Implementation of inquiry-based learning in day-to-day teaching: a synthesis

• Published in: ZDM 2013-11, Vol.45 (6), p.779-795
• Main Authors: Maaß, Katja, Artigue, Michèle
• Format: Article
• Language: English
• Subjects: Active Learning; Design; Education; Educational Change; Educational research; Inquiry method; Learning; Learning Processes; Mathematics; Mathematics Education; Original Article; Problem based learning; Professional development; Science education; Secondary School Teachers; Students; Synthesis; Teaching; Teaching Methods
• ISSN: 1863-9690; 1863-9704
• DOI: 10.1007/s11858-013-0528-0

This synthesis is designed to provide insight into the most important issues involved in a large-scale implementation of inquiry-based learning (IBL). We will first turn to IBL itself by reflecting on (1) the definition of IBL and (2) examining the current state of the art of its implementation. Afterwards, we will move on to the implementation of IBL and look at its dissemination through resources, professional development, and the involvement of the context. Based on these theoretical reflections, we will develop a conceptual framework for the analysis of dissemination activities before briefly analyzing four exemplary projects. The aim of our analysis is to reflect on the various implementation strategies and raise awareness of the different ways of using and combining them. This synthesis will end with considerations about the framework and conclusions regarding needed future actions.