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© 2017

Inquiry-Based Teaching and Learning across Disciplines

Comparative Theory and Practice in Schools

Benefits

  • 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

Book

Table of contents

  1. Front Matter
    Pages i-xxii
  2. Inquiry in Education: A Modern Perspective

    1. Front Matter
      Pages 1-1
    2. Gillian Kidman, Niranjan Casinader
      Pages 3-29
    3. Gillian Kidman, Niranjan Casinader
      Pages 31-45
    4. Gillian Kidman, Niranjan Casinader
      Pages 47-62
  3. Unfolding the Stages of Inquiry

    1. Front Matter
      Pages 63-63
    2. Gillian Kidman, Niranjan Casinader
      Pages 65-74
    3. Gillian Kidman, Niranjan Casinader
      Pages 75-88
    4. Gillian Kidman, Niranjan Casinader
      Pages 89-103
    5. Gillian Kidman, Niranjan Casinader
      Pages 105-118
    6. Gillian Kidman, Niranjan Casinader
      Pages 119-127
    7. Gillian Kidman, Niranjan Casinader
      Pages 129-152
  4. Back Matter
    Pages 153-159

About this book

Introduction

This research-based book dissects and explores the meaning and nature of Inquiry in teaching and learning in schools, challenging existing concepts and practices. In particular, it explores and contests prevailing attitudes about the practice of inquiry-based learning across the Science, Geography and History disciplines, as well as focusing on the importance of the role of teacher in what is frequently criticised as being a student-controlled activity. 

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. 

Keywords

science geography history learning schooling education australia case study

Authors and affiliations

  1. 1.Monash UniversityClaytonAustralia
  2. 2.Monash UniversityClaytonAustralia

About the authors

Gillian Kidman is Associate Professor in Science Education, Faculty of Education, Monash University, Australia.
 
Niranjan Casinader is Senior Lecturer in Curriculum and Assessment, Faculty of Education, Monash University, Australia.

Bibliographic information

Reviews

“This valuable book by two education academics from Monash University, with wide experience in Science, History and Geography, examines the nature of inquiry teaching and learning across the three disciplines. … This book is a valuable addition to the literature on inquiry learning and geography education while probably being too technical for most teachers.” (Bill Stringer, Geographical Education, Vol. 31, 2018)