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

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Abstract:

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.

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/1470329042000208701

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

Publication date: May 1, 2004

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