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Title:
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IS THERE ANYTHING NEW UNDER THE SUN? INSTRUCTORS PERSPECTIVES ON INQUIRY TEACHING AND LEARNING |
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Author(s):
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Michelle M. Vine, Susan Vajoczki, Susan Watt |
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ISBN:
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978-972-8939-38-0 |
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Editors:
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Miguel Baptista Nunes and Pedro Isaías |
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Year:
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2011 |
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Edition:
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Volume II |
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Keywords:
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Inquiry-based Learning; teaching and learning; higher education; case-study |
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Type:
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Poster/Demonstration |
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First Page:
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391 |
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Last Page:
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393 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Inquiry learning is typically seen as a pedagogical approach, both a method and a process, delivered in small class settings. The basic principles of inquiry are investigative in nature; exploration and discovery are fundamental to student learning. Inquiry is an innovative, institutionally supported teaching development applied at McMaster University, operating in small, first year stand-alone courses in the Faculties of Social Science, Science and Humanities since 1998. The introduction of inquiry learning in first year classes has translated into inquiry as a pedagogical approach in all departments and at all levels in the Faculty of Social Science (Vajoczki et al., 2011). Given McMasters commitment to inquiry teaching and learning, an exploration of instructor understanding and application of inquiry, is required to enhance how our understanding of how this emphasis has shaped teaching and learning. The focus of this research is to examine instructor perspectives on the pedagogical and methodological role of inquiry learning, as well as variation in approaches between instructors who both taught formal inquiry courses, and those who did not. As part of a broader research project examining the potential of larger inquiry class sizes, interviews were undertaken (N=16) to elicit instructor perceptions of inquiry teaching. Results suggest instructors approached their inquiry teaching differently -- some with an intentional and some an unintentional approach. There was consensus that: 1. Teaching and learning academic skills is a valuable academic undertaking; 2. Inquiry instructors are facilitators in the classroom; 3. Technology has only a modest place in the inquiry classroom; and, 4. Larger classes inhibit inquiry teaching and learning. There were mixed responses about the importance of stand-alone inquiry courses. Teaching formal inquiry courses appears to change the instructors perspective about inquiry: they were more likely to be intentional in their approach to teaching inquiry. |
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