Students are powerful learners who must be actively engaged in the process of investigating, processing, organising, synthesising, refineing and extended their knowledge within a topic. In relation the the NSW Human, Society and it’s Environment (HSIE) Syllabus, inquiry learning is an important aspect to it’s teaching and learning as a key learning area of investigation. Inquiry makes up the majority of the key aims and objectives related to the outcomes that are to be met.
“This key learning area provides opportunities for students to ask challenging questions, to be curious and to develop a lifelong love of learning. It focuses on developing inquiry learning skills and providing experiences that are meaningful for students, engaging them with actual people, places and issues wherever possible.” pp. 7
Objectives in the syllabus document states that by “developing skills in using the inquiry process, students should be able to take active, responsible and informed roles as citizens in a rapidly changing
and diverse global society.” Pp 8
“The inquiry process involves students participating in meaningful research related to important social and environmental issues. Students identify issues and problems, gather relevant information and organise this information in order to solve problems and take responsible action.” pp.12
The Inquiry Learning model below could be used as a resource in the classroom for students to initiate the next step in the inquiry/investigation process.
The Inquiry Learning model below could be used as a resource in the classroom for students to initiate the next step in the inquiry/investigation process.
The Inquiry Process: Sourced from the NSW Board of Studies Syllabus - HSIE 2006.
