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Leistungstyp Forschungsprojekt (+)
Titel Fostering authentic inquiry at multiple levels through participatory action research
Untertitel School- and instruction development applying the concept CrEEd for school
Beschreibung Participatory action research processes have proven to have the potential for effective change in education. This project explores how an inquiry-oriented teaching approach can be realized in secondary school in a participatory process involving three levels, namely pupils, teachers and a research team. The meta-intention of the developmental project is to unfold certain criteria typical for participatory inquiry-learning arrangements on all these levels. The aim of the study is to understand the parameters conducive to the evolvement of the criteria of inquiry learning and the specific methods teachers use in their lessons. Feedback to the practitioners is derived from quantitative analysis of data gathered by the practitioners and qualitative analysis of guided interviews of the research team with eight teachers. It turns out, that sound knowledge of theory supported by the researchers, participation in the learning experience of a group, and most importantly a trustful mindset concerning the capabilities of the learners are crucial to the effective use of the participatory approach to inquiry in classrooms. Finally, reflection on the scientific outcomes fuels the participatory action research cycle and the school developmental process.
Forschungsschwerpunkt Forschendes Lernen
Schlagwörter inquiry learning, school development, action research
Projektleitung gesamt
  • Oyrer, Susanne; Dr. Bed.

    Projektleitung intern
  • Oyrer, Susanne; Mag. Dr. BEd

    Interne Projektmitarbeiter/innen
  • Hauer, Beatrix; MEd. Dr. Dipl.Päd.
  • Keplinger, Gudrun Isolde; Mag. Dr. BEd
  • Hesse, Anke; Dipl.-Phys. BEd

    Externe Projektmitarbeiter/innen
  • Reitinger, Johannes; Univ.-Prof. Dr. habil.

    Status laufend
  • 1000 Organe der Hochschule der Privaten Pädagogischen Hochschule Linz

    Laufzeit von 15.02.2019 bis 31.08.2022
  • 5803 Bildungsforschung

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