Knowledge in Inquiry Learning

Abstract

This thesis is an account of knowledge in Inquiry Learning pedagogy. A study was conducted of two New Zealand primary school teachers and eight children between the ages of five and six as they undertook learning using an Inquiry Learning approach. Overall, the study found that the children did not gain adequate content knowledge during Inquiry Learning. Three findings are identified. The first is a 'disconnect' between the teachers' instruction and the free inquiry activities the children engaged in. This led to the children being unable to put what they were taught into practice. This disconnect resulted in the children showing a lack of motivation and interest when performing the inquiry activities, this is the second finding. Underpinning both these findings was the teacher's beliefs and absence of course design and planning, this was finding three. The findings are identified and explained using realist theories of knowledge including Winch's theory of knowledge forms and Bernstein's pedagogical theory. Cognitive learning theories, including cognitive architecture, cognitive load theory, and primary and secondary knowledge were also used as explanatory tools in theorising the findings.