 “No teaching approach has greater potential for student involvement and engagement than student- directed investigation (Larson & Keiper, 236)  Uses real world challenges  Requires active learning/ student involvement  Gives students opportunity to become “experts”

 Types of Student Directed- Investigation: › Project Based Learning › Experimental Learning › Service Learning › Problem Based Learning

 Closely aligned with controversial issues.  Used to examine issues from multiple perspectives  Topics can either be: › Open › Closed › Tipping

 Discovery vs. Inquiry  Teachers will use discovery when they want students to discover a correct answer.  Or teachers will use inquiry to have students create their own conclusion about questions or problems.

 Discovery is used to examine topics which are ‘closed’ meaning they are no longer controversial.  For example, women's suffrage.  Teacher presents students with an issue or question, student then problem solve through informational resources.

 Teacher presents students with the issue  Students collect data  Students then analyze data  Students generate a solution  Students present or publish their findings  Teacher assess students learning and evaluate the process

 Inquiry learning is used to examine ‘open topics’, meaning topics which are not settled by contemporary society.  Students are presented with complex problem which can have several solutions  For example, healthcare  3 teacher approaches: › Structured, guided and open

 5 Stages › Asking › Investigating › Interpreting › Reporting › Metacognitive Moments- In any stage, students might reflect, adjust or assess issues which come up during the process of inquiry.

 Time constraint is the biggest obstacle  Student lack of engagement, failure to consider competing perspectives and lack of content knowledge.  Requires masterful behind the scenes planning.

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