Connecting the Dots Between Program Faculty and Teachers: Building Shared Understandings of Inquiry-Based Learning

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Abstract

Inquiry is a form of active learning in which students form new knowledge through questioning, data analysis, and critical thinking. The focus of our study is a grant program that developed inquiry-focused science curriculum for middle school students. We observed a lack of congruence between how the modules were designed by the original program, created by university faculty, and interpreted by middle grades science teachers. We sought to better understand how many program teachers equated inquiry-based instruction with any hands-on learning. Because inquiry was a vital component of the grant’s mission, this required a thorough examination of the modules and individuals involved to explain where, and at what stage, the misalignment of inquiry definitions began.

Authors

• Rashida Askia, Auburn University

• Ashley Hill, Auburn University

• Kseniya Zhuzha

• Joni Lakin