Inquiry-guided Learning Research Articles

Inquiry-Guided Learning in Statistics Education: Enhancing Student Understanding of Type I Error through the Use of an Animated Space Exploration Video

Inquiry-Guided Learning in Statistics Education: Enhancing Student Understanding of Type I Error through the Use of an Animated Space Exploration Video

Fostering Engineering Laboratory Course Teaching by Embedding an Inquiry-Guided Learning Approach Using Computer-Aided Learning Packages: Evaluation of Learning Outcomes in a Cooling Tower Experiment in the Unit Operations Lab

A Computer-Aided Learning Package as Inquiry-Guided Learning (CALP/IGL) was implemented in a cooling tower experiment for 43 students enrolled in four sections of the Unit Operations Laboratory course in the chemical engineering program at Qatar University. The impact of this approach on the attainment of learning outcomes was evaluated. Results show that CALP/IGL helped improve the attainment level of course learning outcomes by ~35%. The skills improved were mainly those aiming for the students' ability to interpret and discuss the experimental data. The criteria for improvement were mainly the students' ability to explain the chart trends according to the relevant theoretical principles, leading to addressing misconceptual mistakes. It also helped mitigate educational logical fallacies and reduce the academic gap among students of different learning styles and capabilities.

A Matchmaking Exercise for Teaching Homogamy Theory to First-Year Sociology Students

This note discusses a class activity that was developed for first-year bachelor students in sociology to understand homogamy theory. Taught in a “classical” deductive way, this theory proved to be difficult to remember and describe on the examination. Starting from inductive learning, and more specifically, (structured) inquiry-guided learning, the aim of the exercise was to transcend passive learning, making students gradually discover the different components of the theory themselves, practicing their sociological imagination. Overall, students evaluated the exercise positively, and they performed much better on the examination.

Undercover Feminist Pedagogy in Information Literacy: A Literature Review

Abstract 
 Objective – Feminist pedagogy in library instruction presents a new approach to actively engaging students in the research process. While feminist pedagogy in universities found early adoption in the 1970s, it is a newer phenomenon in library instruction, finding its early roots in works by Ladenson (2010), Accardi (2010), and Accardi and Vukovic (2013).
 By fostering active engagement and critical thinking skills, feminist library instruction sessions encourage students to question authority, actively participate in the knowledge production process, and become aware of their power and information privilege as they navigate increasingly complex information environments. At its core, this specific pedagogical approach subverts traditional classroom dynamics by focusing on diversity and inclusion.
 This literature review demonstrates how feminist pedagogy is currently being practiced in academic library information literacy sessions and how students can be assessed in a feminist manner.
 Methods – Practitioners of feminist pedagogy draw on techniques and methodologies designed to emphasize and value different experiences, such as cooperative learning, collaborative learning, inquiry-based learning, and inquiry-guided learning. These techniques and methodologies are used to develop students’ information literacy skills, to take ownership of the research process, and to stimulate critical inquiry.
 For the literature review, the following databases were searched: Education Resources Information Center (ERIC) on the ProQuest platform; Library & Information Science Abstracts (LISA); Library, Information Science & Technology Abstracts (LISTA); Scopus; and Web of Science Core Collection. Hand searching in WorldCat, as well as cited reference searching and bibliography mining, were also conducted. The searches were run between November 2018 and April 2019, followed by a second round in July 2019 based on participant feedback from the 2019 EBLIP10 conference. Case studies, books, book chapters, literature reviews, research papers, interviews, surveys, and papers based on statistical and qualitative analysis were consulted.
 Results – While some librarians may lack familiarity with feminist theory, feminism writ large influences academic librarians’ professional practice (Schroeder & Hollister, 2014). Librarians can incorporate feminist pedagogy into their practice and assessment in many concrete ways. However, librarians who focus on feminist pedagogy may face obstacles in their teaching, which may explain why publications on feminist pedagogical discourse within library and information studies have emerged only within the last decade (Fritch, 2018; Hackney et al., 2018). The most common challenge feminist librarians face is the restrictive nature of the standalone, one-shot information literacy session. Moreover, there is much room for improvement in library and information studies programs to introduce students to the theory and practice of feminist pedagogy.
 Conclusion – This paper highlights examples of feminist methods librarians can put into practice in their information literacy sessions and ways in which students can be assessed in a feminist manner. The literature demonstrates that feminist pedagogy has been successfully implemented for decades in universities. By comparison, practicing feminist pedagogy at the library instruction level is a relatively new area of focus within the profession. Hopefully, this growing trend will lead to more evidence based literature in the near future.

