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Enquiry and Project Based Learning : Students, School and Society (Hardcover) (David Leat)
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This book is about enquiry based learning (and related problem based learning – EBL and PBL) and its implications for teachers, schools, students and society. Many within the education community, teachers and academics feel that ‘standards’ education is not serving us well: not preparing students for work, life, HE, citizenship, health & well-being, and not sustaining interest in education and learning. Standards education is not providing a balanced, purposeful, motivating curriculum
Many schools in the UK and indeed other countries have lost a vision of the curriculum as an induction into the challenges, joys and stresses of life, or indeed any vision of the curriculum as a transformative or societal medium. Schools are shaped by socio-cultural historical factors which predominantly stress exam performance. However both amongst teachers and wider society there is a considerable suppressed desire to transform educational outcomes and EBL and PBL are the prime candidates for achieving such a goal. Enquiry is education driven by curiosity, questions and solving problems and the outcomes are both equal or better than standard outcomes and also better intrinsically, preparing students to be learners and citizens.
Enquiry Based Learning: Students, Schools & Society is a critical examination of the case for enquiry based learning. It makes a generalised case for enquiry and digs deeper into a wide variety of exemplars to examine the benefits, barriers and contradictions generated by the efforts of teachers and school. Deliberate effort has been given to having international examples. Strenuous efforts are made to maintain an intimate relationship between the ‘big picture’ and the fine detail. Areas covered include:-
- Enquiry and society
- Learning through Enquiry
- Challenges for Schools and teachers
- Student outcomes
- Teacher learning
- Curriculum development
The book will both provide practical guidance/inspiration to practitioners and analytical frameworks to anyone studying enquiry based learning. Socio-cultural theory will be used to explain why EBL, although popular with many teachers, is not mainstream educational practice.