The Significance of "Discussion" in Enquiry Learning : J.J. Schwab's View of Enquiry and Enquiry Learning Theory

Abstract

The idea of the teaching of science as enquiry is based on J.J. Schwab's theory, which was proposed in the new curriculum movement during the 1950s and 60s. Although Schwab's theory of enquiry learning has been an object of study for a long time, little is known about his conception of the significance of "discussion" particular to science or science education. This paper has the following objectives: first, reanalyzing Schwab's view of enquiry; second, making clear his thoughts about the significance of discussion in scientific enquiry; third, understanding why he introduced discussion into science classrooms. In conclusion: first, for Schwab, the necessity of discussion in scientific enquiry is suggested by his outlook on enquiry characterized by (1) stable enquiry and fluid enquiry, (2) sociality of scientific enquiry, (3) diversity of scientific enquiry; second, the significance of discussion in scientific enquiry is derived from the diversity of scientific enquiry; third, through introducing discussion into science classrooms, Schwab aims to get students into the habit of elaborating processes of scientific knowledge.