Examining Studies of Inquiry-Based Learning in Three Fields of Education: Sparking Generative Conversation

Many educational researchers across the United States have found that inquiry-based learning (IBL) supports the development of deep, meaningful content knowledge. However, integrating IBL into classroom practice has been challenging, in part because of contrasting conceptualizations and practices ac...

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Bibliographic Details
Published in:Journal of teacher education 2013-11, Vol.64 (5), p.387-408
Main Authors: Levy, Brett L. M., Thomas, Ebony Elizabeth, Drago, Kathryn, Rex, Lesley A.
Format: Article
Language:English
Subjects:
Active Learning
Analysis
Barriers
Classroom Techniques
Correlation
Curricula
Curriculum
Curriculum Design
Curriculum Development
Discovery learning
Education
Educational Opportunities
Educational Practices
English Instruction
Fused Curriculum
History Instruction
Inquiry
Interdisciplinary Approach
Knowledge Base for Teaching
Learning
Methods
Professional Development
Protocol Materials
Science Education
Scientific Methodology
Secondary school teachers
Semi Structured Interviews
Student Teacher Attitudes
Teacher centers
Teacher centres
Teacher education
Teacher Education Programs
Teacher Workshops
Teachers
Teaching Methods
Training
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Summary:Many educational researchers across the United States have found that inquiry-based learning (IBL) supports the development of deep, meaningful content knowledge. However, integrating IBL into classroom practice has been challenging, in part because of contrasting conceptualizations and practices across educational fields. In this article, we (a) describe differing conceptions of IBL, (b) summarize our own studies of IBL in three fields of education, (c) compare and contrast the processes and purposes of IBL in our studies and fields, and (d) suggest numerous opportunities for cross-disciplinary collaborations on IBL curriculum, teaching, and research that could bolster its inclusion in K-12 education. We ground our exploration in knowledge-generating conceptualizations and practices in these fields.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487113496430