How can upper secondary schools educate youth to become democratic and innovative? Theoretical and empirical analyses of Inquiry Based Education

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    Abstract

    In this article we will explore the concept of Inquiry Based Education (IBE) on classroom level in secondary schools. We use casestudies to deskribe and analyze two different learning environments and give a theoretical and an empirical approach to understanding students’ learning opportunities. In the article IBE is perceived as an academic way of thinking and learning and not just a pedagogical method. Taking this broad understanding, we use the concept of IBE as an educational approach and a theoretical framework. The article points to how different educational aims bring about different teacher – students relations and offer students different kind of learning possibilities and positions. It is further shown how different learnings environments can open up for democratic praxis and experience and be understood as creating inclusive learning environment. The argument in the article is that central elements of IBE can contribute to more equality in education by creating inclusive learning environments that take into account different levels of the students learning processes.
    Translated title of the contributionHvordan kan ungdomsuddannelserne sikre at alle unge demokratiske og innovative uddannelser: Teoretiske og empiriske analyser af Inquiry Based Education
    Original languageEnglish
    Article number3
    JournalNordic Studies in Education
    Volume36
    Issue number3
    Pages (from-to)229-241
    Number of pages13
    ISSN1891-5914
    DOIs
    Publication statusPublished - 1 Oct 2016
    EventEuropean Conference in Educational Research: The Past, Present and Future of Educational Research in Europe - University of Porto, Porto, Portugal
    Duration: 1 Sept 20145 Sept 2014
    Conference number: XX

    Conference

    ConferenceEuropean Conference in Educational Research
    NumberXX
    LocationUniversity of Porto
    Country/TerritoryPortugal
    CityPorto
    Period01/09/201405/09/2014

    Keywords

    • learning environment
    • Inquiry Based Education
    • Inclusion
    • Upper Secondary education
    • Educational policy

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