Using case study method, this study examines the impact of an inquiry-based learning program among a cohort of first-semester undergraduates (n=104) at a large public university in the southeastern United States who are aspiring to become teachers. The Boyer Commission (1999) asserted that inquiry-based learning should be the foundation of higher education curricula. Even though inquiry pedagogies are emphasized in teacher education, many prospective teacher candidates have limited experience with inquiry as a constructivist practice from their K-12 settings. This study investigates the effects and first-semester undergraduates’ perceptions of an inquiry-based learning project. The research is grounded in Knowledge Building Theory (Scardamalia & Bereiter, 2006), which posits that knowledge building is comprised of three components: 1) inquiry driven questions, 2) epistemic artifacts, and 3) collective spaces for collaboration. The study found that inquiry projects had positive effects on participants’ understanding of: the complexity of educational issues; the overall inquiry process; and a future career in teaching. Using Knowledge Building Theory, the findings are discussed and analyzed to posit a conceptual model of the entire inquiry process, called the Inquiry Processing Cycle.
Byker, E. J., Coffey, H., Harden, S., Good, A., Heafner, T. L., Brown, K., & Holzberg, D. (2017). Hoping to Teach Someday? Inquire Within: Examining Inquiry-Based Learning with First-Semester Undergrads. Journal of Inquiry and Action in Education, 8 (2). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol8/iss2/4
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Scholarship of Teaching and Learning Commons