Abstract
This paper reports a research and development study on inquiry-based teaching and learning. Its genesis was in a faculty commitment to inquiry-based learning as a theme in undergraduate curriculum reform in the allied health sciences in the Faculty of Health Sciences at the University of Sydney. A working party charged with overseeing a project to produce resources to support staff in their on-going implementation of this theme discovered that members could not themselves agree on terms about concepts and the relationships among them in this area. Subsequent investigation of recent literature and a survey of university health sciences professional educators in Australia and New Zealand confirmed that this lack of agreement is a widespread phenomenon. In this paper we report on our findings and conclude that it is not the range of concept labels but rather the multi-dimensional nature of the concept of inquiry-based teaching and learning which can cause ambiguity and conflicting interpretations in academic dialogue and practice. This limits opportunities for identifying and disseminating good practice in inquiry-based teaching and learning.
| Original language | English |
|---|---|
| Title of host publication | Learning for an Unknown Future |
| Subtitle of host publication | Proceedings of the 26th HERDSA Annual Conference |
| Place of Publication | Milperra |
| Publisher | Higher Education Research and Development Society of Australasia |
| Pages | 1-9 |
| Number of pages | 9 |
| ISBN (Print) | 0908557558 |
| Publication status | Published - 2003 |
| Externally published | Yes |
| Event | 26th HERDSA Annual Conference: Learning for an Unknown Future - Christchurch, New Zealand Duration: 6 Jul 2003 → 9 Jul 2003 |
Conference
| Conference | 26th HERDSA Annual Conference: Learning for an Unknown Future |
|---|---|
| Period | 6/07/03 → 9/07/03 |