Abstract
Inquiry-Based Learning (IBL) is an approach for undergraduate education that appears to implement John Dewey's experiential education theory by integrating students' interests and experiences with content knowledge. The IBL approach has been described as "a range of strategies used to promote learning through students' active, and increasingly independent, investigation of questions, problems and issues, often for which there is no single answer" (Lee 2004, 5). In order to identify, explore, and describe an IBL approach in undergraduate education, research is underway during the first semester of 2007 at the University of Canterbury. Through a successfully funded grant from the New Zealand Ministry of Education, four case studies of classes in Communications Disorders, Engineering, Fine Arts, and Sociology are being developed. In this hands-on session, participants will be invited to join the researcher in interacting with the data, tenets of Dewey's theory, and characteristics of IBL through experiential and metaphorical activities.
Location
Room 2904 B
Recommended Citation
O'Steen, Billy, "Are John Dewey's Ideas Alive and Well in Undergraduate Education? New Zealand Case Studies in Inquiry-Based Learning" (2007). SoTL Commons Conference. 52.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/52
Are John Dewey's Ideas Alive and Well in Undergraduate Education? New Zealand Case Studies in Inquiry-Based Learning
Room 2904 B
Inquiry-Based Learning (IBL) is an approach for undergraduate education that appears to implement John Dewey's experiential education theory by integrating students' interests and experiences with content knowledge. The IBL approach has been described as "a range of strategies used to promote learning through students' active, and increasingly independent, investigation of questions, problems and issues, often for which there is no single answer" (Lee 2004, 5). In order to identify, explore, and describe an IBL approach in undergraduate education, research is underway during the first semester of 2007 at the University of Canterbury. Through a successfully funded grant from the New Zealand Ministry of Education, four case studies of classes in Communications Disorders, Engineering, Fine Arts, and Sociology are being developed. In this hands-on session, participants will be invited to join the researcher in interacting with the data, tenets of Dewey's theory, and characteristics of IBL through experiential and metaphorical activities.
