Abstract:
This qualitative research uses interviews and observations to investigate four New Zealand primary and intermediate teachers‟ understandings about inquiry learning and follows them as they work through an inquiry learning process with their classes. The ideas behind inquiry learning lend themselves well to the development of the competencies and skills required for 21st century learning as espoused in the New Zealand Curriculum document. The practicalities of teaching and learning in an inquiry learning manner are investigated as the teachers integrate inquiry learning across various curriculum areas. The relationship between information literacy and inquiry learning is explored and the similarities and differences are defined. The inter-twined roles of the teachers and the students while using an inquiry learning approach are investigated. The key elements of complexity theory are used to describe and explain the diversity and range of teaching and learning that occurred. The issue of the need for professional development is clearly defined.