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Inquiry-Based Learning for Faculty and Institutional Development

Inquiry-Based Learning for Faculty and Institutional Development

A Conceptual and Practical Resource for Educators

Patrick Blessinger|John M. Carfora
Emerald
Emerald

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Hardback
9781784412357
05 December 2014
$179.99
eBook (PDF)
9781784412340
05 December 2014
$179.99

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  • Description
  • Contents
  • Reviews
Inquiry-based learning (IBL) is a learner-centered and active learning environment where deep learning is cultivated by a process of inquiry owned by the learner. IBL has its roots in a constructivist educational philosophy and it is oriented around at least three components: 1) exploration and discovery (e.g., problem-based learning), 2) authentic investigations using contextualized learning (e.g., field studies), and 3) research-based approach (e.g., research-based learning). IBL encourages more self-regulated learning because the primary responsibility is on the learners to determine the issues and research questions and the resources they need to address the questions. In this way, learning occurs across all learning domains (affective, cognitive, and social) because different types of knowledge are acquired though experience with complex, real-life problems. This volume covers the many issues and concepts of how IBL can be applied to faculty and institutional development, serving as a conceptual and practical resource and guide for educators offering practical examples of IBL in action and diverse strategies for how to implement IBL in different contexts.

Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for Faculty and Institutional Development. 

  • A Theoretical Model of Collaborative Inquiry-Based Group Development Process. 
  • Strategies for Transforming and Extending Inquiry-Based Teaching and Learning: Placers – A New Model for Transformative Engagement and Educator Collaboration. 
  • The International Baccalaureate: Contributing to the Use of Inquiry in Higher Education Teaching and Learning. 
  • Reframing Relationships Between Teachers, Students and Curriculum – The Phenomenon of ‘Hybridisation’ in IBL. 
  • Ways of Inquiry: The Distinctiveness of the Oxford College General Education Program. 
  • Targeting Students’ Epistemologies: Instructional and Assessment Challenges to Inquiry-Based Science Education. 
  • Strategies for Embedding Inquiry-Based Teaching and Learning in Botanic Gardens: Evidence from the Inquire Project. 
  • Representation Construction: A Directed Inquiry Pedagogy for Science Education. 
  • The Graduating Project: A Cross-Disciplinary Inquiry-Based Capstone in Arts. 
  • Creating an ‘Emporium of Wonder’ at Manchester Museum. 
  • Engaging Students in Scientific Inquiry: Successes and Challenges of Engaging Non-science Majors in Scientific Inquiry. 
  • Mighty Negatrons and Collective Knitting: Academic Educators’ Experiences of Collaborative Inquiry-Based Learning. 
  • How to Scale Inquiry-Based Teaching and Learning through Progressive Faculty Development. 
  • Inquiry-Based Service Learning in a University-Based Educational Leadership Program: Service Leadership and Internship in a Principal Fellows Program. 
  • Confident Voices: How Professional Development for Teachers by Teachers Using Video Promotes Inquiry-Based Practice. 
  • Tools of Engagement Project (TOEP): Online Professional Development through Structured Inquiry and a Virtual Community. 
  • Lessons from the Field: Using Inquiry-Based Learning for Study Abroad Programming. 
  • Understanding the Use of Technology for Facilitating Inquiry-Based Learning. 
  • Supporting Equality of Education through Inquiry-Based Learning. 

This book is an excellent resource for educators that provides an overview of several IBL integration possibilities. Likewise, the book is an excellent resource for scholars, providing an in-depth review of IBL research and related theoretical frameworks.

- Suha R. Tamim, University of South Carolina