Literature review: The role of the teacher in inquiry-based education

Marjolein Dobber, Rosanne Zwart, Marijn Tanis, Bert van Oers

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

Inquiry-based education receives much attention in educational practice and theory, since it provides pupils and teachers with opportunities to actively engage in collaboratively answering questions. However, not only do many teachers find this approach demanding, it also remains unclear what they should do to foster this type of education in their classrooms. Our research question was: Which teaching strategies are used by K-12 teachers when promoting inquiry-based education in their classrooms and what are the reported outcomes?

After searching for empirical studies on this topic, we examined 186 studies investigating different ways in which teachers can promote inquiry-based education. Analyses revealed varying teaching strategies, differing with regard to direction (teacher directed, student directed and mixed) and different perspectives of regulation (meta-cognitive, conceptual, and social regulation). Results show that important teacher strategies in metacognitive regulation are: focussing on thinking skills, developing a culture of inquiry, supporting inquiry discourse, and promoting nature of science; in conceptual regulation: providing information on the research topic and focussing on conceptual understanding; and in social regulation: bridging the gap between high and low achievers, organizing student learning in groups and focussing on collaboration processes.
Original languageEnglish
Pages (from-to)194-214
JournalEducational Research Review
Volume22
DOIs
Publication statusPublished - Nov 2017

Keywords

  • Inquiry-based education
  • K-12
  • Literature review
  • Role of the teacher

Cite this

@article{ce5614cef0f64323b19fe19494c4574e,
title = "Literature review: The role of the teacher in inquiry-based education",
abstract = "Inquiry-based education receives much attention in educational practice and theory, since it provides pupils and teachers with opportunities to actively engage in collaboratively answering questions. However, not only do many teachers find this approach demanding, it also remains unclear what they should do to foster this type of education in their classrooms. Our research question was: Which teaching strategies are used by K-12 teachers when promoting inquiry-based education in their classrooms and what are the reported outcomes?After searching for empirical studies on this topic, we examined 186 studies investigating different ways in which teachers can promote inquiry-based education. Analyses revealed varying teaching strategies, differing with regard to direction (teacher directed, student directed and mixed) and different perspectives of regulation (meta-cognitive, conceptual, and social regulation). Results show that important teacher strategies in metacognitive regulation are: focussing on thinking skills, developing a culture of inquiry, supporting inquiry discourse, and promoting nature of science; in conceptual regulation: providing information on the research topic and focussing on conceptual understanding; and in social regulation: bridging the gap between high and low achievers, organizing student learning in groups and focussing on collaboration processes.",
keywords = "Inquiry-based education, K-12, Literature review, Role of the teacher",
author = "Marjolein Dobber and Rosanne Zwart and Marijn Tanis and {van Oers}, Bert",
year = "2017",
month = "11",
doi = "10.1016/j.edurev.2017.09.002",
language = "English",
volume = "22",
pages = "194--214",
journal = "Educational Research Review",
issn = "1747-938X",
publisher = "Elsevier Limited",

}

Literature review: The role of the teacher in inquiry-based education. / Dobber, Marjolein; Zwart, Rosanne; Tanis, Marijn; van Oers, Bert.

In: Educational Research Review, Vol. 22, 11.2017, p. 194-214.

Research output: Contribution to JournalArticleAcademicpeer-review

TY - JOUR

T1 - Literature review: The role of the teacher in inquiry-based education

AU - Dobber, Marjolein

AU - Zwart, Rosanne

AU - Tanis, Marijn

AU - van Oers, Bert

PY - 2017/11

Y1 - 2017/11

N2 - Inquiry-based education receives much attention in educational practice and theory, since it provides pupils and teachers with opportunities to actively engage in collaboratively answering questions. However, not only do many teachers find this approach demanding, it also remains unclear what they should do to foster this type of education in their classrooms. Our research question was: Which teaching strategies are used by K-12 teachers when promoting inquiry-based education in their classrooms and what are the reported outcomes?After searching for empirical studies on this topic, we examined 186 studies investigating different ways in which teachers can promote inquiry-based education. Analyses revealed varying teaching strategies, differing with regard to direction (teacher directed, student directed and mixed) and different perspectives of regulation (meta-cognitive, conceptual, and social regulation). Results show that important teacher strategies in metacognitive regulation are: focussing on thinking skills, developing a culture of inquiry, supporting inquiry discourse, and promoting nature of science; in conceptual regulation: providing information on the research topic and focussing on conceptual understanding; and in social regulation: bridging the gap between high and low achievers, organizing student learning in groups and focussing on collaboration processes.

AB - Inquiry-based education receives much attention in educational practice and theory, since it provides pupils and teachers with opportunities to actively engage in collaboratively answering questions. However, not only do many teachers find this approach demanding, it also remains unclear what they should do to foster this type of education in their classrooms. Our research question was: Which teaching strategies are used by K-12 teachers when promoting inquiry-based education in their classrooms and what are the reported outcomes?After searching for empirical studies on this topic, we examined 186 studies investigating different ways in which teachers can promote inquiry-based education. Analyses revealed varying teaching strategies, differing with regard to direction (teacher directed, student directed and mixed) and different perspectives of regulation (meta-cognitive, conceptual, and social regulation). Results show that important teacher strategies in metacognitive regulation are: focussing on thinking skills, developing a culture of inquiry, supporting inquiry discourse, and promoting nature of science; in conceptual regulation: providing information on the research topic and focussing on conceptual understanding; and in social regulation: bridging the gap between high and low achievers, organizing student learning in groups and focussing on collaboration processes.

KW - Inquiry-based education

KW - K-12

KW - Literature review

KW - Role of the teacher

U2 - 10.1016/j.edurev.2017.09.002

DO - 10.1016/j.edurev.2017.09.002

M3 - Article

VL - 22

SP - 194

EP - 214

JO - Educational Research Review

JF - Educational Research Review

SN - 1747-938X

ER -