The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.
Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations
Abstract
Learning through inquiry is a widely advocated pedagogical approach. However, there is currently little systematic knowledge about the practice of inquiry-based learning (IBL) in higher education. This study examined descriptions of learning tasks that were put forward as examples of IBL by 224 university teachers from various disciplines in three Australian universities. Data analysis uncovered the principal forms of IBL, the features of each form, their characteristic educational objectives, and possible disciplinary variations. The findings show that underlying the diversity of language and tasks regarded as IBL there is a limited number of distinct task forms and a broad conception of inquiry that is shared by university teachers. The findings also indicate that IBL is practiced in a wide range of disciplines, in both undergraduate and postgraduate coursework programs, in smaller and larger classes, and in universities which are more and less research intensive.
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Cites
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Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
The Content Analysis Guidebook
Neuendorf, K. A. (2017) · doi:10.4135/9781071802878 · Cited by 9,286 · cited 2×
“Content analysis (Neuendorf 2002) was performed to code the data in terms of type of inquiry, type of educational objective, whether the task involves group work, temporal scale (whether the task spans more than one lecture session), whether the inquiry is 1244 A. Aditomo et al. expected to produce…”
MethodThe Cambridge Handbook of the Learning Sciences
(2005) · Cambridge University Press eBooks · doi:10.1017/cbo9780511816833 · Cited by 4,601
Kolodner, J. L. (2005) · The Cambridge Handbook of the Learning Sciences · doi:10.1017/cbo9780511816833.015 · Cited by 4,247
The Journal of College Science Teaching
(1971) · Journal of Chemical Education · doi:10.1021/ed048p284 · Cited by 3,332
Overview of Problem-based Learning: Definitions and Distinctions
Savery, J. R. (2006) · Interdisciplinary Journal of Problem-based Learning · doi:10.7771/1541-5015.1002 · Cited by 2,686 · cited 2×
“For instance, practices labelled as problem-based learning are often much more structured than in the classical medical forms of PBL (Savery 2006).”
BackgroundInductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases
Prince, M. J., & Felder, R. M. (2006) · Journal of Engineering Education · doi:10.1002/j.2168-9830.2006.tb00884.x · Cited by 2,446
Pasteur's Quadrant: Basic Science and Technological Innovation
Tierney, W. G., Stokes, D. E., & Abbott, A. (2005) · Academe · doi:10.2307/40253438 · Cited by 2,077
The Enterprise University: Power, Governance and Reinvention in Australia
James, P., Marginson, S., & Considine, M. (2002) · Academe · doi:10.2307/40252127 · Cited by 1,497
Cited by
Lozano, R., Merrill, M., Sammalisto, K., Ceulemans, K., & Lozano, F. (2017) · Sustainability · doi:10.3390/su9101889 · Cited by 904
(2015) · NORA - Norwegian Open Research Archives · Cited by 89
Godbold, N., Hung, T.-Y. (., & Matthews, K. E. (2022) · Higher Education Research & Development · doi:10.1080/07294360.2021.1887095 · Cited by 25
A model of an accessibility curriculum in higher education
Weeden, E. (2023) · Frontiers in Computer Science · doi:10.3389/fcomp.2023.1139350 · Cited by 10
Metadata
- Authors
- Aditomo, A., Goodyear, P., Bliuc, A.-M., & Ellis, R. A.
- Venue
- Studies in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2013-11
- Volume
- 38
- Issue
- 9
- Pages
- 1239-1258
- ISSN
- 0307-5079 (ISSN-L)
- 1470-174X
- OpenAlex
- W1982228080
- Cited by
- 272
- References
- 37
- FWCI
- 12.19
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
