In this paper, I discuss what appears to be a new perspective on inquiry based learning (IBL) by describing its parallels with parenting. IBL is a student-centered learning method involving collaborative work on carefully sequenced exercises, oral and written communication of solutions, and peer review. Students create their own knowledge and present their ideas, and the instructor acts as a facilitator. The parallels between IBL and parenting include a growth mindset, emphasizing process over outcome, learning from mistakes, learning how to get unstuck, and deconstructing tasks. IBL and parenting also involve similar social interactions, such as responding to difficult questions in the moment, being sensitive to body language, and active listening. I also discuss how both activities differ. By comparing IBL and parenting, instructors can understand both better; this can in turn make IBL seem like a natural type of instruction. Additionally, I describe opportunities for learning IBL that are particularly feasible for parents.

中文翻译：

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探究式学习：一种教学和育儿机会

在本文中，我将通过描述其与育儿的相似之处来讨论基于查询的学习（IBL）的新观点。IBL是一种以学生为中心的学习方法，涉及在精心安排的练习，口头和书面解决方案交流以及同行评议方面的协作工作。学生创造自己的知识并表达自己的想法，而导师则充当促进者的角色。IBL和育儿之间的相似之处包括成长心态，强调过程胜于结果，从错误中学习，学习如何摆脱困境以及解构任务。IBL和养育子女也涉及类似的社交互动，例如对当前的难题做出回应，对肢体语言敏感以及积极倾听。我还将讨论两种活动的不同之处。通过比较IBL和育儿，老师可以更好地理解两者；这反过来会使IBL看起来像是一种自然的指令。另外，我描述了学习IBL的机会，这对于父母来说特别可行。