Developing and embedding inquiry-guided learning across an institution

Martin Jenkins; Mick Healey

doi:10.1002/tl.20004

Developing and embedding inquiry-guided learning across an institution

Martin Jenkins^*, Mick Healey

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

3 Citations (Scopus)

Abstract

This chapter presents a case study of how inquiry-guided learning has been developed and embedded within a small university in the United Kingdom. It highlights the different theoretical and conceptual frameworks that contributed to our evolving understanding of inquiry-guided learning and the importance of recognizing and working with disciplinary differences.

Original language	English
Pages (from-to)	27-37
Number of pages	11
Journal	New Directions for Teaching and Learning
Issue number	129
DOIs	https://doi.org/10.1002/tl.20004
Publication status	Published - Mar 2012
Externally published	Yes

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10.1002/tl.20004

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Developing and embedding inquiry-guided learning across an institution

Abstract

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