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Inquiry-Based Learning in Action: Theory and Practice in Higher Education

Inquiry-Based Learning in Action: Theory and Practice in Higher Education

Leeann M. Lower-Hoppe, Shea Brgoch, Yung-Ju Chen, Sue Sutherland
Copyright: © 2021 |Pages: 26
ISBN13: 9781799843603|ISBN10: 1799843602|EISBN13: 9781799843610
DOI: 10.4018/978-1-7998-4360-3.ch003
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MLA

Lower-Hoppe, Leeann M., et al. "Inquiry-Based Learning in Action: Theory and Practice in Higher Education." Handbook of Research on Innovations in Non-Traditional Educational Practices, edited by Jared Keengwe, IGI Global, 2021, pp. 34-59. https://doi.org/10.4018/978-1-7998-4360-3.ch003

APA

Lower-Hoppe, L. M., Brgoch, S., Chen, Y., & Sutherland, S. (2021). Inquiry-Based Learning in Action: Theory and Practice in Higher Education. In J. Keengwe (Ed.), Handbook of Research on Innovations in Non-Traditional Educational Practices (pp. 34-59). IGI Global. https://doi.org/10.4018/978-1-7998-4360-3.ch003

Chicago

Lower-Hoppe, Leeann M., et al. "Inquiry-Based Learning in Action: Theory and Practice in Higher Education." In Handbook of Research on Innovations in Non-Traditional Educational Practices, edited by Jared Keengwe, 34-59. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4360-3.ch003

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Abstract

Inquiry-based learning is a pedagogical strategy that shifts learning from an instructor-focused transfer of knowledge to learner-focused construction of knowledge. Based upon theoretical propositions that knowledge is constructed through social experiences, inquiry-based learning promotes greater understanding and integration of content. With instructors increasingly expected to utilize innovative teaching strategies and diversify the traditional lecture format, inquiry-based learning can cultivate complex learning experiences. This chapter reviews the theory of inquiry, experiential learning theory, and theory of social constructivism and describes the primary tenets of inquiry-based learning to provide theoretically grounded, evidence-based suggestions for instructors. Design, implementation, and evaluation of inquiry-based learning is discussed through examples of problem-based, project-based, and case-based pedagogical techniques. Outcomes and challenges of delivering inquiry-based lessons are presented as well as directions for future research to continue advancing educational practices.

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