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Developing and embedding inquiry‐guided learning across an institution
Author(s) -
Jenkins Martin,
Healey Mick
Publication year - 2012
Publication title -
new directions for teaching and learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.192
H-Index - 46
eISSN - 1536-0768
pISSN - 0271-0633
DOI - 10.1002/tl.20004
Subject(s) - discipline , institution , conceptual framework , higher education , pedagogy , sociology , engineering ethics , mathematics education , psychology , political science , engineering , social science , law
This chapter presents a case study of how inquiry‐guided learning has been developed and embedded within a small university in the United Kingdom. It highlights the different theoretical and conceptual frameworks that contributed to our evolving understanding of inquiry‐guided learning and the importance of recognizing and working with disciplinary differences.