LEADER 03873nam 2200781Ia 450 001 9910957575903321 005 20250509175449.0 010 $a9786610930906 010 $a0871207192 010 $a9781416600855 010 $a141660085X 010 $a9781280930904 010 $a128093090X 010 $a9780871208910 010 $a0871208911 035 $a(CKB)2550000000038239 035 $a(EBL)3002069 035 $a(SSID)ssj0000278628 035 $a(PQKBManifestationID)11912349 035 $a(PQKBTitleCode)TC0000278628 035 $a(PQKBWorkID)10258214 035 $a(PQKB)11531138 035 $a(SSID)ssj0000358819 035 $a(PQKBManifestationID)12102580 035 $a(PQKBTitleCode)TC0000358819 035 $a(PQKBWorkID)10378665 035 $a(PQKB)20531869 035 $a(MiAaPQ)EBC3002069 035 $a(MiAaPQ)EBC280316 035 $a(MiAaPQ)EBC4948006 035 $a(Au-PeEL)EBL3002069 035 $a(CaPaEBR)ebr10044810 035 $a(OCoLC)52593044 035 $a(Au-PeEL)EBL4948006 035 $a(CaONFJC)MIL93090 035 $a(Perlego)3292566 035 $a(EXLCZ)992550000000038239 100 $a20021003d2003 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDeveloping more curious minds /$fJohn Barell 205 $a1st ed. 210 $aAlexandria, Va. $cAssociation for Supervision and Curriculum Development$dc2003 215 $ax, 244p. $cill. ;$d23cm 300 $aDescription based upon print version of record. 311 08$a9780871207197 311 08$a0871207192 320 $aIncludes bibliographical references and index. 327 $aA culture of inquisitiveness -- Models of inquiry -- Creating schools of inquiry -- The nature of good questions -- Writing our curiosities -- Questioning texts -- An intelligent revolution -- Inquiry- and problem-based learning -- Wisely using the World Wide Web -- Of museums and fieldnotes -- How we assess our inquisitiveness -- The power of leadership -- Epilogue. 330 $aAfter the September 11 attacks on the World Trade Center and Pentagon, many people questioned why no one had anticipated the terrorists' acts, even when events and intelligence seemed to point toward them. John Barell wonders if the attacks speak to a greater societal problem of complacency. He believes many students have become too passive in their learning, accepting information and "facts" as presented in textbooks, classes, and the media. Drawing on anecdotes from educators and his own life, Barell describes practical strategies to spur students' ability and willingness to pose and answer their own questions. Antarctica expeditions, outer space discoveries, dinosaur fossils, literature, and more help define the importance of developing an inquisitive mind, using such practices as* Maintaining journals on field trips,* Using questioning frames and models when reading texts,* Engaging in critical thinking and problem-based learning, and* Integrating inquiry into curriculum development and the classroom culture.To become habits of mind, students' daily curiosities must be nurtured and supported. Barell draws a vivid map to guide readers to "an intelligent revolution" in which schools can become places where educators and students imagine and work together to become active citizens in their society. 606 $aQuestioning 606 $aCritical thinking 606 $aProblem-based learning 615 0$aQuestioning. 615 0$aCritical thinking. 615 0$aProblem-based learning. 676 $a371.39 700 $aBarell$b John$01809982 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910957575903321 996 $aDeveloping more curious minds$94361043 997 $aUNINA