Can inquiry‐based learning strengthen the links between teaching and disciplinary research?

Spronken‐Smith, Rachel; Walker, Rebecca

doi:10.1080/03075070903315502

Cited by 242 publications

(170 citation statements)

References 21 publications

(27 reference statements)

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“…This highlights an additional departure from previous research in that it has been suggested for IBL to foster a research-teaching nexus that projects need to aligned with the instructor's research agenda (Spronken-Smith & Walker, 2010). This seems unnecessary and limits opportunities for personal development, both for the students and the instructor.…”

Section: Discussionmentioning

confidence: 65%

“…The adoption of IBL in research methods course enables this to be achieved when it involves an open format and discovery frame. In contrast to recommendations (Spronken-Smith & Walker, 2010;SpronkenSmith et al, 2011), in my experience guidance was a crucial component, particularly at the beginning of the projects. Students' experienced pronounced emotional reactions during the course; more so than I have witnessed in other course I have taught.…”

Section: Discussionmentioning

confidence: 75%

“…Although IBL can involve a research-based approach, it is not always realized. Spronken-Smith and Walker (2010) identified different types of IBL based on the amount of guidance provided. Structured inquiry involves the most guidance (where students are assigned a problem and an outline to solve it), open inquiry the least guidance (students generate their own questions and means to answer the question), with guided inquiry set in between these extremes (students are self-directed to explore a given problem).…”

Section: Inquiry-based Learningmentioning

confidence: 99%

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An Analytical Autoethnographical Account of using Inquiry-Based Learning in a Graduate Research Methods Course

Woolf

2017

cjsotl-rcacea

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Increased emphasis is being placed on integrating research and teaching in higher education because of the numerous benefits accrued by students. In accordance, research methods courses are ubiquitously contained in curricula, ostensibly to promote research training and the research-teaching nexus. Students may not appreciate the inclusion, however, of such courses or emphasis on research training when their career ambitions are outside academia. In this analytical autoethnographic study, I examined my experience of teaching research methods to twenty graduate students using an inquiry-based learning strategy. To assist my analysis, I incorporated the students' reflective journals of their experience of the course. Inquiry based learning motivated both the students and me, however the approach was time intensive and stressful for me. Contrary to current recommendations, guidance is of crucial importance with this teaching approach, particularly at the onset. Furthermore, an alignment between my own research interests and course content was not necessary for the research-teaching nexus to be experienced. Moreover, absence of such alignment provided opportunities for personal development both for the students and in my case, the instructor.Dans l'enseignement supérieur, on met maintenant de plus en plus d'emphase sur l'intégration de la recherche dans l'enseignement à cause des nombreux avantages dont peuvent bénéficier les étudiants. Par conséquent, les cours de méthodologie de la recherche font désormais partie des programmes de cours de façon ubiquitaire, visiblement pour favoriser la formation en recherche et le lien entre l'enseignement et la recherche. Toutefois, les étudiants n'apprécient pas toujours une telle inclusion de ces cours ni l'accent mis sur la formation en recherche lorsque leurs ambitions de carrière se situent hors du milieu universitaire. Dans cette étude analytique auto-ethnographique, j'examine l'expérience que j'ai eue quand j'ai enseigné un cours de méthodes de recherche à vingt étudiants au cycles supérieurs en utilisant une stratégie d'apprentissage basée sur l'enquête. Pour faciliter mon analyse, j'ai incorporé les journaux de réflexions personnelles des étudiants dans lesquels ils ont relaté leurs expériences concernant le cours. L'apprentissage basé sur l'enquête a motivé à la fois les étudiants et moi-même, mais il s'est avéré que cette approche avait pris énormément de temps et avait été stressante pour moi. Contrairement aux recommandations qui circulent actuellement, il est de la plus haute importance de fournir des conseils quand on utilise cette approche d'enseignement, en particulier au début. De plus, il n'a pas été nécessaire d'aligner mes propres intérêts en matière de recherche avec le contenu du cours pour faire l'expérience du lien entre la recherche et l'enseignement. Par ailleurs, l'absence d'un tel alignement a fourni des occasions de développement personnel à la fois pour les étudiants et, dans mon cas, pour l'instructeur. Excellence in research and teaching...

