Inquiry based approach learning

INQUIRY-BASED LEARNING Jean A. Aquino

CONTENTS
Definition
Characteristics
Levels
Misconceptions about inquiry
Formats
Necessity for Teacher Training
References

DEFINITION: INQUIRY-BASED
LEARNING (IBL)
is a form of active learning that starts by posing
questions, problems or scenarios—rather than simply
presenting established facts or portraying a smooth
path to knowledge. The process is often assisted by
a facilitator.
Wikipedia.com

INQUIRY PROCESS
Based Learning 9: IBL - Inquiry-Based Learning by John Dsouza

WHY USE INQUIRY-BASED
LEARNING
TeachThought

WHY INQUIRY?
Tell me and I forget, show me and I remember, involve me and I
understand. Inquiry implies involvement that leads to understanding.
An inquiry is seeking for truth, information, or knowledge - seeking
information by questioning.
The process of inquiring begins with gathering information and data
through applying the human senses -- seeing, hearing, touching,
tasting, and smelling.
Facts change, and the information is readily available -- what's
needed is an understanding of how to get and make sense of the
mass of data.
The inquiry is not so much seeking the right answer -- because often
there is none -- but rather seeking appropriate resolutions to
questions and issues.
No one can ever learn everything, but everyone can better develop
their skills and nurture the inquiring attitudes necessary to continueBased Learning 9: IBL - Inquiry-Based Learning by John Dsouza

INQUIRY COMPONENTS
A question(s) related to the topic of inquiry to be
explored (problem statement),
Followed by an investigation and gathering of
information related to the question (data collection),
Continuing with a discussion of findings (analysis),
Commencing with a reflection on what was learned
(implications/conclusion).

INQUIRY PROCEDURES
1. The first step in any inquiry is the formulation of
a question or set of questions related to the topic of
inquiry. The question can be posed by the teacher or
by the pupil(s). Sometimes the question is referred
to as a hypothesis or a problem statement.

INQUIRY PROCEDURES
2. Once a question is posed, pupils are encouraged
to investigate the topic by gathering information
from sources that either the teacher provides or
within learning resources or tools that are readily
available to the pupils.

INQUIRY PROCEDURES
3. When enough information related to the topic of
inquiry is gathered, it is organized in categories or
outlined by highlighting the important information
relative to the topic. This helps the pupil make
connections with new learning and prior learning.

INQUIRY PROCEDURES
4. The information is discussed and analyzed for
further understanding. The teacher can direct the
discussion and highlight the implications that arise
from the investigation and show how it relates to the
solution of the problem.

INQUIRY PROCEDURES
5. Conclusions are made and related back to the
original question. Student reflections are encouraged
and serve as a way to relate back to the inquiry and
retrace the steps that led to the conclusion. This also
serves to reinforce the model so that pupils can
repeat the process in any problem-solving situation.

INQUIRY LEVELS
There are many different explanations for inquiry teaching and learning and the various
levels of inquiry that can exist within those contexts. The article titled The Many Levels
of Inquiry by Heather Banchi and Randy Bell (2008) clearly outlines four levels of inquiry.
Level 1: Confirmation Inquiry
The teacher has taught a particular science theme or topic.
The teacher then develops questions and a procedure that
guides students through an activity where the results are
already known. This method is great to reinforce concepts
taught and to introduce students into learning to follow
procedures, collect and record data correctly and to confirm
and deepen understandings.
Wikipedia.com

INQUIRY LEVELS
Level 2: Structured Inquiry
The teacher provides the initial question and an outline of the
procedure. Students are to formulate explanations of their
findings through evaluating and analyzing the data that they
collect.
Level 3: Guided Inquiry
The teacher provides only the research question for the
students. The students are responsible for designing and
following their own procedures to test that question and then
communicate their results and findings.
Wikipedia.com

INQUIRY LEVELS
Level 4: Open/True Inquiry
Students formulate their own research question(s), design and
follow through with a developed procedure, and communicate
their findings and results. This type of inquiry is often seen in
science fair contexts where students drive their own
investigative questions.
Banchi and Bell (2008) explain that teachers should begin their inquiry instruction at the
lower levels and work their way to open inquiry in order to effectively develop students'
inquiry skills. Open inquiry activities are only successful if students are motivated by
intrinsic interests and if they are equipped with the skills to conduct their own research
study.
Wikipedia.com

INQUIRY BENEFITS
• Learners direct their learning in a way that is similar
to how science happens in real-world situations.
• Students are able to identify their own areas of
inquiry and engage in hands-on learning using science
process skills to seek information.
• This results in increased ownership of learning and
enhanced critical thinking skills while creating a
culture that values learners’ ideas.

FACILITATOR’S ROLE
• Reflect on the purpose and makes plans for inquiry
learning.
• Facilitate classroom learning.
• Serve primarily as a resource for the students.
• Guide the students through the learning process.

FACILITATOR’S ROLE
• Establish content-based parameters for learning
objectives, and then allow students to direct their own
learning.
• A co-learner with the students as they engage with
real-world questions.
• Provoke additional inquiry of the questions presented
by the student.

