Abstract
Our 5-year experiment with teaching and evaluating an inquiry course has led us to conclude that inquiry is a potent pedagogical tool in higher education, encouraging students to become self-directed and engaged learners. This article offers key ingredients and procedures for designing an inquiry-based course. It provides a pragmatic model of inquiry that describes the structure and function of such a course and the goals and learning objectives for students. This model of inquiry is widely applicable and will help faculty members from a variety of disciplines develop an innovative way of engaging and teaching students.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 201-214 |
| Number of pages | 14 |
| Journal | Innovative Higher Education |
| Volume | 31 |
| Issue number | 4 |
| DOIs | |
| State | Published - Jan 2007 |
| Externally published | Yes |
Keywords
- Course design
- Education
- Inquiry
- Learning
- Teaching methods
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