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

Ulla Højmark Jensen, Arnt Vestergaard Louw

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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.
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 Sep 20145 Sep 2014
Conference number: XX

Conference

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

Fingerprint

secondary school
learning environment
education
learning
student
student teacher
learning process
equality
classroom
experience

Keywords

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

Cite this

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title = "How can upper secondary schools educate youth to become democratic and innovative?: Theoretical and empirical analyses of Inquiry Based Education",
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.",
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How can upper secondary schools educate youth to become democratic and innovative? Theoretical and empirical analyses of Inquiry Based Education. / Jensen, Ulla Højmark; Louw, Arnt Vestergaard.

In: Nordic Studies in Education, Vol. 36, No. 3, 3, 01.10.2016, p. 229-241.

Research output: Contribution to journalJournal articleResearchpeer-review

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