The Educational Scalability of inquiry-Based Learning as a Means to Promote Authentic Student Achievement

Abstract

Inquiry-based learning is regularly published as a standard method of delivering curriculum at the intermediate level in Newfoundland and Labrador. With any educational initiative there can be gaps between policy and implementation. This paper questions the possibility of a lack of consensus on what inquiry-based learning entails, policy implementation and the relationship between inquiry and authentic student achievement. A link is drawn between the ability to structure inquiry-based learning environments that can satisfy the standards associated with authentic student achievement and provincial curriculum. The relationship between these elements and the principles of scaling up educational innovation are also discussed as a means of developing frameworks that can promote authentic inquiry on a larger scale.