Inquiry-Based Learning as a Gateway for Exploration into Human Environmental Conflicts

Abstract

Inquiry-based learning (IBL) coupled with integrative and deep learning can result in learning that is expansive and comprehensive. Integrated learning, in essence, is helping students develop the ability to make connections and see relationships between subjects, themselves, and the world around them. But these student-driven integrative learning experiences should also encourage deep, long lasting learning. Based on the theoretical underpinning of these three areas – student-driven learning, integrative learning, and deep learning – I designed a term-long inquiry-based project for university freshman at the end of a year-long (three terms) Freshman Inquiry class. The primary project associated with the term is an electronic magazine which addresses an overall conflict, each major stakeholder’s perspective of the conflict, statistical data, a joint conflict resolution piece, and other supplemental information the group deems important. This project which is largely student-driven allows students to explore areas of interdisciplinary interest in a variety of ways. Such a multifaceted project challenges students to make connections between themselves and the seemingly disparate fields of science and social science on a local, national, and international level and ultimately allows them “ownership” of their learning.

Citation

Boesch, B. (2015), "Inquiry-Based Learning as a Gateway for Exploration into Human Environmental Conflicts", Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 139-155. https://doi.org/10.1108/S2055-364120150000003024