Curious / Inspiring inquiry

INSPIRING inquiry

Our students sometimes have interests and passions which are not necessarily catered for with a ‘traditional’ subject or course. Student-Directed Inquiry (SDI) provides an alternative for students to engage in these interests whilst working towards their Tasmanian Certificate of Education.

At the start of each year, students enrolled in the course participate in a series of workshops related to research methods. At this stage, most have a broad topic or interest in mind. This could be animal cruelty, mountain biking or music for example. The student is asked to turn this into an inquiry question that will sustain them over a year. Is animal testing prevalent in the global cosmetics industry? What is the physical, social and economic impact of mountain bike tourism in Derby? How can music affect our cognitive ability?

Students then consider their research design to respond to their inquiry questions. Sometimes this involves surveys, interviews or observations and often they have to read a large body of existing (sometimes contradictory) research. The research methodology for each inquiry is unique, but the ability for students to think critically is essential.

Once they have formulated their inquiry questions and research design, students complete their SDI in much the same way they would another subject. At this point they are recognised as an independent learner with weekly meetings to discuss achievements, drafts of work, and to set short, medium and long-term targets.

Unlike most subjects, there is no teacher who facilitates the delivery of knowledge and understanding. I am not (and do not pretend to be) an expert on gaming addiction, drone technology or anxiety in elite athletes, but I do have a good understanding of research methods and study design. I set up support structures the students need so they can respond to their own inquiry. This will often mean contacting subject experts or facilitating setting up connections with institutions such as the University of Tasmania.

Students present their work at the end of the year – often as a large body of written work not unlike a university Honours thesis. They also sometimes choose to present their work as a ‘creation’, for example a piece of written music.

It is an exciting and dynamic course to be teaching, unlike any other subject I have taught at Launceston Grammar.

Simon Shaw, Coordinator Student-Directed Inquiry

What appealed to me most was the opportunity to take my passion for mountain bike riding to the next level and create a thesis for my SDI on the impacts of mountain bike tourism in Derby.

2018 alumni Brady Hansson