Te whakahaere urupounamu
Two established ways of thinking about inquiry are recognised and embedded in these learning materials: inquiry as a âway of beingâ, and inquiry as a series of learning cycles. The chapter on âInquiry and Evidence-based Practiceâ describes some of the theoretical understandings that underpin inquiry as a way of being. This chapter is focused more on the practical aspects of inquiry. It begins by presenting an inquiry and knowledge-building cycle for ISTE learning and by looking in detail at each phase of the cycle. It then discusses some of the approaches an ISTE might use while engaging in inquiry learning.
The text makes connections to the learning cases. Taken as a whole, the cases illustrate the complexity of ISTE practice and the need for time and multiple opportunities to learn if deep learning is to be achieved. Individually, most cases illustrate one or two phases of the cycle and a few of the approaches that are possible.
A PDF of this section is available here.
Section table of contents
- Inquiry cycle for ISTE learning
- Meeting diverse needs
Using inquiry approaches
- Gathering appropriate data
- Critically analysing data
- Collaborating with others