Inquiry as Conversation: Who Does the Thinking?

In Part 2 of our conversation with Gabrielle Mace, we continue exploring the ideas behind Teaching Inquiry as Conversation. You can listen to Part 1 here.

This time, we ask a deceptively simple question: who is actually doing the thinking?

We explore what it means for students to construct knowledge rather than simply acquire information; why changing our minds in response to evidence is an important part of inquiry; and what happens when teachers provide so much support that they begin doing the intellectual work for students.

We also consider how generative AI changes the information environment, and why the role of the school librarian in developing increasingly independent inquirers may matter more than ever.

And, as usual, the conversation leaves us with more questions than answers.

These are the questions that Gabrielle posed…

1. Inquiry as conversationA central proposition of Inquiry as Conversation is that inquiry is fundamentally conversational: with ideas, information, other people and ourselves.

What becomes possible when we understand inquiry in this way, rather than primarily as a process students move through?

Reference: Chapter 2, p. 15-22

2. From research process to knowledge construction When Barbara discusses the development of her model, she describes a shift from a research-driven process model towards an inquiry model grounded in constructivism and social constructivism, where learners actively construct knowledge through their experiences and interactions rather than simply acquire information.

What changes in our teaching when we genuinely understand inquiry as knowledge construction rather than information acquisition? And what does the social dimension of constructivism add to that process?

Reference: Chapter 3, p. 31-35