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ERIC Number: EJ935170
Record Type: Journal
Publication Date: 2011-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0020-4277
Redesigning a Curriculum for Inquiry: An Ecology Case Study
Spronken-Smith, R. A.; Walker, R.; Dickinson, K. J. M.; Closs, G. P.; Lord, J. M.; Harland, T.
Instructional Science: An International Journal of the Learning Sciences, v39 n5 p721-735 Sep 2011
This article reports on an interdisciplinary ecology degree that was redesigned to provide more research activity for undergraduates. A case study approach explored how the teaching team constructed a curriculum that used inquiry activities. The development of an inquiry curriculum was enabled by a University audit focusing on the links between teaching and research, a Programme Review that signalled a need for change, and a Programme Director and group of academics committed to change. In addition, curriculum planning discussions were facilitated by an academic staff developer, who developed a shared vision for an inquiry approach during extended conversations amongst the planning group. Consequently, the new programme progressively develops inquiry skills in four out of five core courses (papers/modules). At stages 1 and 2, structured, guided and open inquiry activities lead to an open inquiry capstone course at stage 3.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A