Not "the normal way" is how student participant Susie described the use of Guided Inquiry Design (GID), which has been embedded into the teaching practice of her Australian secondary school on the outskirts of Sydney for a decade. This chapter details research with Year Nine students of history, aged fourteen to fifteen years, who undertook an inquiry task on the Industrial Revolution. The study investigated the experiences of students in all stages of inquiry and considered how inquiry and explicit teaching might complement each other. An increased focus on content instead of skills on explicit teaching, and on teacher accountability within the school have led to a potential diminished demand for GID at the school but developments elsewhere might herald a new emphasis on inquiry learning.
Original languageEnglish
Title of host publicationGlobal action for school libraries
Subtitle of host publicationModels of inquiry
EditorsBarbara A. Schultz-Jones, Dianne Oberg
Place of PublicationBerlin
PublisherWalter de Gruyter
Number of pages13
ISBN (Electronic)9783110772586
ISBN (Print)9783110772579
Publication statusPublished - 03 Oct 2022

Publication series

NameIFLA Publications
ISSN (Print)0344-6891


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