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Threshold Learning Outcome 3: Inquiry and problem-solving

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Open access
Authors
Low, Sue
Bennett, Sarita
Date
2016
Type
Book Chapter

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Low, S. and Bennett, S. 2016. Threshold Learning Outcome 3: Inquiry and problem-solving, in Acuna, T. and Able, A. (eds), Good practice guide: Threshold learning outcomes for agriculture, pp. 54-84. Sydney, Australia: Office for Learning and Teaching.
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Department of Environment and Agriculture
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This open access article is distributed under the Creative Commons license http://creativecommons.org/licenses/by/4.0/

Background on a Call for Case Studies is available at http://www.agltas.edu.au/good-practice-guides-for-agriculture-call-for-case-studies/

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Abstract

The Threshold Learning Outcomes (TLO) 3 Inquiry learning and problem-solving closely references TLO 3 for science (Jones et al. 2011). TLO 3.1, identifying contemporary issues and opportunities in agriculture is unique to agriculture TLO3. The Good Practice Guide for TLO 3 for science (Kirkup & Johnson 2013) provides a comprehensive review of the literature supporting inquiry learning and problem-solving, its development, successful delivery and implementation within higher education. This chapter highlights the main similarities and identifies the key differences between TLO 3 for science and TLO 3 for agriculture by: 1. providing background information on the role of inquiry learning and problem solving in professional agricultural practice. 2. a discussion of learning strategies and activities that could be used to develop TLO3 3. providing case studies that are working examples of the development and implementation of learning strategies and assessment across year levels of undergraduate programs in agriculture and agribusiness 4. highlighting the challenges and opportunities that exist for the implementation ofinquiry learning and problem-solving in an undergraduate program.