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Abstract
The purpose of the research described in this article was to observe students in their first and second use of the Guided Inquiry Design process as they explored curriculum topics in Year 7 History and Geography. Guided Inquiry (GI) may be defined as ‘a way of teaching and learning that changes the culture of the school into that of a collaborative inquiry community’ (Kuhlthau, Maniotes & Caspari, 2015, p. 3). It originates from Carol Kuhlthau’s research model the Information Search Process (ISP), on which she and collaborators have published extensively (Kuhlthau, 1985; 1987; 1988a; 1988b; 1989a; 1989b; 1991; 1993; 1994; Kuhlthau, Heinstrom & Todd, 2008; Kuhlthau, Turrock, George, & Belvin, 1990). Publications from Kuhlthau (2004) and Kuhlthau, Maniotes and Caspari (2007) saw the beginnings of an emerging pedagogy, with further publications (Kuhlthau, Maniotes & Caspari, 2012; 2015) making explicit a practical model of the ISP: the Guided Inquiry Design process (GID).