Chue Kah Loong

INQUIRY-BASED LEARNING FOR HIGH-ABILITY LEARNERS: COGNITIVE AND SOCIO-EMOTIONAL INSIGHTS FROM CLASSROOM RESEARCH

This session presents a collaborative critical inquiry study conducted across four primary schools in Singapore, examining the impact of inquiry-based learning (IBL) on high-ability learners and foregrounding teacher learning within a networked learning community. Within this network, theory and practice were intention...