Key social issues and philosophical Inquiry in dance education Research

Abstract

Teaching and learning are framed by the community of inquiry. The current issue shows that community of inquiry research in physical and dance education is essentially non-existent in the literature and receives very little attention in contrast to excessively committed efforts in other fields. After carefully examining a sizable number of published texts, a total of 28 relevant papers were found and taken into consideration for this assessment. Understanding the philosophical underpinnings of physical and dance education in relation to the community of inquiry is the goal of this review. This study investigates the effect of philosophical inquiry (PI) on the growth of teenagers' academic involvement in order to address this issue and contribute to the body of knowledge on Philosophy for Children (P4C). This study uses a variety of data collection methods, specifically surveys, student work, focus group interviews, classroom discussions, and reflective notes, in order to determine an appropriate and comprehensive approach to examining students' learning engagement and motivation from the perspective of psychology. This multiple case research used a qualitative approach to get a greater understanding of the classroom environments, situations, discourses, tools, and practices that support effective learning experiences for adolescents. The research created a conceptual framework for student academic involvement in a PI class and provided an overview of the motivations for participation. First, they thought that maintaining a secure and encouraging learning environment was a prerequisite for learning. Second, they said that signs of an engaged classroom include asking questions, exchanging ideas, listening intently, thinking carefully, and drawing connections. According to the research, PI improved social inclusion and participant engagement in the learning process.