LEARNER’S ROLE
• View themselves as learners in the process of
learning.
• Accept an "invitation to learn" and willingly engage in
an exploration process.
• Raise questions, propose explanations, and use
observations.
• Plan and carry out learning activities.

LEARNER’S ROLE
• Communicate using a variety of methods.
• Critique their learning practices.
• Direct their own learning within the parameters set by
the facilitator.
• Work in groups and learn from each other.

INQUIRY CHALLENGES
Time-Consuming – More intense learning process
Messy – More authentic replication of real-world
situations
Loud and Chaotic – Students are more engaged
Unpredictable – More meaningful teachable moments

INQUIRY OUTCOMES
Useful knowledge about the natural and human-
designed worlds.
How are these worlds organized?
How do they change?
How do they interrelate?
How do we communicate about, within, and across
these worlds?

CHARACTERISTICS
Specific learning processes that people engage in during inquiry-learning include:
• Creating questions of their own
• Obtaining supporting evidence to answer the
question(s)
• Explaining the evidence collected
• Connecting the explanation to the knowledge
obtained from the investigative process
• Creating an argument and justification for the
explanation
Inquiry learning involves developing questions, making observations, doing research to find out what
information is already recorded, developing methods for experiments, developing instruments for
data collection, collecting, analyzing, and interpreting data, outlining possible explanations and
creating predictions for future study.
Wikipedia.com

MISCONCEPTIONS ABOUT INQUIRY
1. There are several common misconceptions
regarding inquiry-based science, the first being that
inquiry science is simply instruction that teaches
students to follow the scientific method. Many
teachers had the opportunity to work within the
constraints of the scientific method as students
themselves and figure inquiry learning must be the
same. Inquiry science is not just about solving
problems in six simple steps but much more broadly
focused on the intellectual problem-solving skills
developed throughout a scientific
process. Additionally, not every hands-on lesson can
be considered inquiry.

2. Some educators believe that there is only one true
method of inquiry, which would be described as the
level four: Open Inquiry. While open inquiry may be
the most authentic form of inquiry, there are many
skills and a level of conceptual understanding that the
students must have developed before they can be
successful at this high level of inquiry. While inquiry-
based science is considered to be a teaching strategy
that fosters higher order thinking in students, it
should be one of several methods used. A multifaceted
approach to science keeps students engaged and
learning.
Wikipedia.com

3. Not every student is going to learn the same
amount from an inquiry lesson; students must be
invested in the topic of study to authentically reach
the set learning goals. Teachers must be prepared to
ask students questions to probe their thinking
processes in order to assess accurately. Inquiry-
science requires a lot of time, effort, and expertise,
however, the benefits outweigh the cost when true
authentic learning can take place.
Wikipedia.com

FORMATS
Inquiry-based learning can be done in multiple
formats, including:
Field-work
Case studies
Investigations
Individual and group projects
Research projects
Wikipedia.com

REMEMBER TO KEEP IN MIND
• Teacher is a Facilitator in IBL environment
• Place needs of students and their ideas at the center
• Don't wait for the perfect question, pose multiple
open-ended questions.
• Work towards common goal of understanding

REMEMBER TO KEEP IN MIND
• Remain faithful to the students' line of inquiry
• Teach directly on a need-to-know basis
• Encourage students to demonstrate learning using a
range of media

RESOURCES TO IMPLEMENT IBL
Edmodo: https://spotlight.edmodo.com/product/based-learning-9-
ibl-inquiry-based-learning--388085/
Edweb: http://home.edweb.net/webinar/inquiry-based-learning-
gen-z-student/
Edutopia: http://www.edutopia.org/topic/inquiry-based-learning
4-H: Targeting Life Skills: https://spotlight.edmodo.com/product/4-
h-targeting-life-skills--388057/
10 Tips for Inquiry-Based
Learning: https://spotlight.edmodo.com/product/10-tips-for-
inquiry-based-learning--388077/
YouTube: https://www.youtube.com/watch?v=u84ZsS6niPc

REFERENCES
What is Inquiry Based Learning (EBL)? Centre for Excellence in
Enquiry-Based Learning. University of Manchester. Retrieved October
2012
Twigg, Vani Veikoso (2010). "Teachers' practices, values and beliefs
for successful inquiry-based teaching in the International
Baccalaureate Primary years Programme". Journal of Research in
International Education. 9 (1): 40–65.
Wilhelm, J. G., & Wilhelm, P. J. (2010). Inquiring minds learn to read,
write, and think: Reaching all learners through inquiry. Middle School
Journal, May 2010, 39–46.
Yoon, H., Joung, Y. J., Kim, M. (2012). The challenges of science
inquiry teaching for pre-service teachers in elementary classrooms:
Difficulties on and under the scene. Research in Science &
Technological Education, 42(3), 589–608.

10 Benefits of Inquiry-Based Learning,
http://www.teachthought.com/critical-thinking/inquiry/10-benefits-
of-inquiry-based-learning/
https://www.linkedin.com/pulse/based-learning-9-ibl-inquiry-
based-john-dsouza

Inquiry based approach learning

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