Skip to main content
SpringerLink
Log in

The Unfolding of Inquiry in Education: A Research Chronology

  • Chapter
  • First Online:
Inquiry-Based Teaching and Learning across Disciplines

Abstract

Domain-general inquiry is considered in terms of classroom goals, instructional approach and the degree of teacher direction. The intertwining of these three frameworks is necessary for the development of inquiry literacy in both teachers and students, as well as the differentiation of discipline-specific inquiry. Inquiry literacy is defined to include language, symbols and skills and their usage during and after the activity. The history of the development of scientific inquiry in education is well documented from a North American perspective. However, we revisit this known history in terms of the influences that the United Kingdom and the North American materials has had on Australian Curriculum. Given the importance of inquiry-oriented teaching and learning advocated in the Australian Curriculum, we complement the scientific inquiry timeline with a research chronology of inquiry education in the Humanities, specifically geographical inquiry and historical inquiry.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 64.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abd-El-Khalick, F. (2004). Introduction. In F. Abd-El-Khalick, S. Bougaoude, N. Lederman, R. Mamok-Naaman, A. Hopstein, M. Nioz, D. Treagrest, & H. Tusan (Eds.), Inquiry in science education: International perspective (pp. 397–400).

    Google Scholar 

  • Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103, 1–18.

    Article  Google Scholar 

  • American Association for the Advancement of Science. (1990). Science for all Americans. Washington, D.C: American Association for the Advancement of Science.

    Google Scholar 

  • Australian Academy of Science. (2005). Primary connections. Canberra: ACT: Australian Academy of Science.

    Google Scholar 

  • Australian Academy of Science. (2007). Science by doing. Canberra: ACT: Australian Academy of Science.

    Google Scholar 

  • Australian Education Council (AEC). (1994). A statement on science for Australian schools. Carlton: Curriculum Corporation.

    Google Scholar 

  • Australian Science Education Project (ASEP). (1970). Document 38: Use of the inquiry approach. Unpublished manuscript.

    Google Scholar 

  • Baird, J. R. (1988). Teachers in science education. In P. Fensham (Ed.), Development and dilemmas in science education. London: Falmer Press.

    Google Scholar 

  • Barrow, L. H. (2006). A brief history of inquiry: From dewey to standards. Journal of Science Teacher Education, 17(3), 265–278.

    Article  Google Scholar 

  • Berry, B. J. L. (1967). Geography of market centers and retail distribution. Prentice Hall, NJ: Englewood Cliffs.

    Google Scholar 

  • Brereton, E. (2015). Interview with Authors.

    Google Scholar 

  • Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heine-mann.

    Google Scholar 

  • Central Advisory Council for Education. (1967). Children and their primary schools (The Plowden Report). London: Her Majesty’s Stationery Office (HMSO).

    Google Scholar 

  • Chiappetta, E. (2008). Historical development of teaching science as inquiry. In J. Luft, R. L. Bell, & J. Gess-Newsome (Eds.), Science as inquiry in the secondary setting. Arlington, TX: National Science Teachers Association Press.

    Google Scholar 

  • Collins, J. (2009‚ May 15). Fifteen minutes at the GTAV AGM, Speech given at Annual General Meeting of the Geography Teachers’ Association of Victoria.

    Google Scholar 

  • Collins, J. (2015). Interview with Authors.

    Google Scholar 

  • Consultative Committee. (1931). The primary school (the Hadow report). London: His Majesty’s Stationery Office.

    Google Scholar 

  • Davidson, G., & Catling, S. (2000). Towards the question led curriculum. In C. Fisher & T. Binns (Eds.), Issues in geography teaching. London: Routledge.

    Google Scholar 

  • Dearing Review. (1994). The national curriculum and its assessment: Final report. London: School Curriculum and Assessment Authority.

    Google Scholar 

  • Department for Education (DfE). (1995). Geography in the national curriculum. London: Her Majesty’s Stationary Office.

    Google Scholar 

  • Dewy, J. (1910). Science as subject-matter and as method. Science, 31, 121–127.

