Inquiry Approach and Phases of Learning in Undergraduate Research

doi:10.1017/9781108869508.020

14 - Inquiry Approach and Phases of Learning in Undergraduate Research

from Part II.2 - Key Measures for the Implementation of Undergraduate Research

Published online by Cambridge University Press: 11 August 2022

Edited by

Dominique Galli and

Harald A. Mieg: Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos: Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew: Affiliation:
Macquarie University, Sydney
Dominique Galli: Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann: Affiliation:
Universidad de Buenos Aires, Argentina

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Summary

The inquiry-based approach to learning has been successfully applied in science education. Inquiry-based learning is defined as an approach involving active, research-based learning in the classroom to acquire new knowledge and competences, either individually or collaboratively, in self-regulated learning settings. In this chapter five general inquiry phases are being discussed: Orientation, Conceptualization, Investigation, Conclusion, and Discussion. These phases and their corresponding sub-phases are interlinked in an inquiry cycle. While experiencing each phase the students will acquire research-based skills and further develop a wide range of soft skills as long as instructors provide adequate guidance and support.

Keywords

inquiry-based learning inquiry cycle collaboration self-regulation learning skills planning monitoring evaluation orientation investigation

Type: Chapter
Information: The Cambridge Handbook of Undergraduate Research , pp. 149 - 157

DOI: https://doi.org/10.1017/9781108869508.020 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2022

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References

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14 - Inquiry Approach and Phases of Learning in Undergraduate Research

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