Annotated Bibliography

Carroll, K. (2012). Learning design and inquiry in Australian history classrooms. In C. Alexander, J. Dalziel, J. Krajka & E. Dobozy (Eds.), Teaching English with Technology, Special Edition on LAMS and Learning Design volume 3, 12(2), 36-50, http://www.tewtjournal.org

This paper focuses on bridging the pedagogical disconnect between traditional and digital pedagogies. It investigated the Information Communication Technology (ICT) experiences and the pedagogy used by History teachers in four schools. It provides theoretical research to indicate that ICT could support higher order critical thinking in History. The author identified the connection between ICT and the process of inquiry and research where the students need to locate, organise and evaluate resources critically. She concluded that inquiry-based learning in History and ICT rich pedagogy are complementary.  They enable the engagement of students with the creation of new texts, problem-solving and inquiring about the past.

This paper is useful for my research as it provided case studies of how teachers were attempting to apply the inquiry process, in History, by using ICT. It provided examples beyond the use of locating and presentation that I have often witnessed.

Ditchburn, G & Hattensen, S 2012, Connecting with History: strategies for an inquiry classroom, Educational Services Australia Limited, Carlton South.

This book has been designed for primary teachers who are not history specialists. It provides practical, adaptable scaffolds to make history inquiry stimulating and accessible. It draws on the Australian Curriculum presenting a rich source of ideas, practical tools, and effective pedagogical practices for teachers. It suggests a range of practical tools for exploring history teaching. It presents ideas and strategies that can be modified, adapted and extended. Specific connections are made between the activities and examples in the book and the Australian Curriculum: History, as well as the cross-curricula priorities. The book is based on the underlying assumptions and principles of the importance of inquiry-based learning and student-student pedagogies.

The book is useful for my research because it links to the Australian Curriculum and is organised under the key Australian Curriculum historical concepts. This provides an Australian perspective to my research. It also presents several teaching and learning strategies that will provide practical examples.  I found the inclusion of a description of the strategy, purposes and outcomes, as well as how it might be activated useful as it moved beyond the theory. The practical approach of this book is beneficial for teachers embracing a new curriculum and possibly a new approach to teaching.

Herbert, Beth. When English meets history: exploring the faction genre through action learning. [online]. Literacy Learning: the Middle Years; v.20 n.3 p.85-95; October 2012. Availability: <http://search.informit.com.au.ezp01.library.qut.edu.au/fullText;dn=194333;res=AEIPT> ISSN: 1320-5692. [cited 24 Aug 13].

This article outlines a project that engaged teachers, from Western Australia, with the Australian Curriculum: English and the Australian Curriculum: History, to critically read quality literature, to undertake historical inquiry and to create historical narrative. It provides a brief outline of the intensive professional development for the teachers that enabled them to continue the project within their classrooms, as well as examples of the application. This professional development included working with some well known Australian authors who write historical fiction. The authors provided insight into their inquiry approach to researching and writing their book. It concluded that the provision of ongoing professional learning during the teachers’ journeys resulted in quality teaching practices.

This article is useful for my research because it outlines the importance of ongoing professional development and what can result when it occurs. It provided valuable insight into the inquiry processes which historical writers, such as Kirsty Murray and Dianne Wolfer, use to produce their historical fiction.

Jacobsen. M., Lock. J., & Friesen, S. (2013). Strategies for Engagement: Knowledge building and intellectual engagement in participatory learning environments. Education Canada. Available online http://www.cea-ace.ca/education-canada/article/strategies-engagement

In this article, the authors argue that participatory learning environments with a focus on knowledge building offer clear learning benefits to students and teachers. They describe three inquiry projects that were designed to promote intellectual engagement through knowledge building in participatory learning environments. In each of these projects, socially and digitally connected learners sought out complex issues and problems, worked hard to understand and solve them while collaborating with peers, and engaged with audiences and expertise beyond the classroom. Finally, the authors observe that strong task design and ongoing, continual assessment of the learning taking place were essential to ensuring a rich learner experience. The authors also provide design tips for teachers in developing great inquiry learning experiences.

This article is useful for my research as it presents research-based information on inquiry learning as well as providing practical examples of how it was implemented effectively into a classroom situation. Although this is based on the Canadian Curriculum, it provides examples of inquiry-based learning from middle and upper primary school and junior high school in the areas of geography, history and science.

Kiem, Paul. Have we lost the plot? : narrative, inquiry, good and evil in history pedagogy. [online]. Teaching History; v.46 n.3 p.66-69; September 2012. Availability: <http://search.informit.com.au.ezp01.library.qut.edu.au/fullText;dn=195830;res=AEIPT> ISSN: 0040-0602. [cited 24 Aug 13].

In this article, the author discusses the need for balance within the approaches educators take towards teaching history. He discusses the often unchallenged polarised view which “assumes that the older teacher-centred style teaching is evil while the more recently developed student-centred style inquiry learning is good.” The author suggests that the “Australian curriculum was developed without reference to pedagogy or assessment, but with general assumption that it would be inquiry-based.” Through the article, the author asks the readers to consider how the current pedagogy, of active learning, caters for the passive learner, different cultural backgrounds and learning traditions. The author emphasises the need for balance of approaches within the teaching of history. Finally, the author challenges that innovation, creativity and good teaching are not monopolies of one approach to learning.

