Many teachers, schools, parents and community organisations feel that ‘standards’ education is not serving us well. It has proved ineffective at preparing many students for work, higher education and general wellbeing, nor does it keep students engaged and intrinsically motivated, capable of sustaining interest in education and learning. There is a supressed desire to transform educational outcomes, and enquiry based learning (EBL) and project based learning (PBL) are the prime candidates for achieving such a goal.
EBL is education that is driven by curiosity, questions and problem solving, with the capacity to produce results that are equal to or better than standard outcomes. This new text provides a critical examination of EBL and PBL by exploring a wide range of international exemplars and considering the benefits, barriers and contradictions generated by the efforts of teachers and schools. Focusing on analytical frameworks and socio-cultural theory, areas covered include:
- enquiry and society
- what EPBL is
- learning through enquiry
- challenges for schools and teachers
- student outcomes and assessment
- teacher learning
- curriculum development.
Enquiry and Project Based Learning offers analytical frameworks and practical guidance for students, teachers and all those interested in enquiry based learning, as well as presenting a balanced, purposeful and motivating alternative to mainstream educational practice.
Table of Contents
- Why We Need Enquiry and Project Based Learning
- Understanding Enquiry
- Assessment of Learning Outcomes in EPBL
- Enquiry and Project-Based Learning: School and society through a socio-cultural lens
- Adapting Self Organised Learning Environments to Primary Schools in Australia
- Balancing Structure and Flexibility: Teacher’s orchestration in collaborative long-term inquiry
- Developing a Community Orientation Through a Focus on Local Heritage and Environment
- The Importance of Audience in Project-Based Learning
- The Broomley Bee Meadow Project
- Community Curriculum Making and EPBL
Paul Kenna and Brett Millott
Marjut Viilo, Pirita Seitamaa-Hakkarainen and Kai Hakkarainen
Viki Angel, Lucy Eckford & Lisa Lowery
Julie McGrane, Jilly Halliday & Stuart Moore
David Leat and Ulrike Thomas
David Leat is Professor of Curriculum Innovation at Newcastle University, UK, Director of the Research Centre for Learning and Teaching, and Assistant Director of SOLE Central (researching Sugata Mitra’s Self Organised Learning Environments concept). He is also coordinator of the North East EPBL Network.