Inquiry-Guided Learning in New Zealand: From an Appetizer to an Entree

Autor/inn/en	O'Steen, Billy; Spronken-Smith, Rachel
Titel	Inquiry-Guided Learning in New Zealand: From an Appetizer to an Entree
Quelle	In: New Directions for Teaching and Learning, (2012) 129, S.39-49 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
DOI	10.1002/tl.20005
Schlagwörter	Postsecondary Education; College Faculty; Teaching Methods; Foreign Countries; Undergraduate Study; Educational Development; Inquiry; Grants; College Curriculum; Sociology; Ecology; New Zealand + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Grundstudium; Bildungsentwicklung; Grant; Finanzielle Beihilfe; Soziologie; Ökologie; Neuseeland
Abstract	New Zealand is unique in the global tertiary education environment because there is a legislative requirement that teaching and research are closely interdependent and that most teaching in universities and all degree-granting institutions should be done by people who are active in advancing knowledge. Moreover, the Tertiary Education Strategy calls for "a research culture within which undergraduates learn to take a research-based approach to their lifelong educational Canament." Thus there is a strong imperative for research and inquiry to be part of the undergraduate curriculum. In 2006 the authors were part of a research team that gained a substantial external grant from the government to document and analyze the use of inquiry-guided learning (IGL) in undergraduate education in New Zealand. This article draws on that research by first providing some background on the research project and highlighting some key findings and then considering different approaches to including IGL in an undergraduate curriculum. In the first case--the appetizer, the authors discuss how inquiry can be included in a large first-year sociology class, and in the second case--the entree--they examine how inquiry is embedded throughout an ecology degree program. The intent is to present theoretical concepts from the research and to offer practical advice for faculty seeking to include inquiry within an undergraduate curriculum. (Contains 2 tables and 3 figures.) (ERIC).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10