The DOI matches its Crossref record; 45 of the 46 references it cites were found in a registry or an index.
Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography
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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In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
Citations
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Research works printed but not linked: 9
- Azer S. A., 2001, Saudi Medical Journal, 22, 389
- Crabtree H., 2004, Learning Based on the Process of Enquiry, Conference Proceedings, September 2003, Curriculum Innovation, University of Manchester, 77
- Gibbs G., 1992, Teaching More Students Projects
- Healey M., 2004, Environment and Related Disciplines
- Healey, M., Roberts, C., Jenkins, A. & Leach, J. (2002) Towards inclusion: disabled students and fieldwork, Planet 3, 9–10, reprinted in Planet Special Edition 3: Special Educational Needs and Disabilities—Learning and Teaching Guidance for Geography, Earth and Environmental Sciences, pp. 24–26
- Justice, C., Rice, J., Warry, W. & Laurie, I. (2007) Taking inquiry makes a difference—a comparative analysis of student learning, Journal on Excellence in College Teaching (inpress).
- Justice, C., Warry, W., Cuneo, C., Inglis, S., Miller, S., Rice, J. & Sammon, S. (2002) A Grammar for Inquiry: Linking Goals and Methods in a Collaboratively Taught Social Sciences Inquiry Course. The Alan Blizzard Award Paper: The Award Winning Papers, Special Publication (Windsor: The Society for Teaching and Learning in Higher Education and McGraw-Hill Ryerson).
- Slatta R. W., 2004, Teaching and Learning Through Inquiry: A Guidebook for Institutions and Instructors, 93
- Spronken-Smith R., 2006, Proceedings of the 31st Improving University Teaching Conference, 3–6 July
Cited by
Sorted by citations
Can inquiry‐based learning strengthen the links between teaching and disciplinary research?
Spronken‐Smith, R., & Walker, R. (2010) · Studies in Higher Education · doi:10.1080/03075070903315502 · Cited by 340
Self-citationChu, S. K. W., Tse, S. K., & Chow, K. (2011) · Library & Information Science Research · doi:10.1016/j.lisr.2010.07.017 · Cited by 192
From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education
Connor, A. M., Karmokar, S., & Whittington, C. (2015) · International Journal of Engineering Pedagogy (iJEP) · doi:10.3991/ijep.v5i2.4458 · Cited by 222
Fieldwork@40: fieldwork in geography higher education
France, D., & Haigh, M. (2018) · Journal of Geography in Higher Education · doi:10.1080/03098265.2018.1515187 · Cited by 109
Enablers and constraints to the use of inquiry-based learning in undergraduate education
Spronken‐Smith, R., Walker, R., Batchelor, J., O’Steen, B., & Angelo, T. A. (2011) · Teaching in Higher Education · doi:10.1080/13562517.2010.507300 · Cited by 115
Self-citation
Metadata
- 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
- 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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