How Do First-Year University Students Experience Inquiry and Research, and What Are the Implications for the Practice of Inquiry-Based Learning?

Autor/inn/en	Levy, Philippa; Petrulis, Robert
Titel	How Do First-Year University Students Experience Inquiry and Research, and What Are the Implications for the Practice of Inquiry-Based Learning?
Quelle	In: Studies in Higher Education, 37 (2012) 1, S.85-101 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2010.499166
Schlagwörter	Outcomes of Education; Inquiry; Social Sciences; Active Learning; Humanities; College Freshmen; Research; Undergraduate Students; Higher Education; Art; Individual Development; Evaluation; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Aktives Lernen; Geisteswissenschaften; Humanwissenschaften; Studienanfänger; Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arts; Kunst; Individuelle Entwicklung; Evaluierung; Ausland; Großbritannien
Abstract	First-year undergraduates on degree programmes in the arts, humanities and social sciences were found by this qualitative study to experience inquiry and research in four distinct ways. Research as "gathering information" and "exploring others' ideas" was associated with learning by engaging independently with a knowledge base. Research as "evidencing and developing students' own ideas" and "making discoveries" was associated with an emergent sense of participation in knowledge-building, understood as the potential to bring something personal or new to an area of study. Students described opportunities to frame their own lines of inquiry, and inquiry experiences with an open-ended, knowledge-building orientation, as especially empowering in their intellectual and personal development. They also highlighted their need for support in carrying out research and inquiry. The authors present a conceptual framework for inquiry-based learning that was developed on the basis of this study, and that has been found useful for pedagogical design and research/evaluation. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10