Guided-Inquiry Learning in Environmental Health

• Published in: Journal of environmental health Vol. 73; no. 6; pp. 80 - 85
• Main Authors: Jin, Guang, Bierma, Thomas J.
• Format: Journal Article
• Language: English
• Published: United States National Environmental Health Association 01-01-2011
• Subjects: Acid Rain - adverse effects; Acid Rain - prevention & control; ADVANCEMENT OF THE PRACTICE; Air pollution; Air Pollution - adverse effects; Air Pollution - analysis; Arrays; Bioenergy; Company business management; Documents; Education; Emissions; Environmental education; Environmental health; Environmental Health - education; Environmental Health - methods; Environmental protection; Fuel combustion; Greenhouse Effect - prevention & control; Health; Humans; Hydrostatic pressure; Illinois; Inquiry method; Learning; Learning modules; Management; Modules; Outdoor air quality; Pesticide resistance; Pollution control; Pollution control costs; Problem-Based Learning - methods; Silicon Dioxide - analysis; Students; Studies; Study and teaching; Teachers; Teaching methods; Water pollution; Water Pollution, Chemical - adverse effects; Water Pollution, Chemical - analysis; Illinois; United States
• ISSN: 0022-0892

The field of environmental health requires the knowledge of many facts and terms, and it also requires mastery of an array of concepts that can be difficult for many students to thoroughly comprehend. Guided-inquiry learning is a process by which students “discover” basic concepts through active investigation. In this article, the authors describe several guided-inquiry learning modules used in their undergraduate environmental health program and their experience in using them. Some modules are used in professional courses while others are used in a general education course. Overall, the authors experienced increased student engagement and interest with guided-inquiry learning. Students are able to comprehend some abstract concepts more quickly and seem to retain the concepts longer.