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Inquiry-Based Learning for the Arts, Humanities and Social Sciences

A Conceptual and Practical Resource for Educators

This volume is the second in the series covering the many issues and concepts of how inquiry-based learning (IBL) can be applied to arts, humanities and social sciences programs.

include critical thinking, self-directed learning, clear communication, and
openness to learning. The chapter presents a series of strategies for introducing
and linking metacognitive practice and the inquiry-based approach to learning. In
“Inquiry-Based Learning for Language Learning: The Case of French Advanced
Level at the University of Manchester (UK),” by Catherine Franc and Annie
Morton, the authors explore how they applied IBL methodologies to language
teaching and ...