Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17796
Title: 
Proposing an educational scaling-and-diffusion model for inquiry-based learning designs
Authors: 
Issue Date: 
2015
Citation: 
Hung, D., & Lee, S. S. (2015). Proposing an educational scaling-and-diffusion model for inquiry-based learning designs. Educational Technology, 55(1), 27-32.
Abstract: 
Education cannot adopt the linear model of scaling used by the medical sciences. "Gold standards" cannot
be replicated without considering process-in -learning & diversity, and student-variedness in classrooms. This
article proposes a nuanced model of educational scaling-and-diffusion, describing the scaling (top-down
supports) and diffusion efforts (bottom-up innovations from teachers and schools) in Singapore's education
landscape. For educational innovations that focus on explicit knowledge, scaling is mechanistic ("roll-outs"),
while inquiry-based learning designs are connoted as organic ("diffusion of innovation"). Inquiry-based
learning designs focus more on process rather than content dissemination, although content and process
are intertwined. Roll-outs are generally sound when disseminating content as products, and in the haste of
implementation, we inherently partake in the fallacy that process abilities can likewise be taught as content.
URI: 
ISSN: 
0013-1962
Appears in Collections:Journal Articles

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