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Transformative learning using the classroom as a 'community of inquiry'
Conference presentation

Transformative learning using the classroom as a 'community of inquiry'

Megan Cooper
2011 Learning & Teaching Week Program and Abstracts Book, p.15
Learning & Teaching Week, 2011 (Sunshine Coast, Australia, 19-Sep-2011–23-Sep-2011)
University of the Sunshine Coast
2011
url
https://www.usc.edu.au/View
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Abstract

Specialist Studies in Education community of inquiry pedagogy student centred-learning
This presentation discusses the pedagogical practice of a classroom 'community of inquiry' as a way of providing an exciting, productive and transformative learning experience. The term 'community of inquiry' is used to indicate the key purpose of the community. Following the argument of Dewey (1916) that learners should be active makers of meaning, alongside contemporary constructivist approaches, this presentation considers why and how a community of inquiry supports and scaffolds students as they construct their understandings of subject matter. It argues that through dialogue, critique, validation, and reinterpretation with teachers and other students that members of the community are able to bring meaning to new ideas and evaluate their worth in relation to ideas they would supplant. The elements that underpin a community of inquiry are explored including safety, support, respect, and sharing as tools for facilitating transformation of perspectives. The notion of the community of inquiry as a tool for inclusion and engagement of non-traditional learners is also discussed. Finally, the role of the teacher/expert is considered in light of the issues of power and ensuring student-centered learning.

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