Module Code: |
H8IL |
Long Title
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Inquiry Learning
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Title
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Inquiry Learning
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Module Level: |
LEVEL 8 |
EQF Level: |
6 |
EHEA Level: |
First Cycle |
Departments: |
NCI Learning & Teaching
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Specifications of the qualifications and experience required of staff |
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
# |
Learning Outcome Description |
LO1 |
Demonstrate how curiosity is crucial for inquiry and how to encourage curiosity in learners; from early childhood to adulthood |
LO2 |
Evidence the creation, testing and evaluation of different solutions to problems related to learning/development contexts |
LO3 |
Demonstrate the ability to work with others in evaluating solutions to challenges that arise in learning /development contexts |
LO4 |
Critically evaluate and adapt to feedback received from others on proposed ideas, approaches or solutions to challenges in learning/development contexts |
LO5 |
Display an ability to use tools such as inquiry cycles and the Practice Profile of Inquiry (PPI) appropriately when planning or adapting solutions to challenges in learning/ development contexts. |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
Module Content & Assessment
Indicative Content |
Introduction to the theoretical underpinnings of Inquiry learning
Theorists including Socrates. Passmore, Dewey, Vygotsky, Piaget, Freire and Paul will be explored
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Teacher inquiry
What is teacher inquiry, what types of relationships exist with teacher inquiry in the learning/development environment, the difference between teacher inquiry and reflection
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Curiosity
What is curiosity and wonder, the role of curiosity in inquiry learning,
how to ignite curiosity, how to nurture curiosity and develop the disposition
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Investigating
How to ask, understand and interpret questions, how to plan based on available data and information, how to understand the outcomes of investigations, the role, value, strengths and challenges of collaboration to inquiry
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Creating
The methods and value of prototyping responses to inquiry, ethics in the inquiry process, the value of collaboration to aid creativity in inquiry, the interpretation and implementation of feedback from others
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Communication and reflection
The process of communicating outcomes of inquiry, methods for public sharing of your inquiry with the public,
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Tools and techniques
Types of cycles of inquiry - cycles for addressing educational issues, cycles to promote critical thinking, cycles to enhance innovation
Tools for self and others engagement in inquiry learning
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Assessment Breakdown | % |
Coursework | 100.00% |
AssessmentsFull Time
Coursework |
Assessment Type: |
Project |
% of total: |
100 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,3,4,5 |
Non-Marked: |
No |
Assessment Description: Students will collaborate with a team of peers to select a question/area they are curious about that relates to a learning/development context. They must use a cycle of inquiry to reveal the solution(s) to their question. The output will be a report on the evolution of the process of inquiry. Also monthly vlogs or video diaries will be required from all team members. This project will be completed each semester, the focus of each project will differ. Each project is worth 50%. |
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No End of Module Assessment |
Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
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NCIRL reserves the right to alter the nature and timings of assessment
Module Workload
Module Target Workload Hours 0 Hours |
Workload: Part Time |
Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
Lecture |
per week |
1.5 |
Once per semester |
0.13 |
Independent Learning |
No Description |
9 |
Once per semester |
0.75 |
Total Weekly Contact Hours |
0.13 |
Module Resources
Recommended Book Resources |
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Blessinger, P & Carfora, J.M. (2014), Inquiry based learning for faculty and institutional development: A conceptual and practical resource for educators, 1st. Emerald Group Publishing Ltd, Bingley:UK, [ISBN: 9781784412357].
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Fichtman Dana, N & Yendal-Hoppy, D. (2014), The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry, 3rd. Corwin Press, [ISBN: 9781483331980].
| Supplementary Book Resources |
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Littleton, K., Scanlon, E. & Sharples, M.. (2012), Orchestrating Inquiry Learning, Routledge, [ISBN: 9781136486340].
| Supplementary Article/Paper Resources |
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Springer. Learning Inquiry, [ISSN: 1558-2981].
| Other Resources |
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[Online Journal], SUNY Buffalo State. Journal of Inquiry and Action in
Education,
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