Literature review: The role of the teacher in inquiry-based education
Marjolein Dobber, Vrije Universiteit Amsterdam ; Rosanne Zwart, NRO (Netherlands Initiative for Educational Research) ; Marijn Tanis, Bert van Oers, Vrije Universiteit Amsterdam
Educational Research Review Volume 22, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd
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.
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.