univ, Educ Psychol, Montreal, PQ, Canada
[5] Western Connecticut State Univ, Grad Res, Instruct Leadership Program, Danbury, CT USA
来源：
LEARNING LANDSCAPES | 2009年 / 3卷 / 01期
关键词：
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Literacy definitions, the growth of inquiry literacy in science education, and the developmental nature of inquiry literacy within learners' experiences in diverse content domains are outlined. Classroom-based vignettes illustrate elements of inquiry literacy in science, social studies, and mathematics. A preliminary list of qualities of student inquiry literacy is presented. These qualities could potentially be monitored in individuals and classrooms as the range of literacy knowledge, skills, and dispositions increases in breadth, depth, and fluency.
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页数：17
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