Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography

Spronken-Smith, Rachel; Bullard, JO; Ray, Waverly; Roberts, Carolyn; Keiffer, Artimus

doi:10.1080/03098260701731520

Cited by 112Geography Education and PedagogyScience Education and PedagogyProblem and Project Based Learning

Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography

Spronken-Smith, Rachel, Bullard, JO, Ray, Waverly, Roberts, Carolyn, Keiffer, Artimus·2008·Journal of Geography in Higher Education

DOI 10.1080/03098260701731520

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Abstract

This paper encourages readers to experiment with inquiry-based learning (IBL) in their courses in the interest of identifying more diverse styles of instruction, and developing a wider understanding of the advantages and disadvantages of the methodology. The aims of the paper are to unpack the meanings of IBL, describe some uses of IBL in geography, and discuss their benefits and challenges for students and teachers. IBL is essentially a question-driven, philosophical approach to teaching that involves active, student-centred learning. The teacher acts principally as a facilitator or mentor, guiding and encouraging students through the inquiry process. Examples of IBL are presented, ranging from questioning exercises embedded in the class, through to entire courses or degrees using an inquiry-based approach. Students can benefit greatly from IBL since they are active in the learning process, can have improved understanding, more enjoyable learning, develop valuable research skills, achieve higher-order learning outcomes and perform better academically. Teachers can also benefit through a strengthening of teaching–research links and the clear gains in student engagement and learning. However, in order for IBL to be effective, teachers must be encouraged and supported to take on this facilitating role. When IBL elements are embedded in a more traditional curriculum, particular care needs to be taken so that students and teachers are carefully oriented to the expectations regarding the outcome of learning and teaching in this mode.

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Published research on inquiry-based learning in Geography and elsewhere is limited.
“Published research on inquiry-based learning in Geography and elsewhere is limited (Spronken-Smith et al., 2008).”
From Teaching about Female Genital Mutilation/Cutting in Africa: complex questions of culture, “development” and human rights (2020) · cites this paper as Spronken-Smith et al., 2008
Some studies suggest that students may find learning in inquiry or research-based modes beneficial.
“Furthermore, some studies suggest that students may find learning in inquiry or researchbased modes beneficial (Healey et al., 2010; Spronken-Smith et al., 2008; Turner et al., 2008).”
From Teaching about Female Genital Mutilation/Cutting in Africa: complex questions of culture, “development” and human rights (2020) · cites this paper as Spronken-Smith et al., 2008
The wider literature suggests that embedding this approach from an early stage across the curriculum may work best in enhancing students' academic performance, research skills, and employability.
“While this paper has discussed an inquiry-based learning assessment within an individual module, the wider literature suggests that embedding this approach from an early stage across the curriculum may work best in enhancing students' academic performance, research skills, and employability (Healey, 2005b; Spronken-Smith et al., 2008).”
From Teaching about Female Genital Mutilation/Cutting in Africa: complex questions of culture, “development” and human rights (2020) · cites this paper as Spronken-Smith et al., 2008
Encouragement and support for teachers to take on a facilitating role is crucial for inquiry-based learning approaches to be effective.
“Indeed, encouragement and support for teachers to take on a facilitating role is crucial for inquiry-based learning approaches to be effective (Spronken-Smith et al., 2008).”
From Teaching about Female Genital Mutilation/Cutting in Africa: complex questions of culture, “development” and human rights (2020) · cites this paper as Spronken-Smith et al., 2008

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Authors: Spronken-Smith, R., Bullard, J., Ray, W., Roberts, C., & Keiffer, A.
Affiliations: Loughborough University (GB)
MiraCosta College (US)
University of Gloucestershire (GB)
Wittenberg University (US)
Venue: Journal of Geography in Higher Education
Publisher: Informa UK Limited
Published: 2008-01
Volume: 32
Issue: 1
Pages: 71-86
ISSN: 0309-8265 (ISSN-L)
1466-1845
DOI: 10.1080/03098260701731520
OpenAlex: W2161745580
Cited by: 112
References: 46
Citations by year: 2025: 1 · 2024: 3 · 2023: 9 · 2022: 7 · 2021: 7 · 2020: 6 · 2019: 3 · 2018: 8 · 2017: 9 · 2016: 8 · 2015: 8 · 2014: 7 · 2013: 7 · 2012: 7
FWCI: 49.17
Type: journal article
Language: en
Open access: closed
Locations: Journal of Geography in Higher Education (publishedVersion)
Topics: Social Sciences › Geography, Planning and Development › Geography Education and Pedagogy
Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Education › Problem and Project Based Learning
Keywords: inquiry-based learning, geography education, student-centered learning, active learning, student engagement, teacher as facilitator, research skills, curriculum integration

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Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography

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