Abstract
Since the publication of The Boyer Commission Report (1998), inquiry-guided learning, has acquired a certain cachet and is often suggested as a universal answer for various teaching and learning ills, particularly in research universities. However, while the report focused on inquiry-guided learning, it defined the term only generally or chiefly by anecdote. Twelve years later confusion still exists about what inquiry-guided learning really is and how to do it, whether in a single course or across the curriculum. This article offers a review of representative literature on inquiry-guided learning as well as guidelines for classroom and curriculum practice to address this confusion and to offer clarity.
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Lee, V.S. The Power of Inquiry as a Way of Learning. Innov High Educ 36, 149–160 (2011). https://doi.org/10.1007/s10755-010-9166-4
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DOI: https://doi.org/10.1007/s10755-010-9166-4