Can inquiry‐based learning strengthen the links between teaching and disciplinary research?

Abstract

Inquiry‐based learning has been promoted as a student‐centred approach that can strengthen the links between teaching and research. This article examines the potential of inquiry‐based learning to strengthen the teaching–research nexus by analysing three case studies: a ‘structured inquiry’ third‐year endocrinology medicine module, a ‘guided inquiry’ second‐year political communications course and an ‘open inquiry’ third‐year ecology course. The relation between teaching and research differed significantly amongst these three cases and led to a reconceptualisation of inquiry‐based learning. A model was then developed to link the focus of learning (using Levy’s framing of information or discovery‐oriented inquiry) with the level of independence and the potential strength of the teaching–research nexus. The findings show that, if teachers are aiming for strong links between teaching and research, they should adopt an open, discovery‐oriented inquiry‐based learning approach. However, more structured and guided forms of inquiry can be useful to progressively develop particular inquiry skills.

Keywords:

• inquiry
• inquiry‐based learning
• research‐teaching nexus
• undergraduate research

Acknowledgements

Special thanks are due to the teachers and students of the inquiry case studies at the University of Otago, who allowed close scrutiny of their practice. Tony Harland and Sarah Stein provided helpful feedback on the manuscript. This research was funded by a New Zealand Ministry of Education ‘Teaching Matters Forum’ grant under contract 3651‐005/5.