Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Infusing inquiry‐based learning skills in curriculum implementation

Infusing inquiry‐based learning skills in curriculum implementation Purpose – The purpose of this paper is to investigate the pedagogical implications of implementing inquiry‐based learning within the context of a problem‐solving oriented curriculum in a polytechnic institution in Singapore. An interventionist study examines the impact of developing questioning skills on students’ problem‐solving abilities. Design/methodology/approach – A case study approach was adopted as the key research methodology for this course. The students who participated in this study came from a class of 25 first‐year students and they were assigned to five groups consisting of five members in each group. These students ranged in ages from 17 to 19 and were an even mix in terms of gender distribution. Findings – It was found in the study that inquiry‐based learning as an educational process of active learning encouraged students to discover new knowledge on their own and enhanced their problem‐solving abilities. By generating their own questions and evidence‐supported explanations, students were also able to engage in higher levels of cognitive reasoning in the classroom. Originality/value – The findings of this study will inform curriculum designers and educators who wish to implement alternative pedagogies on how they can develop inquiry‐based lessons for their classes. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal for Lesson and Learning Studies Emerald Publishing

Infusing inquiry‐based learning skills in curriculum implementation

Download PDF
15 pages

Loading next page...
 
/lp/emerald-publishing/infusing-inquiry-based-learning-skills-in-curriculum-implementation-L4YyIw4myC

References (14)

Publisher
Emerald Publishing
Copyright
Copyright © 2013 Emerald Group Publishing Limited. All rights reserved.
ISSN
2046-8253
DOI
10.1108/20468251311290123
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to investigate the pedagogical implications of implementing inquiry‐based learning within the context of a problem‐solving oriented curriculum in a polytechnic institution in Singapore. An interventionist study examines the impact of developing questioning skills on students’ problem‐solving abilities. Design/methodology/approach – A case study approach was adopted as the key research methodology for this course. The students who participated in this study came from a class of 25 first‐year students and they were assigned to five groups consisting of five members in each group. These students ranged in ages from 17 to 19 and were an even mix in terms of gender distribution. Findings – It was found in the study that inquiry‐based learning as an educational process of active learning encouraged students to discover new knowledge on their own and enhanced their problem‐solving abilities. By generating their own questions and evidence‐supported explanations, students were also able to engage in higher levels of cognitive reasoning in the classroom. Originality/value – The findings of this study will inform curriculum designers and educators who wish to implement alternative pedagogies on how they can develop inquiry‐based lessons for their classes.

Journal

International Journal for Lesson and Learning Studies – Emerald Publishing

Published: Jan 4, 2013

Keywords: Higher education; Students; Problem solving; Skills; Learning styles; Inquiry‐based learning; Curriculum implementation; Questioning skills

There are no references for this article.