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Enquiry and Project Based Learning
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Many teachers, schools, parents and community organisations feel that `standards' education is not serving us well. It has proved ineffective at preparing many students for work, higher education and general wellbeing, nor does it keep students engaged and intrinsically motivated, capable of sustaining interest in education and learning. There is a supressed desire to transform educational outcomes, and enquiry based learning (EBL) and project based learning (PBL) are the prime candidates for achieving such a goal. EBL is education that is driven by curiosity, questions and problem solving, with the capacity to produce results that are equal to or standard outcomes. This new text provides a critical examination of EBL and PBL by exploring a wide range of international exemplars and considering the benefits, barriers and contradictions generated by the efforts of teachers and schools. Focusing on analytical frameworks and socio-cultural theory, areas covered include: enquiry and society what EPBL is learning through enquiry challenges for schools and teachers student outcomes and assessment teacher learning curriculum development. Enquiry and Project Based Learning offers analytical frameworks and practical guidance for students, teachers and all those interested in enquiry based learning, as well as presenting a balanced, purposeful and motivating alternative to mainstream educational practice.
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Why We Need Enquiry and Project Based Learning David Leat Understanding Enquiry David Leat Assessment of Learning Outcomes in EPBL David Leat Enquiry and Project-Based Learning: School and society through a socio-cultural lens David Leat Adapting Self Organised Learning Environments to Primary Schools in Australia Paul Kenna and Brett Millott Balancing Structure and Flexibility: Teacher's orchestration in collaborative long-term inquiry Marjut Viilo, Pirita Seitamaa-Hakkarainen and Kai Hakkarainen Developing a Community Orientation Through a Focus on Local Heritage and Environment Viki Angel, Lucy Eckford & Lisa Lowery The Importance of Audience in Project-Based Learning Cara Littlefield The Broomley Bee Meadow Project Julie McGrane, Jilly Halliday & Stuart Moore ã Community Curriculum Making and EPBL David Leat and Ulrike Thomas

About the Author

David Leat is Professor of Curriculum Innovation at Newcastle University, UK, Director of the Research Centre for Learning and Teaching, and Assistant Director of SOLE Central (researching Sugata Mitra's Self Organised Learning Environments concept). He is also coordinator of the North East EPBL Network.

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