    Article  Google Scholar 

  • Duschl, R., & Hamilton, R. (1998). Conceptual change in science and the learning of science. In B. Fraser & K. Tobin (Eds.), International handbook of science education. London: Kluwer Academic Publishing.

    Google Scholar 

  • Fairbairn, K. J., & May, A. D. (1971). Geography of central places: A review and appraisal. Rigby: Brisbane.

    Google Scholar 

  • Favier, T. T. (2011). Geographic Information Systems in inquiry-based secondary geography education: Theory & Practice. The Netherlands: Vrije Universiteit Amsterdam.

    Google Scholar 

  • Fensham, P. (1990). What will science education do about technology? Australian Science Teachers Journal, 36(3), 8–21.

    Google Scholar 

  • Fensham, P. (1981). Heads, hearts and hands—Future alternatives for science education. Australian Science Teachers Journal, 27(1), 53–60.

    Google Scholar 

  • Furtak, E. M., Thompson, J., Bratten, M., & Windschitl, M. (2012). Learning progressions to support ambitious teaching practices. In A. C. Alonzo & A. W. Gotwals (Eds.), Learning progressions in science: Current challenges and future directions. Rotterdam: Sense Publishers.

    Google Scholar 

  • Gagnon, P. (1989). Historical literacy: The case for history in American education. New York: Macmillan Publishing.

    Google Scholar 

  • Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

    Google Scholar 

  • Gordon, K. (ND). Inquiry approaches in primary studies of society and environment key learning area. Australia: Queensland School Curriculum Council.

    Google Scholar 

  • Green, C. C. (1970). The water cycle. Stanmore: Cassell Australia.

    Google Scholar 

  • Haggett, P. (1965). Locational analysis in human geography. London: Edward Arnold.

    Google Scholar 

  • Harms, N., & Yager, R. (1981). What research says to the science teacher (Vol. 3). Washington, DC: National Science Teachers Association.

    Google Scholar 

  • Jiang, F., & McComas, W. F. (2015). The effects of inquiry teaching on student science achievement and attitudes: Evidence from propensity score analysis of PISA data. International Journal of Science Education, 37(3), 554–576.

    Article  Google Scholar 

  • Kidman, G. (2012). Australia at the crossroads: A review of school science practical work. Eurasia Journal of Mathematics, Science & Technology Education, 8(1), 35–47.

    Google Scholar 

  • Keating, D. P. (1990). Adolescent thinking. In G. R. Elliott & S. S. Feldman (Eds.), At the threshold: The developing adolescent. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Kelly, A. V. (2004). The curriculum theory and practice. London: Sage.

    Google Scholar 

  • Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A., & Schwartz, R. S. (2014). Meaningful assessment of learners’ understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65–83.

    Article  Google Scholar 

  • Maude, A. (2014). Understanding and teaching the Australian curriculum: Geography for primary schools. Victoria: Hawker Brownlow Education.

    Google Scholar 

  • Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2006). Statements of learning for science. Melbourne: Curriculum Corporation.

    Google Scholar 

  • Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA). (2008). Melbourne declaration on educational goals for young Australians. Canberra: MCEETYA.

    Google Scholar 

  • Minner, D. D., Levy, A. J., & Century, J. (2009). Inquiry-based science instruction—What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496.

    Article  Google Scholar 

  • Mulcahy, D., & Kriewaldt, J. (2017). Professional standards for accomplished teaching of school geography. Retrieved from http://www.geogstandards.edu.au/.

  • Naish, M., Rawling, E., & Hart, C. (1987). The contribution of a curriculum project to 16–19 education. Harlow: Longman.

    Google Scholar 

  • National Education Standards Project (NESP). (1994). National education standards 1994: Geography for life. Washington, DC: National Geographic Society Committee on Research and Exploration.

    Google Scholar 

  • National Research Council (NRC). (1996). National science education standards. Washington, DC: The National Academies Press.

    Google Scholar 

  • National Research Council (NRC). (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.

    Google Scholar 

  • National Research Council (NRC). (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press.

