Inquiry-based learning: A socially just approach to higher education

Summerlee, A. J. S.

doi:10.1080/10911359.2018.1438956

Cited by 9 publications

(7 citation statements)

References 17 publications

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“…Thus, we also incorporated elements of group work and peer review so that the students could interact with their peers in a non-competitive manner towards building trust. Finally, based on the evidence showing the positive effects of inquiry-based learning for socioeconomically disadvantaged youth, we incorporated elements of inquiry-based learning that do not presuppose any prior knowledge (Creghan et al, 2015;Cuevas et al, 2005;McManus et al, 2015;Summerlee, 2018. )…”

Section: Literature On Diversity and Students From Traditionally Excl...mentioning

confidence: 99%

Non-formal Science Education: Moving Towards More Inclusive Pedagogies for Diverse Classrooms

Guralp,

Hayes

2024

CEPSj

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The Diversity in Science towards Social Inclusion–Non-formal Education in Science for Students’ Diversity (DiSSI) project aimed to provide a holistic perspective on diversity, focusing specifically on cultural andethnic identities, language, socioeconomic background, gender, as well as differing levels of achievement. In particular, the work presented in this paper aims to tackle consciously the issues surrounding teaching andlearning in socio-economically deprived areas through non-formal education. This paper presents the results of a pilot study that examined how students participating in non-formal education engage with multi-modalpedagogical approaches designed to address multiple dimensions of diversity via an intersectionality lens. Working with diverse groups requires varied methods; as such, a mixed-method approach was employed in the study to ensure the research team authentically captured and engaged with the lived experiences of the participants. The study aimed to generate best practices that augment the science capital of students, which are applicable across various contexts of diversity. The pedagogical approaches, while not novel in science education literature, were rarely utilised by the teacher and thus were rarely experienced by the students. Participants reported a greater sense of autonomy and ownership of the science through participation in the DiSSI programme. Preliminary results indicate an overall positive experience for students and teachers alike and offer insights into the overall lived experiences of participants, which inform future work.

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Section: Literature On Diversity and Students From Traditionally Excl...mentioning

confidence: 99%

Non-formal Science Education: Moving Towards More Inclusive Pedagogies for Diverse Classrooms

Guralp,

Hayes

2024

CEPSj

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“…Developing critical thinking skills is one of the key goals of HE (Bellaera et al, 2021;Summerlee, 2018). There are numerous definitions and thoughts about what critical thinking consists of.…”

Section: Critical Thinkingmentioning

confidence: 99%

“…In this cyclical process with peers, students debate, analyze, and evaluate the literature to come up with their own interpretations as it applies to their inquiry question. As students engage in evaluation and analytical opportunities, they are required to demonstrate their knowledge of concepts through application in different contexts (Liu et al, 2016;Summerlee, 2018). This may be communicated through presentations or other methods of synthesizing, which allow students to demonstrate what they have learned (Chung & Jackson Behan, 2010;Friedman et al, 2010).…”

Section: Critical Thinkingmentioning

confidence: 99%

“…This may be communicated through presentations or other methods of synthesizing, which allow students to demonstrate what they have learned (Chung & Jackson Behan, 2010;Friedman et al, 2010). This deliberate cycle of asking questions, providing feedback, and interpreting both the literature and feedback may support students' development of critical thinking skills (Summerlee, 2018). As students are enveloped in activities to promote critical thinking skills, they are also provided Imagining SoTL, Volume 3(1) (2023)…”

Section: Critical Thinkingmentioning

confidence: 99%

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Call and Response: Inquiry-Based Learning as a Critical Pedagogy in the Scholarship of Teaching and Learning to Promote Transformation and Transformational Leadership

Beltrano

2023

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We have been called to action as teachers—to become leaders of change in society and move forward in good ways in the Scholarship of Teaching and Learning (SoTL). To move forward in good ways, we must identify and work to deconstruct systemic racism and white supremacy embedded in all colonial institutions, including institutions of higher education. We can start this journey in higher education by responding to the call to engage with new ways of knowing and doing; we can apply critical pedagogies in the classroom. Responding to Dr. Gabrielle Weasel Head’s question “What might we miss if we do not spark students’ curiosity?,” I suggest that through the application of inquiry-based learning (IBL), we might inspire students to become curious and engage with us in the goals of social justice. In this call-and-response article, I engage with the literature and reflect on the application of IBL as both student and teacher.

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“…Inquiry-based learning is a method based on questioning and inquiry; at the same time it is an approach to teaching and learning that places students at the centre of the learning experience [1]. Teachers, in turn, create an environment where young people's ideas are developed and treated with respect [2]. In this model, the idea is that students become responsible for engaging in learning and developing their own skills and knowledge [3].…”

Section: Introductionmentioning

confidence: 99%

A Blended Approach to Inquiry-Based Learning Using the Example of the Interdisciplinary Course of BIM in Spatial Management Studies: A Perspective of Students and Professor

Borkowski

2024

Education Sciences

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Inquiry-based learning (IBL) is one of the most effective teaching methods to follow the trend of constructivism. Its main premise is the dominant role of the cognitively activated student, who, like the researcher, has the opportunity to pose questions, test hypotheses and solve problems by using a wide range of tools and techniques. The output of the IBL method is usually a presentation or a piece of work. In the experiment carried out, the IBL method was used during the interdisciplinary course “Building Information Modelling (BIM)”, taught at the master’s degree programme majoring in spatial management at the Warsaw University of Technology. The aim of the class was to solve a specific problem and develop a scientific and technical manuscript, which at the same time could form the basis of a scientific publication. The class was first experimentally implemented with a mixed-methods approach based mainly on IBL. Students were introduced to IBL techniques and tools as part of a project exercise, then were presented with problem and research topics. Participants in the classes chose an issue from those presented or created a topic of interest themselves. Peer learning, Montessori silent lessons or supervision were used during the implementation of the activities. Students were not assessed digitally, but their activity was marked in the form of pluses (+) and the focus was on providing quick and complete feedback (always individually to the individual or group). The class concluded with a self-assessment and a research questionnaire, which concluded that an authoritative teaching process was a far better choice than an authoritarian or liberal process.

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Inquiry-based learning: A socially just approach to higher education

Cited by 9 publications

References 17 publications

Non-formal Science Education: Moving Towards More Inclusive Pedagogies for Diverse Classrooms

Non-formal Science Education: Moving Towards More Inclusive Pedagogies for Diverse Classrooms

Call and Response: Inquiry-Based Learning as a Critical Pedagogy in the Scholarship of Teaching and Learning to Promote Transformation and Transformational Leadership

A Blended Approach to Inquiry-Based Learning Using the Example of the Interdisciplinary Course of BIM in Spatial Management Studies: A Perspective of Students and Professor

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