<Notes>The Position of Inquiry-Based Learning in Undergraduate Programs: Examining Different Types of Inquiry-Based Learning in Higher Education

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  • <研究ノート>学士課程教育プログラムへの探究学習の位置づけ --高等教育における探究学習の諸類型の検討を通して--
  • 学士課程教育プログラムへの探究学習の位置づけ : 高等教育における探究学習の諸類型の検討を通して
  • ガクシ カテイ キョウイク プログラム エ ノ タンキュウ ガクシュウ ノ イチズケ : コウトウ キョウイク ニ オケル タンキュウ ガクシュウ ノ ショ ルイケイ ノ ケントウ オ トオシテ

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In Japanese higher education, many senior students need to submit a final research product such as a graduation thesis. However, it is very difficult for them to write their own papers for the first time once they become seniors. It is therefore important to design systematic learning activities that include elements of research across the whole undergraduate program. This paper focuses on inquiry-based learning, which is learning that includes elements of research, among others. This paper aims to provide an overview of the characteristics and different types of inquiry-based learning, and to examine how inquiry-based learning can be utilized in undergraduate programs. The results show that there are four different perspectives of inquiry-based learning: (1) the emphasis of and relation to research, (2) the creation of a framework for the inquiry, (3) the phase of question formulation, and (4) the phase of question inquiry. Moreover, this paper reveals that there are two types of designs (a linear design and a cyclical design) which currently influence inquiry-based learning in undergraduate programs. Further study is needed to refine the theory of inquiry-based learning in higher education while bridging theory and practice.

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