“It’s just what the brain does”: The shape of Guided Inquiry

Lee Fitzgerald, Kasey Garrison, Alinda Sheerman

Research output: Contribution to journalArticle

Abstract

Inquiry learning, including Guided Inquiry (GI), encourages students to experience cognitive dissonance, an uncomfortable pre-condition to active learning and understanding. Use of the Guided Inquiry Design (GID) process, as well as scaffolding and support from teachers and teacher librarians (TLs) throughout an inquiry task, can contain dissonance within the threshold of tolerance for learners. This paper discusses students’ understanding of the shape of GI, their challenges at various stages of the process, and how teachers and TLs can assist them in their GI journey. As Kinsley notes in our title, ‘It’s just what the brain does’.
Original languageEnglish
Pages (from-to)4-10
Number of pages7
JournalAccess
Volume32
Issue number3
Publication statusPublished - Sep 2018

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