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Inquiry-based learning AND history NOT science Inquiry-based 17 learning AND history NOT science

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Decided to remove the parentheses to see if this would help widen the search. Have also noticed the A+ Education keeps a record of your recent searches, this will be helpful if I need to go back to any sources that I have not saved.

I also Like the A+ Education has quite a large abstract for all the results, so you dont need to click on anything to actually read what the article is about. Kiem, Paul. (2012) Have we lost the plot? : narrative, inquiry, good and evil in history pedagogy. Teaching History; v.46 n.3 p.66-69. I thought this article could be interesting as it discusses the dichotomy of teacher- centred teaching is bad and student-centred style inquiry learning is good in the context of teaching history. At a quick glance it focuses on how sometimes in history lessons, teachers need to cater for both active learners and passive learners, and that sometimes not all students benefit from inquiry- based learning. I realise from teaching History that sometimes students do need to just listen to a lecture or read an article about a specific topic and sometimes this is through passive learning, so I thought it would also be good to read the arguments against inquiry based learning. Suda, L. (2009). The Melbourne Story: posing essential questions for inquiry: how might inquiry learning be used to unpack the history of Melbourne? Agora; v.44 n.1 p.55-59. I think this article uses Melbournes history and a visit to the museum display The Melbourne Story as a case study for examining how inquiry learning can be used to discover more about history. Would be good to see what sort of questions they have posed in order to get students thinking about the past, present and future. Could also be helpful for planning future excursions in relation to Modern History. Gillon, K. and Stotter, J. (2011). Inquiry learning with senior secondary students : yes it can be done! Access; v.25 n.3 p.14-19. Unfortunately the link isnt working, however based on the title of the article and the abstract, it does look like it would be extremely relevant. The article looks at how two teachers have implemented inquiry based learning into their history classes using a basic model of inquiry which has been around for many years and follows a sequence of: immersion in the topic; questioning; finding information; analysing; presenting; and evaluating. Could give me some insight into how I should implement certain inquiry-based lessons into a History class.