Inquiry+Learning+&+HSIE+in+Australian+Schools

Audet & Jordan (2005) propose four interesting concepts in regards to inquiry learning;


 * Inquiry learners are curious and eager to search for explanations, and they accept responsibility for their learning
 * Inquiry based curriculum materials incorporate open-ended investigation to explore and accommodate alternative explanations and interpretations
 * Inquiry assessment is authentic and carefully aligned with the goals for student learning
 * Inquiry classrooms are noisy, semichaotic places populated by students and Given by teachers wearing happy, quizzical and satisfied expressions. (p. 2-3)

These are foundations upon which HSIE can taught via inquiry process. Inquiry learning engages students into discovery processes and makes them accountable for their own learning. This learning is supported by curriculum materials that enable open-ended investigations for students to explore and interpret information. Assessment strategies(see 'Assessment of Inquiry tasks) need to be authentic and directed to achieving the desired outcomes.

We have already looked at Schwabs levels of Inquiry and how these guide students from teacher directed inquiry to independent student inquiry when the appropriate skills have been developed. Now we will address the concept of 'Guided Inquiry' as discussed by Kuhlthau, Maniotes & Caspari (2007).

Guided inquiry works to develop students' abilities and confidence in utilising the learning tools and resources available to them and promotes a culture of critical thinking and asking direct questions. The guided inquiry process fosters skills such as research competency, subject knowledge, reading comprehension, language development, writing abilities as well as cooperative learning and social skills. John Dewey stated that “education is not an affair of telling and being told but an active and constructive process” (as cited in Kuhlthau, Maniotes & Caspari, 2007, p.14). Dewey’s notions of the early 20th Century are interwoven into the HSIE syllabus and call for a holistic development of students through experience and action – a way of learning that is enabled through inquiry learning.

'Using an inquiry process' is one of the three crucial skills included within the HSIE Syllabus document (see diagram ). This reflects the importance of inquiry learning as a whole but specifically within HSIE.'It [HSIE] focuses on developing inquiry learning skills and providing experiences that are meaningful for students, engaging them with actual people, places and issues wherever possible (Board of Studies NSW, 1998, p.7).
 * Inquiry Learning in the HSIE Syllabus**

The development of skills in te aquirement of information, being able to use an inquiry process combined with a motivation for social and civil action are crucial for enabling students to be active and informed citizens. This is particularly important to current students of Generations Y & Z who are maturing in a rapidly changing society that is being moulded by the ease of access to information and the global interconnectedness that exists (Board of Studies NSW, 1998, p.11).

This model proposed in the HSIE Syllabus is holistic in the sense that it enables both guided and independent inquiry, challenges student's to use higher order thinking skills such as analysing and synthesising and also promotes social action and civic responsibility.
 * Inquiry Process within theHSIE Syllabus (Board of Studies NSW, 1998)**
 * 1) Initiate investigation: defining purpose, asking questions and planning
 * 2) Identify and colllect information: select relevant sources i.e. parents, community, experts, governments, research book, multimedia, internet & ICT resources
 * 3) Analyse and organise information: graphs, maps, models, timelines, diagrams, databases etc
 * 4) Synthesise and communicate information: technology, text, pictures, models, tables, graphs, report
 * 5) Apply the information gained:identify implications and plan action, predict future action, problem solving
 * 6) Plan and implement action: civic responsibilities, community and support groups, local action
 * 7) Reflection: how effective was the learning process, what modifications could be advised regarding knowledge and skills