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Literature review: The role of the teacher in inquiry-based education
ARTICLE

, Vrije Universiteit Amsterdam ; , NRO (Netherlands Initiative for Educational Research) ; , , Vrije Universiteit Amsterdam

Educational Research Review Volume 22, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd

Abstract

Inquiry-based education receives much attention in educational practice and theory, since it provides pupils and teachers with opportunities to actively engage in collaboratively answering questions. However, not only do many teachers find this approach demanding, it also remains unclear what they should do to foster this type of education in their classrooms. Our research question was: Which teaching strategies are used by K-12 teachers when promoting inquiry-based education in their classrooms and what are the reported outcomes?After searching for empirical studies on this topic, we examined 186 studies investigating different ways in which teachers can promote inquiry-based education. Analyses revealed varying teaching strategies, differing with regard to direction (teacher directed, student directed and mixed) and different perspectives of regulation (meta-cognitive, conceptual, and social regulation). Results show that important teacher strategies in metacognitive regulation are: focussing on thinking skills, developing a culture of inquiry, supporting inquiry discourse, and promoting nature of science; in conceptual regulation: providing information on the research topic and focussing on conceptual understanding; and in social regulation: bridging the gap between high and low achievers, organizing student learning in groups and focussing on collaboration processes.

Citation

Dobber, M., Zwart, R., Tanis, M. & van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22(1), 194-214. Elsevier Ltd. Retrieved December 15, 2019 from .

This record was imported from Educational Research Review on January 31, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2017.09.002

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