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14 - Inquiry Approach and Phases of Learning in Undergraduate Research

from Part II.2 - Key Measures for the Implementation of Undergraduate Research

Published online by Cambridge University Press:  11 August 2022

By
Margus Pedaste
Edited by
Harald A. Mieg ,
Elizabeth Ambos ,
Angela Brew ,
Dominique Galli  and
Judith Lehmann
Harald A. Mieg
Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos
Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew
Affiliation:
Macquarie University, Sydney
Dominique Galli
Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann
Affiliation:
Universidad de Buenos Aires, Argentina
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Summary

The inquiry-based approach to learning has been successfully applied in science education. Inquiry-based learning is defined as an approach involving active, research-based learning in the classroom to acquire new knowledge and competences, either individually or collaboratively, in self-regulated learning settings. In this chapter five general inquiry phases are being discussed: Orientation, Conceptualization, Investigation, Conclusion, and Discussion. These phases and their corresponding sub-phases are interlinked in an inquiry cycle. While experiencing each phase the students will acquire research-based skills and further develop a wide range of soft skills as long as instructors provide adequate guidance and support.

Keywords

inquiry-based learninginquiry cyclecollaborationself-regulationlearning skillsplanningmonitoringevaluationorientationinvestigation
Type
Chapter
Information
The Cambridge Handbook of Undergraduate Research , pp. 149 - 157
Publisher: Cambridge University Press
Print publication year: 2022

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References

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