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首页> 外文期刊>Journal of Geography in Higher Education >Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography
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Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography

机译：火星上沙丘可能在哪里？通过基于查询的地理学习来吸引学生

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This paper encourages readers to experiment with inquiry-based learning (IBL) in their courses in the interest of identifying more diverse styles of instruction, and developing a wider understanding of the advantages and disadvantages of the methodology. The aims of the paper are to unpack the meanings of IBL, describe some uses of IBL in geography, and discuss their benefits and challenges for students and teachers. IBL is essentially a question-driven, philosophical approach to teaching that involves active, student-centred learning. The teacher acts principally as a facilitator or mentor, guiding and encouraging students through the inquiry process. Examples of IBL are presented, ranging from questioning exercises embedded in the class, through to entire courses or degrees using an inquiry-based approach. Students can benefit greatly from IBL since they are active in the learning process, can have improved understanding, more enjoyable learning, develop valuable research skills, achieve higher-order learning outcomes and perform better academically. Teachers can also benefit through a strengthening of teaching-research links and the clear gains in student engagement and learning. However, in order for IBL to be effective, teachers must be encouraged and supported to take on this facilitating role. When IBL elements are embedded in a more traditional curriculum, particular care needs to be taken so that students and teachers are carefully oriented to the expectations regarding the outcome of learning and teaching in this mode.
机译：本文鼓励读者在他们的课程中尝试基于探究的学习（IBL），以识别更多不同的教学风格，并对方法的优缺点有更广泛的了解。本文的目的是解开IBL的含义，描述IBL在地理上的一些用途，并讨论其对学生和教师的好处和挑战。 IBL本质上是一种以问题为驱动的哲学方法，涉及积极的，以学​​生为中心的学习。教师主要充当促进者或导师的角色，指导和鼓励学生进行探究过程。提出了IBL的示例，从课堂中嵌入的提问练习到使用基于查询的方法的整个课程或学位。由于学生积极参与学习，可以增进理解，更愉快的学习，发展有价值的研究技能，获得更高阶的学习成果并在学术上表现更好，因此他们可以从IBL中受益匪浅。通过加强教学研究联系以及在学生参与和学习方面的明显收获，教师也可以从中受益。但是，为了使IBL发挥作用，必须鼓励和支持教师担任这一促进角色。当将IBL元素嵌入到更传统的课程中时，需要格外小心，以使学生和老师认真地适应以这种模式进行学习和教学的期望。

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