1. A Constructivist Approach to Inquiry-Based Learning 1
A Constructivist Approach to Inquiry-Based Learning
Evangeline Beaver
EDTECH 504
Dr. Jennifer Freed
Boise State University

2. A Constructivist Approach to Inquiry-Based Learning 2
Abstract
Constructivism is described as a learning theory based on how students discover new knowledge
that attributes to prior knowledge. Online learning allows students to build their own meaning
by reflecting their own experiences that integrate into communication interface. This paper will
highlight one of the emerging theories of learning and analyze the constructivist theory within
the context of teaching for the 21st Century. This study also outlines the foundation of
WebQuest inquiry-based learning activities. It focuses on college freshman, inquiry to higher
education, creating opportunities to explore vital information to ask questions, and increase
understanding in order to process the learner’s autonomous thinking.

3. A Constructivist Approach to Inquiry-Based Learning 3
Introduction
What is constructivism? Constructivism is described as a learning theory based on how
students discover new knowledge. According to Molebash (2002), built upon previous
knowledge “Constructivism can represent an epistemological view, a learning theory, a
philosophy of teaching and learning, a general pedagogical approach, or some combination of
these meanings” (p. 434) based on critical inquiry. Students construct their own view of the
world by attributing prior knowledge, reflections of their own experiences, to current knowledge
to create new meaning. The Internet can be an important tool for both teaching and learning.
The dynamically evolving technologies for computer-mediated communication offer
new possibilities for the classroom. WebQuest is one example, an inquiry-based learning
application. The fundamental methods in teaching in higher education will modify existing
practices into a student-centered learning environment via the use of technology, an emerging
trend in education. This is an overview about a constructivist approach to teaching with an
application of WebQuest.
Constructivism
Children construct their own progress through their own actions and usually through
interaction with adults. When they become an adult, they are ready for higher education. In
their research, Engel, Scott and Cole (1992) wrote, “We call that perspective cultural
constructivism; the idea of this approach can be grasped most readily by contrasting it with
Piagetian constructivism” (p. 191). This study is an approach derived from social activity
communicated through a computer inquiry-based learning in a social context. Petraglia (1998)
points out “Most educators easily accept constructivism’s central premise that learners approach
tasks with prior knowledge and expectations based on their knowledge of the world around

4. A Constructivist Approach to Inquiry-Based Learning 4
them” (p. 53). Therefore, authenticity is the key factor of the constructivist theory, and
important because many individuals interpret understanding differently in order to answer the
problem.
Research shows that the emerging technology trends help to constitute a change in the
21st century. A student-centered learning environment will lead students to improve and
understand a global network perspective and shape their own growth. Anthony (1996) stated,
“Learning is a process of knowledge construction, not of knowledge recording or absorption” (p.
349). Therefore, using current knowledge to construct new knowledge captivates the principle of
constructivism. The learners process inquiry-based learning by a WebQuest application and
interpret the knowledge differently through their own experience. For example, students will be
given a to-do list for the WebQuest by reading the sources, navigating the Web, and completing
a reflection paper.
Through a process of question and discussion, students can become experts, broadening
their skills of lifelong learning. Skills such as navigating the Web and a virtual classroom
provide students' autonomy in the learning environment. We evolve over time and create an
environment where technology integration is expected to help teachers teach. In higher
education, the study suggests that teachers and students emphasize an openness from transiting
from a culture of individualism to collaborative learning environment. Lueddeke (1999) points
out that “the main benefit of arriving at a practical framework for guiding change and innovation
in higher education illuminate a complicated process” (p. 243). Critical thinking skills are
essential for independent thought and problem solving in students’ professional and personal
lives towards a constructivist framework.

5. A Constructivist Approach to Inquiry-Based Learning 5
Lueddeke (1999) also notes, “Focus on reflective, generative and transformative activity,
stressing the synergy of the creative process itself” (p. 245). In the constructivist theory, students
can adapt an existing practice and change circumstances by demonstrating how to construct
different aspects of human knowledge. Learning is an active process that may enhance
interaction through a constructive approach to inquiry-based learning in a diverse environment.
Inquiry-Based Learning
The students are given autonomy and control of the direction of their learning activities.
They learn by asking questions that engage in intellectual inquiry that activates meaningful
learning and metacognition through experimental design using a constructivist approach
(Anthony, 1996, p. 350). The learners vigorously clarify meaning through their own prevailing
knowledge, which encompasses the notions of mental effort or meaningful intellectual
experiences. According to Correiro, Griffin, and Hart (2008), during inquiry-based activities,
students are encouraged to assume responsibility for their own learning (p. 457). For example,
diverse environments encourage inquiry and help build new knowledge, allowing students to
recognize change, which promotes high-level thinking and relate educational technology such as
online discussion. Essentially, having more access to the Internet increases global networking
and therefore enhances practices in teaching and methods for learning.
In addressing student learning networks, Engel et al. (1992) suggests the following
pedagogical and social context oriented curriculum: “Indicate some strategies for the creation of
genuine collaborative interaction in the cross-cultural context, in a discussion of projects, and the
exchange between cultures serve to promote intercultural understanding through student learning
networks” (p. 230). Learning in the multicultural environment construct to inquiry-based
education human interface promotes a combination of social awareness and autonomous

