Inquiry

Inquiry is not just a matter of asking questions but is a process of conducting a thorough investigation. The inquiry process can be practised and learned in a systematic way. If students have had limited experience with inquiry, the instructor/teacher may wish to ease students into its use. The purpose of inquiry is to experience the process rather than to memorize the process or product.

The instructor/teacher has an option of allowing the students to experience guided or unguided inquiry. In guided inquiry, the instructor/teacher asks the question but does not answer the question. In several places throughout the curriculum guideline, questions that may be asked are included. The questions could be used for guided inquiry. Unguided, inductive inquiry sees the instructor/teacher again asking but not answering questions, prompting students, structuring materials and simulations, and in general organizing the learning. The instructor/teacher's role becomes minimized as the student takes more responsibility for examining problems, opportunities and ideas for processing information (IL). The student may select the direction for learning in the unguided method.

Indirect instruction is often a slower way of exposing students to the material than direct instruction but students often achieve a better understanding of the material and ideas under investigation. Driver Education is process oriented, resulting in the production of acceptable behaviour. Students need to experience rather than only hear.

Case Studies

Case studies can be used in Driver Education. Case studies are assigned scenarios based on real-life situations that students could analyze, record, and to which they may process a response. Resource materials use case studies as examples to illustrate how appropriate or inappropriate driving has taken place. By examining case studies, students may identify the appropriate information that must be processed to fulfil a need. The instructor/teacher can accumulate actual case study situations from the local community for discussion and examination. The instructor/teacher may use these resources to suit the needs of the classroom. Students may discuss results in small and large groups. The use of case studies as an instructional method can assist students to explore their abilities as future drivers.

Reflective Discussion

A lecture may be followed by a reflective discussion. The reflective discussion involves students individually or as a group thinking more deeply about a topic through discussion, and coming to some conclusions. The conclusions may be similar to those suggested under questioning.