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ERIC Number: EJ1092197
Record Type: Journal
Publication Date: 2010
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1935-7869
Inquiry Teaching in the College Classroom
Neuby, Barbara
Journal of Effective Teaching, v10 n1 p4-21 2010
Discussions among professors often center on the topic of how to get students involved, how to enable them, and motivate them to learn more and to learn it better. The standard lecture format leaves most of us-teachers and students alike-wanting more. What can we do to accomplish these goals? A teaching method known as "inquiry teaching" has been adapted to the college classroom where followers claim the method builds analytic skills, improves students' knowledge base, and promotes student engagement. Inquiry students are more likely to build hypotheses, integrate, and apply new knowledge more than students in traditional lecture-format classrooms. Although inquiry-based learning may be beneficial, in a study of 77 faculty members at two universities, students' grades in inquiry- based classes were not significantly higher than grades in standard lecture classes. Inquiry methods are not a panacea for college student learning.
Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Grant or Contract Numbers: N/A