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Learning Institutions Use Inquiry-Based Teaching to Experience an Education Beyond the Classroom


VICTORIA, Australia September 2014 – According to the Australian School Library Association, students who develop through inquiry based learning as part of their school curriculum enjoy continuous education beyond the classroom and confident empowerment.*

Research undertaken by Generator School Network also revealed that carefully designed inquiry-based teaching programs impact students positively, after being integrated into the general school curriculum.** As a result, one third of all public K-12 schools in the United States practise service learning, which highlights the constructivist concept of gaining knowledge through experience and process, especially through socially-based experiences.

The Generator School Network study showed that inquiry-based teaching revived teachers, inspired dialogue amongst the teaching staff and developed more caring school environments. Through students engaging in inquiry-based learning, Generator School Network noted a reduction in behavioural incidents and an increase in academic achievements, as a direct result from enhanced opportunities for practical exploration, discussion and engagement.***

Online teacher resource teAchnology, attributes better classroom performance of students who dislike reading, to inquiry-based teaching. Through this style of hands-on teaching, teAchnology suggested students were more likely to relate to themselves through their own experiences.****

A recent Australian case study conducted by Destination Dreaming indicated that students who participated in inquiry-based learning exhibited a heightened intercultural understanding and improved ability to participate maturely in community activity. They also demonstrated a better understanding of development issues, greater awareness of their rights and duties as global citizens, and enhanced interpersonal capacity, self-awareness, and critical thinking skills.

Destination Dreaming is an Australian social enterprise that works with schools to create sustainable community partnerships that teach young people about global citizenship, self-awareness and social justice. Co-founder and program director Kate Miller says, “Our programs are for schools looking to form a long-term community partnership, and who are particularly motivated for their teachers to contribute to rural schooling through the two-way exchange.

“The program is most successful when supported by teachers passionate about sharing new lesson ideas, teaching strategies, and stories with one another. We love working with teachers who are as keen to learn through experience as they are to contribute.”

Destination Dreaming offers a 10 to 14 day Global Community Partnership Program that is focused on intercultural engagement and community development with a community partner overseas. The company creates an inquiry-based learning partnership between the client school and a community internationally based on two-way learning and mutual respect.

Sacred Heart College primary school teacher and parent, Sue Walker, participated in Destination Dreaming’s Timor Leste Program and says, “The Destination Dreaming journey was a total learning experience – holistic in that it encompassed learning about the lives of others, world cultures and ourselves. To watch the youth of two completely different cultures share their stories, dreams and lives for even a short time is something that cannot be forgotten. We faced challenges and were taken well and truly out of our comfort zone, but the positive and powerful growth that has occurred for each and every participant is distinct [and unique to this type of program].”

Discover how Destination Dreaming expands education beyond the classroom for teachers, students and international communities through inquiry based teaching at


 Confident empowerment
 Service learning
 Global citizens
 Two-way learning
 Teaching strategies

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