Abstract
The Future Problem Solving (FPS) Program is used as a case study that explores the ways in which a teacher/coach contributes to the effective inquiry-based education of a student. A high degree of expertise on the part of the teacher/coach is essential for successful inquiry-based learning to take place in the classroom. The inquiry literate teacher/coach facilitates the development of the students’ inquiry literacy through three process phases (the exploratory, the evidence gathering and the sense making), whilst undertaking seven distinct teaching/coaching roles (direct instructor, facilitate interpretation, discussion facilitator, mentor, organiser, questioner and logistics organiser). The role of Information Communication Technology on the teacher role of data selection is explored.
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Kidman, G., Casinader, N. (2017). Managing the Reins of Inquiry: The Role of the Teacher in IBL. In: Inquiry-Based Teaching and Learning across Disciplines. Palgrave Pivot, London. https://doi.org/10.1057/978-1-137-53463-7_2
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DOI: https://doi.org/10.1057/978-1-137-53463-7_2
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