The development of thinking and problem solving skills is an important objective of education for a sustainable future, especially given the urgency of problems facing the world today. These skills can be taught and enhanced through enquiry learning.
Enquiry learning is a learner-centred approach that emphasises higher order thinking skills. It may take several forms, including analysis, problem solving, discovery and creative activities, both in the classroom and the community. Most importantly, in enquiry learning students are responsible for processing the data they are working with in order to reach their own conclusions.
This module clarifies the characteristics of enquiry learning and illustrates strategies for teaching through enquiry-based approaches.
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To develop an understanding of enquiry-based teaching and learning strategies; |
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To develop skills in planning for enquiry-based learning; and |
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To illustrate ways of evaluating enquiry-based teaching and learning. |
| 2. Recognising enquiry-based learning |
| 3. Mapping Pollution: An example of enquiry learning |
| 4. A model for enquiry learning |
| 5. Reflection |
| Gough, N. (1992) Blueprints for Greening Schools, Gould League, Melbourne. |
| Naish, M., Rawling, E. and Hart, C. (1987) Geography 16-19: The Contribution of a Curriculum Project to 16-19 Education, Longman, Harlow, UK. |
| Pennock, M.T. and Bardwell, L.V. (1994) Approaching Environmental Issues in the Classroom, National Consortium for Environmental Education and Training, University of Michigan, Ann Arbor. |
This module was written for UNESCO by Bernard Cox, Margaret Calder and John Fien from work originally written by Debbie Heck and Saras Reddy in Learning for a Sustainable Environment (UNESCO - ACEID).
