Each discipline has a particular way it approaches inquiry due to the nature of knowledge construction, the types of data sources and the intended objective and outcome of the inquiry. At the same time, there are a number of models for integrated inquiry. In Assignment 2, you will need to draw on the disciplinary and integrated approaches (where relevant) to critique and design a unit of work.
Here are some sources which explain the distinctive approach of each discipline:
- Geographical inquiry – Australian Geography Teachers Association
- Historical skills/inquiry – History Teachers Association of Australia, Historical inquiry – Virginia Tech University
- Science inquiry – Beacon Educator, Bay Districts, Florida
- Literature inquiry – “Who’s inquiry is it anyway?’ by G. Douglas Meyers, Chapter 5 of Inquiry and the Literary Text
- Mathematics inquiry – concepts, lesson plans and tutorials – University of Toronto. See also inquiry maths.
- Maths and science inquiry – The PRIMAS project: Promoting inquiry based learning (IBL) in mathematics and science education across Europe
- Paper by Jenny Nayler in 2014 for the QLD Studies Authority proposing a ‘purposefully connected curriculum’, plus video from Jenny Nayler
- “The early childhood curriculum: Inquiry learning through integration” Google Book version by Suzanne Krogh & Pamela Morehouse – excellent table on p. 10
- Paper on primary SOSE inquiry by Kathleen Gordon for the Queensland School Curriculum Council
- Paper on secondary SOSE inquiry by Jenny Nayler for the Queensland School Curriculum Council
Using fiction and non-fiction texts in inquiry:
- ‘The role of literature in the inquiry classroom‘ by Kath Murdoch
- Living inquiry. Learning from and about informational texts in a second grade classroom by Beth Maloch & Michelle Horsey [QUT login]
- Inquiry For Social Responsibility Using Young Adult Literature + Prosocial Twists by Beth Breneman