Fostering authentic inquiry at multiple levels through participatory action research


Private Pädagogische Hochschule Linz
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.
2019 – 2022
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.
Beschreibung (engl.)