Developing inquiry‐guided learning in a research university in the United Kingdom

AbstractThis chapter discusses themes from a five‐year institutional development program for inquiry‐guided learning (IGL) at The University of Sheffield. It presents a conceptual framework for IGL instructional design, gives examples of IGL courses, and highlights features of the program's approach to the facilitation of educational change.

“You Have to Absorb Yourself in It”

Inspired by inquiry-guided learning and critical self-reflection as pedagogical approaches, we describe exercises that encourage students to develop critical thinking skills through inquiry and reflective writing. Students compile questions and reflections throughout the course and, at the end of the term, use their writings for a comprehensive analytic self-reflection that examines their intellectual and sociological growth. Following Schwalbe’s (2008 ) urging to emphasize sociological thinking over disciplinary nuances in introductory courses, we describe several complementary methods for teaching students how to think like sociologists. We detail five inquiry exercises and three reflection exercises that build up to the final analytic reflection essay. The unique value of these exercises is that students not only engage the course material throughout the course but also learn to examine their own writing as data. In doing so, students learn to value the process of learning, inquiry, and critical self-reflection while acquiring and constructing self-knowledge.

The Power of Inquiry as a Way of Learning

Since the publication of The Boyer Commission Report (1998), inquiry-guided learning, has acquired a certain cachet and is often suggested as a universal answer for various teaching and learning ills, particularly in research universities. However, while the report focused on inquiry-guided learning, it defined the term only generally or chiefly by anecdote. Twelve years later confusion still exists about what inquiry-guided learning really is and how to do it, whether in a single course or across the curriculum. This article offers a review of representative literature on inquiry-guided learning as well as guidelines for classroom and curriculum practice to address this confusion and to offer clarity.

“A Meeting of Minds”

Because lecture-based teaching limits student learning, many instructors are interested in pedagogical strategies that support critical thinking, student participation, and group discussion in large classrooms. Audience response systems, or “clickers,” are an emerging tool for addressing this problem, but predominant pedagogical models for clicker use developed in the natural sciences often do not encourage the “inquiry-guided learning” that is useful in sociology. This article introduces readers to clicker technology and outlines a new pedagogical model for clicker use designed to address sociological learning goals, including critical thinking, applications of concepts to real-life experiences, and critiques of sociological methods. The authors discuss the effects of clickers for classroom interaction and students’ experiences in three undergraduate sociology courses, using quantitative and qualitative data about students’ perceptions of the effects of this pedagogical model on learning. The results suggest that the model positively affects participation, critical thinking, and classroom interaction dynamics. The authors conclude with practical suggestions for instructors considering implementing clickers in sociology courses.

Inquiry-Guided Learning in Sociology

This paper is based on a workshop of the same name presented at the 2007 American Sociological Association meetings. The purpose of the workshop and this article is to focus attention on teaching methods that require students to actively investigate sociological phenomena. During the workshop, participants practiced constructing inquiry-guided learning activities suitable for a range of different courses taught throughout the curriculum. These activities are described here. Inquiry-guided learning (IGL) includes a variety of teaching methods that assist students in their investigation of questions and problems. Fundamental to IGL in sociology is the notion that students should think and act like sociologists. IGL activities provide a means whereby the instructor models and the student practices the same disciplinary activities. Students “do” sociology rather than just learning about the results of others.

Inquiry-Guided Learning In A Management Of Technology Environment

Inquiry-guided learning is a teaching technique that encourages active participation of students and, in addition to better retention, such learning is credited with promoting critical thinking, sourcing information, organizing information, promoting self learning and enhancing the life-long learning experience. In applied degree programs where technology and management courses run parallel, different tools must be used to involve students and tie in real life scenarios to prepare students for opportunities in industry, government, and society. This paper describes how data is sourced, prioritized, organized, and presented in priority and audit tables. It also demonstrates simulation board games as teaching tools in textile management and technology curricula. A simulation board game is used to practice decision making tools and skills in a team environment. Audit tables are used to detect and correct potential sources of quality problems.