Truth and Reconciliation Through Inquiry-based Collaborative Learning

Abstract

This paper overviews a project conducted at Fort St. James Secondary School in the Nechako Lakes School District, which is in Northern British Columbia, Canada. Three highschool teachers from different disciplines (Social Studies, Digital Media, and Carpentry) launched a cross-curricular inquiry-based project in partnership with local knowledge holders and School District 91, focusing on truth and reconciliation, that connected the learners in their highschool and the broader community, including knowledge holders from the local Indigenous communities. Those engaged in the project examined questions around what truth and reconciliation meant to the learners and its significance. Resulting products included a legacy wall containing individual learning represented in motifs, design of the feather using wood from around the world, and a video documentary containing interviews from school and community stakeholders. We share information on how to access the video documentary.

Blog Academic Assisted Inquiry Strategy for Conceptual Understanding of Physics Learning through 21st Century Learning Attitudes

“…This has an impact on the emergence of critical and creative thinking through in-depth discussions and joint reflection. Collaboration is a form of support and sharing ideas (Houghton et al, 2022). Thus, it can be said that inquiry learning assisted by academic blogs opens the door to more effective and meaningful collaboration in the classroom.…”