Inquiry-based learning in science and mathematics

WYNNE HARLEN

Abstract


This paper sets out strong arguments in favour of inquiry-based education in science and mathematics in terms of benefits to individuals and to society. It draws on research and other sources, such as the publications of the Fibonacci project, to define inquiry and model the development of understanding through inquiry. The rather sparse evidence of the effectiveness of inquiry-based approaches is cited, noting the need for valid means of assessing the outcomes of inquiry. The final section considers the role that student assessment can take both in supporting and in reporting learning through inquiry and changes in current assessment practices that are needed.


Keywords


education

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Re S M ICT E , ISSN: 1792-3999 (electronic), 1791-261X (print)

Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras.

Πασιθέη: Ηλεκτρονικές Επιστημονικές Δημοσιεύσεις Ανοικτής Πρόσβασης, 2008-2012, Βιβλιοθήκη & Κέντρο Πληροφόρησης - Πανεπιστήμιο Πατρών