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Implementation of inquiry-based learning in day-to-day teaching: a synthesis

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Abstract

This synthesis is designed to provide insight into the most important issues involved in a large-scale implementation of inquiry-based learning (IBL). We will first turn to IBL itself by reflecting on (1) the definition of IBL and (2) examining the current state of the art of its implementation. Afterwards, we will move on to the implementation of IBL and look at its dissemination through resources, professional development, and the involvement of the context. Based on these theoretical reflections, we will develop a conceptual framework for the analysis of dissemination activities before briefly analyzing four exemplary projects. The aim of our analysis is to reflect on the various implementation strategies and raise awareness of the different ways of using and combining them. This synthesis will end with considerations about the framework and conclusions regarding needed future actions.

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  1. University of Education, Freiburg, Germany

    Katja Maaß

  2. LDAR, Université Paris Diderot, Paris 7, France

    Michèle Artigue

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  1. Katja Maaß
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Maaß, K., Artigue, M. Implementation of inquiry-based learning in day-to-day teaching: a synthesis. ZDM Mathematics Education 45, 779–795 (2013). https://doi.org/10.1007/s11858-013-0528-0

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