Abstract
The move towards a constructivist approach to learning in Higher Education has led to an increase in the use of inquiry -based learning in law and other disciplines. This article considers the theory behind the method and the key elements of inquiry-based learning. It reviews research in medical education into its effectiveness and considers the implications of this for its development in law. It argues that the development of inquiry-based learning in law will require a greater focus on the learning environment and its context within the curriculum and identifies issues likely to impact on the effectiveness of the method.
Original language | English |
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Pages (from-to) | 21-29 |
Journal | The Journal of Commonwealth Law and Legal Education |
Volume | 10 |
Issue number | 1 |
Publication status | Published - 2015 |