How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning?
这项定性研究发现，文科、人文学科和社会科学的大一新生以四种不同方式体验探究与研究，其中开放式的知识建构体验尤其能增强学生的智力和个人发展，并提出了一个对教学设计和研究评估有用的探究式学习概念框架。
First-year undergraduates on degree programmes in the arts, humanities and social sciences were found by this qualitative study to experience inquiry and research in four distinct ways. Research as ‘gathering information’ and ‘exploring others' ideas’ was associated with learning by engaging independently with a knowledge base. Research as ‘evidencing and developing students' own ideas’ and ‘making discoveries’ was associated with an emergent sense of participation in knowledge-building, understood as the potential to bring something personal or new to an area of study. Students described opportunities to frame their own lines of inquiry, and inquiry experiences with an open-ended, knowledge-building orientation, as especially empowering in their intellectual and personal development. They also highlighted their need for support in carrying out research and inquiry. The authors present a conceptual framework for inquiry-based learning that was developed on the basis of this study, and that has been found useful for pedagogical design and research/evaluation.