Inquiry-based learning, scientific and professional orientation: The subject of heritage conservation

In teaching conservation, elements of inquiry-based learning are often incorporated in project work; however, a research process is not tied to a teaching format. Drawing on the typology of research forms, inquiry-based learning can be used in a differentiated way in conservation.

This paper shows how the multiple scientific orientations and professional references of conservation can be included in inquiry-based learning. It also discusses two examples of concrete teaching formats in terms of their didactic developments and the associated student learning processes. This provides an understanding of how inquiry-based learning, research and professional practice are interrelated.