Faculty of Education - Theses
Permanent URI for this collection
Search Results
1 - 1 of 1
-
ItemDancing in the light: essential elements for inquiry learning in secondary schools( 2009)The aim of this phenomenological research is to identify the essential elements for successful inquiry learning in an Australian secondary school context. The academic literature indicates a number of elements that define an inquiry learning environment, however there is little research into how secondary students or teachers perceive and prioritise these elements. This qualitative study which extends over a five year period in one Australian co-educational school investigates the perceptions of long term inquiry learning programs by year 8 (14 years of age) and year 10 (16 years of age) students and their teachers. The data consists of formal semi-structured student and teacher interviews, coded and analysed from a phenomenological perspective, assisted through Qualms computer software. The school that is the site of this research developed inquiry learning in the secondary school as part of a continuum of inquiry from the Reggio Emilia influenced Early Learning Centre and the International Baccalaureate Primary Years Programme (PYP). Overall, the research identifies six elements of inquiry that are seen as crucial by teachers and students. These essential elements are respect, valuing uncertainty, reflection, discourse, planning for purpose and possibilities, and the social mediation of learning. These elements are developed into implications for practice focusing on classroom, administration and professional learning strategies. Although only a single site setting, this research could offer insights for schools considering implementing inquiry programs and highlights further generative research possibilities to the little researched issue of inquiry learning in secondary classroom practice. ix