The road to present day inquiry-based learning

by Amelie G. Schinck-Mikel, Cal Poly, San Luis Obispo

aschinck@calpoly.edu

Originally posted January 2011. Updated December 2014.

Abstract


This literature summary begins by discussing the various incarnations of Inquiry-Based Learning (IBL), elaborating on various modifications as well as providing links to resources.  The often discussed coverage issue and the costs of choosing to teach in a lecture-intensive approach are also explained. Inquiry-Based Learning is offered as an alternative to the traditional lecture-based approach. IBL allows students to not only cover, but engage with the material in a more stimulating way. Strong evidence from the literature is presented in favor of using Inquiry-Based Learning in the teaching of proof. Furthermore, this summary highlights the positive effect between an inquiry approach to teaching and overall better acquisition and retention of conceptual understanding as well as improved enjoyment of the subject for the students and the teacher.

 

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