Skip to main content

There are no problems to be solved, only inquiries to be made, in social work education

Buy Article:

$47.00 plus tax (Refund Policy)

This article provides a critical analysis and evaluation of how an inquiry-based learning (IBL) approach to learning and teaching was introduced into the curriculum of a large and well-established social work programme at a UK university. A rationale for the initiative is provided, in particular the rejection of the term problem-based learning (PBL) and why the alternative IBL term is more appropriate for social work education. Questionnaire surveys and focus group meetings revealed that students had a number of concerns about the introduction of IBL. The two main ones are reported on, namely the balance of subject teaching against student-centred learning and the timing of the introduction of the IBL approach to teaching and learning.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Data/Media
No Metrics

Document Type: Research Article

Affiliations: 1: University of Hull UK 2: Anglia Polytechnic University UK

Publication date: 2004-05-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more