Moving Inquiry-Based Learning Forward: A Meta-Synthesis on Inquiry-Based Classroom Practices for Pedagogical Innovation and School Improvement in the Humanities and Arts

Autor/inn/en	Costes-Onishi, Pamela; Baildon, Mark; Aghazadeh, Sima
Titel	Moving Inquiry-Based Learning Forward: A Meta-Synthesis on Inquiry-Based Classroom Practices for Pedagogical Innovation and School Improvement in the Humanities and Arts
Quelle	In: Asia Pacific Journal of Education, 40 (2020) 4, S.552-575 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1838883
Schlagwörter	Active Learning; Inquiry; Educational Innovation; Educational Improvement; School Effectiveness; Elementary Secondary Education; Humanities; Art Education; 21st Century Skills; Thinking Skills; Critical Thinking; Problem Solving; Experiential Learning; Cooperative Learning; Educational Research; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Aktives Lernen; Instructional innovation; Bildungsinnovation; Teaching improvement; Unterrichtsentwicklung; Schuleffizienz; Geisteswissenschaften; Humanwissenschaften; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Denkfähigkeit; Kritisches Denken; Problemlösen; Experiental learning; Erfahrungsorientiertes Lernen; Kooperatives Lernen; Bildungsforschung; Pädagogische Forschung; Ausland; Singapur
Abstract	The challenges of the 21st century place inquiry as a necessary pedagogical orientation to educate young people for the future. In Singapore, inquiry-based learning is a core feature in social studies and the humanities subjects (geography and history) and has been extended recently to curriculum in the arts. Its centrality in the education system has been well acknowledged by Singapore's Ministry of Education. However, an examination of research focusing on inquiry-based learning in Singapore has revealed that inquiry instruction remains teacher-centred and teachers are unsure about how to use inquiry as a core pedagogical approach. This article presents a meta-synthesis from the international literature, as well as studies in Singapore, to generate a theory on impactful forms of inquiry-based classroom practices for pedagogical innovation and school improvement. The article concludes that students learn best, in terms of conceptual understanding and higher-order thinking, when they are "experientially" and "collaboratively" engaged in the search for meanings, solving problems, questioning, sharing and communicating their understanding. Finally, the article argues for the importance of building an inquiry culture, mindsets and social practice in order to address the broader challenges to inquiry-based instruction from a systems or ecological view. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01