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Book part
Publication date: 29 November 2014

Tracy Miller

Inquiry-based teaching and learning is a valued learning theory, which can transform a prescriptive, teacher-led classroom into a dynamic, active learning environment…

Abstract

Inquiry-based teaching and learning is a valued learning theory, which can transform a prescriptive, teacher-led classroom into a dynamic, active learning environment. Some factors to consider about inquiry-based activities are that they are designed to incorporate many strategies and techniques to develop students’ affective, social, and metacognition domains. Inquiry-based teaching and learning is most successful when students have some level of self-regulation and when faculty members provide meaningful guidance. Unfortunately, students are infrequently taught how to be self-regulated learners. In addition, faculty members are uncomfortable and under-incentivized to try innovative teaching pedagogies.

To illustrate the dichotomy of both the delivery of inquiry-based teaching and a student-centered approach, a DNA double helix is used as a metaphor and visual model. Importance is placed on designing learning experiences that can be adapted based on context, available technology, meaningful assessment, and positive student outcomes. Educational trends in higher education are explored and implications are drawn based on the research and programs being implemented at many universities and colleges. This chapter provides insight into how higher education institutions can scale inquiry-based teaching and learning through their strategic initiatives to promote faculty excellence. Evaluation frameworks and logic model planning strategies are included in this chapter.

Details

Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

Book part
Publication date: 12 April 2021

Paige K. Evans, Donna W. Stokes and Cheryl J. Craig

In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes…

Abstract

In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes inquiry-based learning that will cultivate conceptual development of science concepts with their students. Furthermore, it is imperative to use student-focused activities in high-needs schools to engage all students, particularly students of color, in the learning process. As a result, faculty from the teachHOUSTON Program and the Department of Physics at the University of Houston produced a Physics by Inquiry course to engage middle school and high school preservice teachers in interactive, inquiry-based teaching pedagogies for physics. This chapter provides an overview of the course. It also highlights the benefits of including such a course in a STEM teacher education program.

Details

Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

Keywords

Book part
Publication date: 29 November 2014

Patrick Blessinger and John M. Carfora

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to improve faculty and…

Abstract

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to improve faculty and institutional development and to strengthen the interconnections between teaching, learning, and research. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions to enhance faculty and institutional development. This chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where lifelong and lifewide learning is cultivated and where self-directed learning is nurtured. To that end, this chapter argues that IBL helps cultivate a learning environment that is more meaningful, responsive, integrated, and purposeful.

Details

Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

Book part
Publication date: 5 December 2014

Patrick Blessinger and John M. Carfora

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the…

Abstract

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within the arts, humanities, and social sciences. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions within the arts, humanities, and social sciences. The chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should serve as an incubator where students are part of a learning community and where they are encouraged to grow cognitively, emotionally, and socially by taking increasing responsibility for their own learning.

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

Book part
Publication date: 19 May 2015

Patrick Blessinger and John M. Carfora

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the…

Abstract

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within the multidisciplinary programs. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions within multidisciplinary programs. The chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where students learn “how-to-learn” – where increasingly higher levels of self-directed learning is fostered – and where students grow in the three key areas of learning: cognitively, emotionally, and socially. To that end, this chapter argues that IBL, if designed and implemented properly, can be an important approach to enhancing and transforming teaching and learning.

Details

Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-847-2

Book part
Publication date: 12 October 2015

Patrick Blessinger and John M. Carfora

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the…

Abstract

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within STEM programs. This chapter provides a synthesis and analysis of the chapters in the volume, which present a range of case studies and empirical research on how IBL is being used across a range of courses across a range of institutions within STEM programs. Based on these findings, this chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where students learn “how-to-learn” – where increasingly higher levels of self-directed learning is fostered – and where students grow in the three key areas of learning: affectively, behaviorally, and cognitively. To that end, this chapter argues that IBL, if designed and implemented properly, can be an important approach to enhancing and transforming teaching and learning in higher education.

Details

Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-850-2

Keywords

Article
Publication date: 31 December 2020

Leyton Schnellert and Deborah L. Butler

This research investigated whether structuring an inquiry-oriented professional learning network to include school-based co-teaching partners would amplify educators'…

Abstract

Purpose

This research investigated whether structuring an inquiry-oriented professional learning network to include school-based co-teaching partners would amplify educators' success in taking up and adapting evidence-based understandings and practices as meaningful in their contexts. Our research questions were: (1) What conditions did educators identify in the PLN overall that supported their co-construction of knowledge and practice development together? and (2) How did including co-teaching partners in the PLN help participants to mobilize knowledge and/or practices in the contexts where they were working?

