Authors:
- Explores inquiry-based approaches to teaching and learning in the selected disciplines of science, geography and history
- Reports on a research-based study of how educational inquiry is conceptualised in contemporary curriculum
- Argues that effective inquiry-based learning depends on the direct participation and specific expertise of the teacher as much as the student
- Includes supplementary material: sn.pub/extras
- Includes supplementary material: sn.pub/extras
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Table of contents (9 chapters)
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Front Matter
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Inquiry in Education: A Modern Perspective
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Front Matter
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Unfolding the Stages of Inquiry
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Front Matter
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Back Matter
About this book
Three frameworks, which are argued to be necessarily intertwined for discipline-specific literacy, guide this inquiry work: the classroom goals; the instructional approach; and the degree of teacher direction. The foundation of the analysis is the notion of educational inquiry as it is structured in the Australian Curriculum, along with the locating of the study in international trends in inquiry learning over time. It will be of great interest to researchers, higher degree students and practicing professionals working in Education and Sociology.
Reviews
“Written using examples from the Australian context, the book extends the discussion of inquiry as contextualised by the disciplinary influences in science, geography and history for an international audience. The authors provide the reader with a journey into understanding how inquiry based learning (IBL) can be initiated and conducted. In particular I found the chapters on using data as evidence for inquiry and the need to evaluate inquiry as important contribution to the discourses on IBL. The final chapter on conducting inquiry in the field adds a feather in the cap for the book as it brings to mind the nature of inquiry in subject disciplines like geography, where the real world context often help students develop deeper understanding. I would urge teacher educators to consider this as required reading for the topic of IBL, regardless of whether the curriculum subject to be taught is in science, geography, or history.” (Chew-Hung Chang, Associate Professor with the Humanities and Social Studies Education Academic Group, National Institute of Education, Nanyang Technological University, Singapore)
“A timely book. With STEM, being a confusing current buzzword for education, this book reminds us of Inquiry, a more abiding feature in which teaching and learning becomes an active cooperative process. It discusses the contextual nature of the process by comparing its role in Science, Geography and History, as well as opening up the important issue of inquiry’s cultural dependence.” (Emeritus Professor Peter Fensham AM, Monash University, Australia)
Authors and Affiliations
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Monash University, Clayton, Australia
Gillian Kidman, Niranjan Casinader
About the authors
Niranjan Casinader is Senior Lecturer in Curriculum and Assessment, Faculty of Education, Monash University, Australia.
Bibliographic Information
Book Title: Inquiry-Based Teaching and Learning across Disciplines
Book Subtitle: Comparative Theory and Practice in Schools
Authors: Gillian Kidman, Niranjan Casinader
DOI: https://doi.org/10.1057/978-1-137-53463-7
Publisher: Palgrave Pivot London
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2017
Hardcover ISBN: 978-1-137-53462-0Published: 29 August 2017
eBook ISBN: 978-1-137-53463-7Published: 10 August 2017
Edition Number: 1
Number of Pages: XXII, 159
Number of Illustrations: 14 b/w illustrations
Topics: International and Comparative Education, Curriculum Studies, Science Education, Schools and Schooling, Sociology of Education, Sociology of Education