Literaturnachweis - Detailanzeige
| Autor/inn/en | Spronken-Smith, Rachel; Walker, Rebecca |
|---|---|
| Titel | Can Inquiry-Based Learning Strengthen the Links between Teaching and Disciplinary Research? |
| Quelle | In: Studies in Higher Education, 35 (2010) 6, S.723-740 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0307-5079 |
| Schlagwörter | College Instruction; Inquiry; Ecology; Teaching Methods; Student Centered Curriculum; Educational Research; Theory Practice Relationship; Case Studies; Political Issues; Medical Education; Foreign Countries; Communications; New Zealand |
| Abstract | Inquiry-based learning has been promoted as a student-centred approach that can strengthen the links between teaching and research. This article examines the potential of inquiry-based learning to strengthen the teaching-research nexus by analysing three case studies: a "structured inquiry" third-year endocrinology medicine module, a "guided inquiry" second-year political communications course and an "open inquiry" third-year ecology course. The relation between teaching and research differed significantly amongst these three cases and led to a reconceptualisation of inquiry-based learning. A model was then developed to link the focus of learning (using Levy's framing of information or discovery-oriented inquiry) with the level of independence and the potential strength of the teaching-research nexus. The findings show that, if teachers are aiming for strong links between teaching and research, they should adopt an open, discovery-oriented inquiry-based learning approach. However, more structured and guided forms of inquiry can be useful to progressively develop particular inquiry skills. (Contains 3 tables and 4 figures.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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