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ERIC Number: EJ978639
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: ERIC
Reference Count: 17
ISSN: ISSN-0271-0633
Inquiry-Guided Learning in New Zealand: From an Appetizer to an Entree
O'Steen, Billy; Spronken-Smith, Rachel
New Directions for Teaching and Learning, n129 p39-49 Spr 2012
New Zealand is unique in the global tertiary education environment because there is a legislative requirement that teaching and research are closely interdependent and that most teaching in universities and all degree-granting institutions should be done by people who are active in advancing knowledge. Moreover, the Tertiary Education Strategy calls for "a research culture within which undergraduates learn to take a research-based approach to their lifelong educational Canament." Thus there is a strong imperative for research and inquiry to be part of the undergraduate curriculum. In 2006 the authors were part of a research team that gained a substantial external grant from the government to document and analyze the use of inquiry-guided learning (IGL) in undergraduate education in New Zealand. This article draws on that research by first providing some background on the research project and highlighting some key findings and then considering different approaches to including IGL in an undergraduate curriculum. In the first case--the appetizer, the authors discuss how inquiry can be included in a large first-year sociology class, and in the second case--the entree--they examine how inquiry is embedded throughout an ecology degree program. The intent is to present theoretical concepts from the research and to offer practical advice for faculty seeking to include inquiry within an undergraduate curriculum. (Contains 2 tables and 3 figures.)
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand