How K-12 Teachers Define Inquiry-Based Learning: A Delphi Study
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Abstract
K-12 educators are increasingly implementing inquiry-based learning as a way to foster problem-solving within their learning contexts. However, the literature suggests that they adapt instruction on a number of contextual characteristics, which suggests it may be unclear how to define and implement inquiry-based learning. It is also important to address this issue for administrators and policymakers who wish to support teachers. To address this gap, this study employed a Delphi study to determine the shared consensus among K-12 teachers (N=15) on different characteristics of inquiry-based learning. The initial agreement focused on items related to the classtime teacher-student: collaboration, student inquiry, and teacher facilitation. However, teachers did not reach consensus on characteristics related to case design, problem complexity, and debriefing/reflection. Implications for theory and practice are discussed.
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