DigeeBooks

This research-based book dissects and explores the meaning and nature of Inquiry in teaching and learning in schools, challenging existing concepts and practices. In particular, it explores and contests prevailing attitudes about the practice of inquiry-based learning across the Science, Geography and History disciplines, as well as focusing on the importance of the role of teacher in what is frequently criticised as being a student-controlled activity. Three frameworks, which are argued to be necessarily intertwined for discipline-specific literacy, guide this inquiry work: the classroom goals; the instructional approach; and the degree of teacher direction. The foundation of the analysis is the notion of educational inquiry as it is structured in the Australian Curriculum, along with the locating of the study in international trends in inquiry learning over time. It will be of great interest to researchers, higher degree students and practicing professionals working in Education and Sociology. 

Inquiry-Based Teaching and Learning across Disciplines: Comparative Theory and Practice in Schools

This book explores the theoretical and practical aspects of inquiry-based teaching and learning (IBTL) in a variety of school settings. It provides a comprehensive overview of IBTL, including its history, philosophy, and theoretical underpinnings. It also examines the different ways that IBTL can be implemented in the classroom, with examples from a variety of disciplines. The book concludes with a discussion of the challenges and benefits of IBTL, and provides recommendations for further research.

Key Features:

• Provides a comprehensive overview of IBTL, including its history, philosophy, and theoretical underpinnings.
• Examines the different ways that IBTL can be implemented in the classroom, with examples from a variety of disciplines.
• Discusses the challenges and benefits of IBTL.
• Provides recommendations for further research.

Audience:

This book is intended for educators, researchers, and policymakers who are interested in learning more about IBTL. It is also suitable for use as a textbook for graduate courses in education.

Author:

Gillian Kidman is a professor of education at the University of Melbourne. She has conducted extensive research on IBTL, and has published numerous articles and books on the topic. She is a leading expert in the field of IBTL, and her work has had a significant impact on the way that IBTL is understood and practiced in schools.