Student-mentor views on inquiry-based learning: A challenge for designing effective inquiry-based classes with mentors

摘要

This innovative practice work-in-progress paper presents a study on the relation between student-mentors' engagement in the inquiry cycle with their practice of inquiry. Since every student has a personal style and way of inquiry, an assessment of the student-mentors' definition of inquiry was performed through personal interviews, reflections, and periodic observations and discussions. The findings of this study show that reflective practices help in development of deeper thought and connected learning for students. Furthermore, factors such as maturity in the program, personal belief in the inquiry process, affinity to inspiring students, etc. all contribute to student-mentors' growth in inquiry-based learning environments.