探究式教學(xué)在培養(yǎng)學(xué)生批判性思維方面的有效性畢業(yè)論文外文翻譯(編輯修改稿)
2025-06-26 01:58 本頁面
【文章內(nèi)容簡介】 aclough in their writing. They believe that using inquiry teaching can develop students’natural skills in learning History. This is also supported by AbdulRahim Abdul Rashid (1999) in his book ‘History of Education: Philosophy, Theory and Practice’ where he stated through inquiry,historians had been able to develop History as a scientific, objective, and subjective lesson for students to learn. According to Abdul Rahim Abdul Rashid (1999), inquiry means questioning something to get answers to what someone has learnt. Discovery is a process involving efforts to understand, collecting, analysing, making inferences and formulating ideas about anything relevant. Inquiry is a process of finding and investigating problems, developing hypotheses, designing experiments,collecting data and making conclusions to solve problems. Inquiry is also a process of searching for the truth information or knowledge through questioning. The inquiry process begins with collecting information through sight, hearing, touch, taste and smell. Omardin (1996) defines inquiry as a matter of questioning techniques and finding answers to the questions raised. It involves careful observation and measurement, making hypotheses interpreting and developing theories. Inquiry experimenting requires skills, reflections, and taking into account the strengths and weaknesses of the methods used. Inquiry teaching plays an important role in solving problems in teaching and learning. In fact, it also plays an important role in developing students’ thinking to achieve success. This was also stated by Arends (2020). The use of inquiry teaching has taken place since the 1950s and 1960s in the United States
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