Skip to main content

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

Buy Article:

$53.17 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.

Document Type: Research Article


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

Publication date: May 1, 2004

More about this publication?

Access Key

Free Content
Free content
New Content
New content
Open Access Content
Open access content
Partial Open Access Content
Partial Open access content
Subscribed Content
Subscribed content
Free Trial 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