Models+of+Inquiry+Learning

Model Source Commonwealth of Australia. (2008). //Global Perspectives: A Framework for Global Education in Australian Schools//. Victoria, Australia: Curriculum Corporation.



This model not only guides through the inquiry learning process but also includes a social action and response element which I believe adds a global dimension to the Inquiry process. In the context of the HSIE KLA it is important to enable students to think, investigate and act with a global perspective that transcends the personal, communal and national dimensions. Board of Studies NSW (1998) states that “through analysing information and values, students can make responsible decisions about social, economic, religious, civic and environmental issues that may affect them now or in the future”(p.7). The use of this particular model of Inquiry Learning promotes the connection between investigative education, the ensuing knowledge and strategies and the social action for “the future well being of human society and it’s environment”(Board of Studies NSW, 1998, p.7 ).

**Schwabs Levels of Inquiry 1962** (as cited in Abrams, Southerland & Silva, 2008). Schawbs levels of inquiry demonstrate the gradual process whereby students become independent in the inquiry process. As explained in the previous page 'What is Inquiry Learning?' there are various skills and knowledge that need to be acquired before students are able to work effectively and critically on independent inquiry learning tasks.
 * || Source of the question || Data collection methods || Interpretation of results ||
 * Level 0 || Given by teacher || Given by teacher || Given by teacher ||
 * Level 1 || Given by teacher || Given by teacher || Open to student ||
 * Level 2 || Given by teacher || Open to student || Open to student ||
 * Level 3 || Open to student || Open to student || Open to student ||