This article is useful for my research as it provides a different perspective on the benefits of inquiry learning. It invites the reader to reflect on and assess the pros and cons of pedagogical strategies being implemented in the teaching of history. 

Murdoch, K & Wilson, J 2004, Learning Links: Strategic teaching for the learner-centred classroom, Curriculum Corporation, Carlton South.

This handbook presents practical guidelines and strategies to improve teaching practice.  It examines some of the key elements that contribute to a learning centred classroom.  It emphasises that these elements do not exist in isolation, but are continuous and connected and are essential to developing effective lifelong learners. Each chapter provides teaching and learning principles related to the focus area; a brief theoretical overview and rationale; a set of broad guidelines; practical strategies for classroom application; and case studies.

This book is useful for my research as it acknowledges that establishing a learner- centred classroom can be a daunting task. This book provides essential strategies that our students need to be immersed in to become effective lifelong learners in the inquiry process.  The lessons for teaching these are scaffolded with adaptations and extensions provided, as well as resources.  

Spronken-Smith, R 'Experiencing the Process of Knowledge Creation: The Nature and Use of Inquiry-Based Learning in Higher Education', , Accessed 10th September 2013, Source: from http://akoaotearoa.ac.nz/sites/default/files/u14/IBL%20-%20Report%20-%20Appendix%20A%20-%20Review.pdf

In this paper, the author discusses the strong educational theoretical support for inquiry-based learning across the full spectrum of disciplines and at all levels.  An integrative review is taken of the nature of inquiry-based learning, the theoretical support for the approach, the effectiveness of inquiry-based learning for learning outcomes and describes examples of the process in higher education. The author uses authoritive sources to support her observations as well as diagrams to assist in visualising the process.

This paper is useful in my research as it has provided me with a better understanding of inquiry-based learning. The vocabulary and well organised format allowed easy readability without using too much jargon. It provided supporting evidence for the benefits of inquiry learning for both teachers and students.

Staats, John. Developing excellence in historical inquiry: engagement and learning through 'hands on history'. [online]. Teaching History; v.45 n.3 p.17-22; September 2011. Availability: <http://search.informit.com.au.ezp01.library.qut.edu.au/fullText;dn=192839;res=AEIPT> ISSN: 0040-0602. [cited 24 Aug 13].

In this article, the author reports on best practice in the delivery of “hands-on” and “object-based” learning that he encountered during a visit to Britain and how this would enhance the inquiry learning approach to the Australian Curriculum: History. The author provides examples of several museums and communities, in Britain, and how they are providing meaningful, well-structured learning programs for students. Some take a constructivist approach, displaying objects in interesting combinations to encourage new insights, as well as posing questions rather than information. The author also provides web links to the sites visited to enable the reader to further investigate.  He concludes that successful “object-based” learning is engaging and incorporates inquiry based learning strategies.

This article is useful for my research as it showed the effectiveness of incorporating expertise, such as museum educational programs, into the inquiry process of History. It provided useful information on object-based learning and its relationship with the inquiry process, especially in developing and posing questions. 

Tambyah, Mallihai M.(2011) “More tick-the-box”: the challenge of promoting interdisciplinary learning in the middle years through the Australian history curriculum.

Curriculum Perspectives, 31(3), pp. 72-77. http://eprints.qut.edu.au/47201/2/47201.pdf

In this paper, the author raises the question of whether interdisciplinary learning can be realised in the middle years of schooling if history is being taught as a separate discipline, rather than an overarching integrated curriculum framework. It analyses the national blueprints for the Australian Curriculum in relation to History, teachers’ knowledge and middle schooling. It also queries whether the curriculum will be content driven and therefore rely on teacher directed pedagogy rather than inquiry. The paper draws on data gathered from interviews with middle school teachers who had expertise in history and experience in teaching history. The author acknowledges that at the time of these interviews the Australian Curriculum: History had not been released.

This paper is useful for my research as it provides background information to how teachers were viewing the new curriculum, content-wise and pedagogically, prior to its implementation. It also provided an insight into how the new curriculum would be received within the schools based on their responses.

Wilson, J & Wing Jan, L 2009, Focus on Inquiry: a practical approach to curriculum planning, 2nd ed., Curriculum Corporation, Carlton South.

This edition builds on current research into learning and pedagogy. It unpacks inquiry by discussing the decision making continuum, teacher’s role, implementation and stages of inquiry. It provides practical information on planning; questions and questioning; assessment and record keeping; planning and selecting activities; and sample units and classroom resources.

Classroom implementation of inquiry varies and does not follow a fixed linear pathway. As there is not a ‘one size fits all‘ formula and framework, this book provides some very clear pedagogical information and practical applications for inquiry learning that will be beneficial for my research.

'What is Inquiry?', Galileo Educational Network, Accessed: 23rd August 2013, Source: from: http://galileo.org/teachers/designing-learning/articles/what-is-inquiry/

This article provides insight into what inquiry learning is, as well as misconceptions about the topic. It provides information about the dimensions of inquiry, such as authenticity, academic rigour, assessment, beyond school, use of digital tools, active exploration, connecting with experts, and elaborated communications.  It also compares project and project based learning. 

The site is American focussed, but provides classroom examples across primary and secondary schooling, in the subject areas of humanities, science and mathematics. This provides insights into how an inquiry approach may be applied and will be useful for my research.