Design/methodology/approach

A qualitative case study design was used because of its potential to examine how and why questions about complex processes as situated in context (Butler, 2011; Yin, 2014). A case study methodology allowed us to collect and coordinate multiple forms of evidence (i.e. interviews, teacher reflective writing, classroom artifacts, field notes) to examine both how conditions created within the PLN supported learning and how co-teaching partners were mobilizing what they were learning in their school contexts. Interviews were transcribed verbatim and data was analyzed abductively through an iterative and recursive process (Braun et al., 2018).

Findings

Conditions within the PLN overall that participants identified as supportive to their knowledge mobilization and practice development included: having a shared focus, feeling accountability to the group, collaborative enactment of practices within the PLN, large group sharing and debriefing, sustained cycles of collaborative inquiry, affective support, valuing diversity and drawing from expert others as resources. Participants also identified the benefits that accrued specifically from working with co-teaching partners. In addition, findings showed how the degree to which partners engaged in rich forms of collaborative inquiry could be related to their learning and situated practice development.

Originality/value

Findings show the generative potential of inviting co-teaching partners into a PLN to engage in collaborative inquiry with others. PLNs offer the benefit of engaging with educators from outside of one's practice context, which enables pushing their thinking in new directions. Our findings add to the literature by revealing how in situ knowledge mobilization can be amplified when educators participating within a PLN are also working through cycles of inquiry with a co-teaching partner. Overall, this study offers a PLN model where teachers have built-in support for knowledge co-creation and mobilization both within and outside of their school contexts.

Details

Journal of Professional Capital and Community, vol. 6 no. 2
Type: Research Article
ISSN: 2056-9548

Keywords

Book part
Publication date: 5 December 2014

Catherine Chiappetta Swanson, Arshad Ahmad and Irena Radisevic

This chapter highlights inquiry-based learning in action in a first-year Social Sciences inquiry course. Focusing on the continued development of this course over eight…

Abstract

This chapter highlights inquiry-based learning in action in a first-year Social Sciences inquiry course. Focusing on the continued development of this course over eight years, we present a practical example of fostering an inquiry-based teaching and learning environment grounded in metacognitive practice. Woven throughout the course is a thoughtful and deliberate incorporation of skill-building based on two types of metacognitive expertise; self-understanding and self-regulation with a goal to encourage and support students in developing effective learning strategies necessary for university study. We have found that scaffolding the inquiry learning process with metacognition further enhances the first-year learning experience and promotes a deeper level of learning, where students become aware of their own thinking practice and process. These skills 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. Presenting the five stages of inquiry learning: exploration, question and problem identification, methods of investigation, collection and analysis of data, development of conclusions and creative communication of results we describe how we work to develop a more distinct, personalized, engaging and sustainable undergraduate learning experience.

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

Book part
Publication date: 12 October 2015

Barb Bloemhof

Inquiry-based learning is a fruitful way to create “effective, independent learners” (Baird, 1988, p. 142) and set up the pattern for lifelong learning, but inquiry skills…

Abstract

Inquiry-based learning is a fruitful way to create “effective, independent learners” (Baird, 1988, p. 142) and set up the pattern for lifelong learning, but inquiry skills demand significant practice to master and incorporate in both academic and personal dimensions. The Bachelor of Health Sciences Honours program at McMaster University provides a model of an undergraduate program that balances knowledge and the complex transferrable skills associated with inquiry. By devoting considerable resources to the first year experience and integrating the curriculum so that meaningful use is made of the inquiry skills developed there, the program fosters the curiosity, confidence, and capability of students. The curriculum demonstrably meets or exceeds the standards for quality set out by governing bodies within and outside of the university known as the degree level expectations. The current chapter provides an overview of the program, including lessons for anyone engaged in curriculum design that builds undergraduate research capability.

Details

Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-850-2

Book part
Publication date: 5 December 2014

J. Joseph Hoey, David Mills Chase and Jill L. Ferguson

By asking questions and presenting creative problems for students to solve, faculty nurture critical thinking and creativity. This type of inquiry-based teaching and…

Abstract

By asking questions and presenting creative problems for students to solve, faculty nurture critical thinking and creativity. This type of inquiry-based teaching and learning is at the core of design curricula and provides the backbone of student charrettes and competitions, rooted in the professional realities of the disciplines. This chapter provides a guide for faculty members through the steps of how to do assessment of inquiry-based education within an artistic discipline. It provides a path to improve both content and form: to integrate what is known about inquiry-based learning in the arts with assessment practices that have emerged over the past three decades, and to use that as a basis for discussing how using reflective and inquiry-based practices coupled with well-designed assessment practices can serve to improve teaching practice, student learning, and further the development of inquiry-based environments at the individual, program, and even institutional levels.

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

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