Optimizing Inquiry Outcomes Through Experiential-Based Pedagogies: Teacher Accounts of Aesthetically Infused Inquiry-Based Learning Practices

• In Event: Instructional/Teaching Practices for Teacher Learning

Abstract

Students in this rapid technological age need to critically assess ‘truth’ and to responsibly advocate for an inclusive and diverse global society. Inquiry-based learning (IBL) is an approach where students are required to present evidence-based solutions in pursuit of student-centered problems in real-world contexts. A meta-synthesis in the Humanities and Arts found that the experiential quality in the classrooms is a key element in successful implementation of IBL, which is a type of experience akin to what Dewey referred to as aesthetic experience. We sought to present evidence that an aesthetically infused inquiry-based learning (AIIBL) can be an approach that enriches the outcomes of IBL and teacher learning in creating a classroom environment that is open to interrogating multifaceted truths.

Author

• Pamela Costes Onishi, National Institute of Education - Nanyang Technological University
  Presenting Author