How can upper secondary schools educate youth to become democratic and innovative? Theoretical and empirical analyses of Inquiry Based Education.

Ulla Højmark Jensen, Arnt Vestergaard Louw

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In this article we will explore the concept of Inquiry Based Education (IBE) on classroom level in secondary schools. We use casestudies to deskribe and analyze two different learning environments and give a theoretical and an empirical approach to understanding students’ learning opportunities. In the article IBE is perceived as an academic way of thinking and learning and not just a pedagogical method. Taking this broad understanding, we use the concept of IBE as an educational approach and a theoretical framework. The article points to how different educational aims bring about different teacher – students relations and offer students different kind of learning possibilities and positions. It is further shown how different learnings environments can open up for democratic praxis and experience and be understood as creating inclusive learning environment. The argument in the article is that central elements of IBE can contribute to more equality in education by creating inclusive learning environments that take into account different levels of the students learning processes.
TidsskriftNordic Studies in Education
Udgave nummer03
Antal sider19
StatusUdgivet - 2016
Udgivet eksterntJa


  • Læring, pædagogik og undervisning
  • Learning environments, Inquiry Based Education (IBE), inclusion, upper secondary education, educational policy