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Section: Discussionmentioning

confidence: 65%

Section: Discussionmentioning

confidence: 75%

Section: Inquiry-based Learningmentioning

confidence: 99%

See 1 more Smart Citation

An Analytical Autoethnographical Account of using Inquiry-Based Learning in a Graduate Research Methods Course

Woolf

2017

cjsotl-rcacea

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“…For example, instructors may raise important questions, help students to plan their research process, and guide students in formulating and justifying conclusions about what they have learned about the topic (Hudspith & Jenkins, 2001). Spronken-Smith and Walker (2010) demonstrated that if faculty (staff in the UK) adopt an open, discoveryoriented, inquiry-learning approach including having the student develop a research question and complete the entire inquiry cycle, the ties between teaching and research become more firmly established. In a research-intensive university it is particularly important to teach students about the research process and to help students establish good pedagogical strategies early in their academic careers.…”

Section: Concepts Of Teaching and Learningmentioning

confidence: 99%

Inquiry Learning: Instructor Perspectives

2011

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The rise of the research intensive university has led some critics to argue that teaching has been discounted in favour of research, and thus the academy has “failed...their undergraduate populations” (Boyer Commission, 1998, p .5). This paper examines instructor perceptions of inquiry at an institution with a significant history of providing inquiry learning opportunities to undergraduate students. Inquiry learning is typically seen as a pedagogical approach, both a method and a process, delivered in small class settings. Qualitative data were collected through interviews (n=16) with instructors who used inquiry in their teaching to elicit instructor perceptions of inquiry teaching. Content analysis was performed on the interviews to extract themes. Results suggest that instructors approached their inquiry teaching differently - some adopting an intentional and some an unintentional approach. There was general consensus that teaching and learning academic skills is valuable, inquiry instructors are facilitators, technology has only a modest place in the inquiry classroom, and larger classes inhibit inquiry. Responses were mixed about the importance of stand-alone inquiry courses. Teaching such courses appears to change the instructor’s perspective about inquiry.L’augmentation des universités qui sont de plus en plus axées sur la recherche a soulevé quelques critiques à l’effet que l’enseignement ait été délaissé au profit de la recherche et que, conséquemment, les institutions d’enseignement ont « laissé tomber… leurs étudiants de premier cycle » (Boyer Commission 1998, p. 5). Le présent article porte sur la perception des enseignants d’un établissement qui préconise depuis longtemps des pratiques pédagogiques notamment la - méthode d’enquête- pour favoriser l’apprentissage de leurs étudiants de premier cycle. Cette méthode est généralement considérée comme une approche pédagogique qui se préoccupe tant de l’objet que du procesus d’apprentissage. Des entrevues réalisées auprès d’enseignants qui utilisent cette méthode ont permis de recueillir des données qualitatives (n=16) afin de savoir ce qu’ils en pensaient. Les chercheurs ont analysé le contenu des entrevues pour en extraire des thèmes. Les résultats indiquent que les enseignants abordent la méthode d’enquête de manière différente : certains adoptant une approche intentionnelle et d’autres une approche non intentionnelle. Les enseignants s’entendent sur les éléments suivants : l’enseignement et l’apprentissage des stratégies pédagogiques sont utiles, les enseignants qui utilisent la méthode d’enquête ont un rôle de facilitateur, la technologie n’occupe qu’une faible place dans la classe où cette méthode est appliquée et les classes nombreuses nuisent à cette méthode. Les avis sont partagées quant à l’utilisation de cette méthode dans les cours sans préalables. Le fait de donner ce type de cours semble modifier l’opinion de l’enseignant quant à cette méthode

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“…The second, which extends to the present, is a period during which the methodology was strengthened, and many of the proposals and findings were consolidated; proposals for reflection and analysis were less in number but equally intense. The theoretical reflection was enriched with the contributions of the enquiry-or problem-based theories of learning (Spronken-Smith & Walker, 2010).…”

Section: Development Of Alehop: Action-reflection-actionmentioning

confidence: 99%

Cultural Empowerment and Language: Teaching Spanish to the Socially Disadvantaged Amazigh Population through the Alehop Programme

Molina-Fernández¹,

Medero²,

Pérez‐Jorge³

et al. 2017

ASS

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This article describes an action research programme designed to resolve classroom problems, in preschool and primary education, related to the use of Spanish as a hegemonic language in a bilingual context in which students are from the Amazigh culture. The Alehop programme aims to motivate students to learn and the results demonstrate that this classroom innovation is possible. Moreover, the use of everyday life situations and typical problems helps and favours enquiry-based learning. Intercultural school life without violence is shown to be possible. Strategies include giving voice to the students, addressing relevant social issues, and creating an environment of trust and collaboration. An evaluation of the results validates a methodology that encourages cultural and linguistic diversity, and points to a need to respect the autonomy, freedom and human rights of students in politically and economically disadvantaged conditions. Empowerment is linked to the autonomy of students and teachers.

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Can inquiry‐based learning strengthen the links between teaching and disciplinary research?

Cited by 242 publications

References 21 publications

An Analytical Autoethnographical Account of using Inquiry-Based Learning in a Graduate Research Methods Course

An Analytical Autoethnographical Account of using Inquiry-Based Learning in a Graduate Research Methods Course

Inquiry Learning: Instructor Perspectives

Cultural Empowerment and Language: Teaching Spanish to the Socially Disadvantaged Amazigh Population through the Alehop Programme

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