    Google Scholar 

  • Next Generation Science Standards (NGSS). (2013a). Final release NGSS front matter. Washington, DC: National Academy of Science.

    Google Scholar 

  • Next Generation Science Standards (NGSS). (2013b). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.

    Google Scholar 

  • Peers, C. S. E. (2006). Making a difference: Primary connections stage 3 project brief. Canberra: Australian Academy of Science.

    Google Scholar 

  • Preston, L., Harvie, K., & Walace, H. (2015). Inquiry-based learning in teacher education: A primary humanities example. Australian Journal of Teacher Education, 40(12), 73–84.

    Article  Google Scholar 

  • Rigg, J. B. (1968). A textbook for environmental study for school scientists. London: Constable.

    Google Scholar 

  • Roberts, M. (1997). Curriculum planning and course development: A matter of professional judgement. In D. Tilbury & M. Williams (Eds.), Teaching and learning geography. London: Routledge.

    Google Scholar 

  • Roberts, M. (2013). Learning through enquiry. UK: Sheffield, The Geographical Association.

    Google Scholar 

  • Rutherford, F. J. (1964). The role of inquiry in science teaching. Journal of Research in Science Teaching, 2, 80–84.

    Article  Google Scholar 

  • Schwab, J. (1960). The teaching of science as enquiry. In J. Schwab & P. Brandwein (Eds.), The teaching of science. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Shemilt, D. (1980). History 13–16 evaluation study. Holmes McDougall: Edinburgh.

    Google Scholar 

  • Shore, B. M., Birlean, C., Walker, C. L., Ritchie, K. C., Labanca, F., & Aulls, M. W. (2009). Inquiry literacy: A proposal for a neologism. Learning Landscapes, 3(1), 139–154.

    Google Scholar 

  • Simes, J. J. H. (1955). The professional chemist and school science. Australian Science Teachers’ Journal, 1(1), 8–9.

    Google Scholar 

  • Sinclair Bell, J. (1993). Finding the commonplaces of literacy. Curriculum Inquiry, 23(2), 131–153.

    Article  Google Scholar 

  • Taylor, T., & Young, C. (2003). Making history: A guide for the teaching and learning of history in Australian school. Carlton South: Curriculum Corporation.

    Google Scholar 

  • van Drie, J., & van Boxtel, C. (2007). Historical reasoning: Towards a framework for analyzing students’ reasoning about the past. Educational Psychology Review, 20(2), 87–110.

    Article  Google Scholar 

  • Welch, W., Klopfer, L., Aikenhead, G., & Robinson, J. (1981). The role of inquiry in science education: Analysis and recommendations. Science Education, 65(1), 33–50.

    Article  Google Scholar 

  • Wenning, C. J. (2005). Levels of inquiry: Hierarchies of pedagogical practices and inquiry processes. Journal of Physics Teacher Education Online, 2(3), 3–11.

    Google Scholar 

  • Wilkinson, J., & Ward, M. A. (1997). A comparative study of students’ and their teacher’s perceptions of laboratory work in secondary schools. Research in Science Education, 27(4), 599–610.

    Article  Google Scholar 

  • Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172–223.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Monash University, Clayton, VIC, Australia

    Gillian Kidman

  2. Monash University, Clayton, VIC, Australia

    Niranjan Casinader

Authors
  1. Gillian Kidman
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Niranjan Casinader
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Gillian Kidman .

Copyright information

© 2017 The Author(s)

About this chapter

Cite this chapter

Kidman, G., Casinader, N. (2017). The Unfolding of Inquiry in Education: A Research Chronology. In: Inquiry-Based Teaching and Learning across Disciplines. Palgrave Pivot, London. https://doi.org/10.1057/978-1-137-53463-7_1

Download citation

  • DOI: https://doi.org/10.1057/978-1-137-53463-7_1

  • Published:

  • Publisher Name: Palgrave Pivot, London

  • Print ISBN: 978-1-137-53462-0

  • Online ISBN: 978-1-137-53463-7

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation