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|Title: ||Inquiry-based learning: fact or fallacy?|
|Authors: ||Wells, Alison|
|Supervisor: ||Enns, Charlotte (Educational Administration, Foundations and Psychology)|
|Examining Committee: ||Freeze, D. Richard (Educational Administration, Foundations and Psychology) Smith, Karen (Curriculum, Teaching and Learning)|
|Graduation Date: ||October 2011|
|Keywords: ||inquiry-based learning|
|Issue Date: ||19-Jul-2011|
|Abstract: ||Inquiry-based learning (IBL) has existed since the early 1500’s and research points to it being a successful pedagogy, so why do so few educators use it? One reason may be the confusion found in the literature encountered by educators. In light of this confusion, how teachers defined and implemented IBL in diverse, 21st Century classrooms was investigated. Looking at whether IBL was, or could be, an inclusive practice was also researched. Furthermore, the possibility that inquiry-based learning (IBL) encompassed differentiated instruction (DI) in its implementation and could therefore be used as a process to incorporate both was explored.
To investigate these ideas, current literature was reviewed; including the works of John Dewey and Lev Vygotsky, and a qualitative research project was conducted using a phenomenological method. The research consisted of observations and interviews in the natural setting, of an inclusive elementary classroom.|
|Appears in Collection(s):||FGS - Electronic Theses & Dissertations (Public)|
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