Resources  »  Inquiry roundabout

The inquiry roundabout is a 6-step action learning process adapted from Tasker, G (2000). The difference between the inquiry roundabout and SOLO taxonomy is the explicit requirement to take action (step 5). The other 5 steps align to the questioning process from the SOLO taxonomy (i.e. define, describe, sequence, classify, compare and contrast, explain, predict, generalise).

For more information on the 6-step action learning process, visit Te Kete Ipurangi's "Action competence learning process" webpage. For more information on the SOLO taxonomy, visit John Biggs' "SOLO taxonomy" webpage.

Click on each of the steps in the inquiry roundabout to view the action students take at each step. All the steps can be downloaded by clicking on the pdf file below. Steps in the Inquiry Roundabout

References

Tasker, G., ed. (2000). Social and Ethical Issues in Sexuality Education: A Resource for Health Education Teachers of Year 12 and 13 Students. Christchurch: Christchurch College of Education.

---

• 

  Action competence learning process (TKI)

  The action competence learning process is a process for engaging in health promotion. It provides a framework that enables students to take individual or collective action. The term "action competence" means the development of those competencies (understandings and skills) that enable students to take critical action. The issue selected for action should be one that students have chosen so that it has meaning and relevance for them. Issues will emerge out of the themes or contexts that are currently being studied.

• 

  Solo Taxonomy

  The Structure of Observed Learning Outcome (SOLO) taxonomy is a model that describes levels of increasing complexity in student's understanding of subjects. It was proposed by John B. Biggs and K. Collis and has since gained popularity.