6. A Constructivist Approach to Inquiry-Based Learning 6
operation. Based on data about constructivist learning and inquiry-based learning, I have
developed new understanding and discover WebQuest inquiry-based learning perhaps evolve a
terrific knowledge in students’ critical thinking skills and develop community practice. As an instructor,
teaching that involves students in identifying questions and engaging with peers in critical
conversation results in increasing students' experience with inquiry-based learning where
knowledge is constructed.
One could view this conversation that constructivism argues to learn by social practice.
In reading Chapter 5 of Theoretical Foundations of Learning Environment, Nussbaum details
how argumentative or persuasive discussion is an important component of a learning
environment. The constructivist argumentative discussion is putting pieces together that will
develop students’ ability to think critically and in a constructive way. For example, the use of
Facebook helped improve social interaction in global perspectives and students became
productively engaged in their learning environment.
In discussion three of EDTECH 504 class, the three emerging theories such as
behaviorism, cognitivism, and constructivism are critical features from an instructional model
perspective, which provide rigorous fundamentals for planning and conducting instructional
strategies interact with learners. The study suggested behaviorism underlies cognitivism as the
notion of hierarchy in an educational environment. Connectivism connects the acquired
information that is processed into new information, which branch out to constructivist learning.
The cognitive system is memory. The information employed into memory and restored
effectively is the structure of processing, control, and the flow of all information. Gagne (1992)
theory of instruction states cognitive processes:
• Gaining attention

7. A Constructivist Approach to Inquiry-Based Learning 7
• Informing learners of the objective
• Stimulating recall of prior learning
• Presenting the stimulus
As a teacher, I found that learning proposed by Gagne that the brain schema enables any person
to be consistent in cognitive learning.
Data reveals that some teachers and students have the opinion that one emerging theory
might be wrong to apply in their teaching or learning. In addition, this data could be applied in
all situations by individual-based learning on how an individual processes information. An
educator’s function is to support what the learners choose to do in an inclusive way of
understanding. According to Engel et al. (1992), “In the years before World War II, the word
computer referred to a person who computed numbers and modern computer born from the
womb of military” (p. 192). The evidence shows that inquiry-based learning is a cultural
constructivist theory perspective. The transformation of prior knowledge is to bring a
technology integrated world into school life from multiple perspectives similar to own
experiences. Correiro et al. (2008), states, “Diverse environments encourage inquiry and build
new knowledge, allowing students to recognize the need for change” (p. 457). Moreover,
“Encouraging students to apply knowledge while practicing skills promotes higher-level thinking
and fosters a greater understanding of major concepts” (p. 457). Therefore, the effective
application of constructivism to student learning ability entails prior knowledge, conceptual
meaning, articulation, sufficient organization, and exercise to incorporate constructivist
principles into a culture of familiarity.
Although researchers disagree about the organizational and pedagogical development of
online education practices in regards to the constructivist approach, they stay biased by not being

8. A Constructivist Approach to Inquiry-Based Learning 8
empirical and not signifying the assessment tool for the effectiveness of the practices (Gazi,
2011, p. 14).
In addition, the courses need to be designed collaboratively in learning to the constructivist
approach based on inquiry-learning development. In this process, students will be able to
comprehend the knowledge they gain with multiple perspectives and apply their own experiences
in life. However, Gazi (2011), points out, “In respect to the dynamics of the critical success
factors within the online pedagogy for implementing a constructivist approach into online
education practices and evaluating effectiveness of practices based on learner satisfaction is an
imperative hot issue within the literature” (p. 15). Therefore, this study is important as it exposes
the improvement and authentication for further assessment of the emerging theories, which have
impact on developing skills within a collaborative learning environment.
Jonassen and Rohrer-Murphy (1999) notes, “Any activity is the individual or group of
actors engaged in the activity that shapes the way people act and think” (p. 63), an ideal for
optimal student learning. This is social-cultural perspective that focuses on people’s interaction
and learning how it occurs in a meaningful activity. This motivates a person in a new likelihood
to use a constructivist-learning environment and engage with meaningful learning activities.
Significantly, Gazi’s (2011) notion is that “Learner’s prior knowledge has to be taken into
account and the content of the course should be convenient to the learners” (p. 13). Ultimately,
prior knowledge on the number of lectures, readings, and group discussion, learners will gain
value through using a constructivist approach to inquiry-based learning. Correiro et al. (2008)
states that the learning experience is assessed at both a group and individual level. Class-wide
comparisons of the data may greatly enhance learning and provide the instructor with a useful
group assessment tool (p.460). For example, students can be motivated with a simple question.

9. A Constructivist Approach to Inquiry-Based Learning 9
Why is it important to create balance in daily life, school, work, relationships, and hobbies? In
addition, inspiring students to connect their prior knowledge can further develop the learning
experience.
In Bloom’s Taxonomy (1956), constructivist theory creates critical thinking skills by
discussing questions to ensure the students progress to a higher level of thinking and effectively
engage in critical communication skills. Asking questions to generate higher thinking is an
excellent way to motivate students’ thought processes. Thinking skills can be broken down into
the following categories according to Bloom’s Taxonomy:
Knowledge: remembering prior learned information
Comprehension: understanding the meaning of information (explain or describe)
Application: applying prior learned information
Synthesis: applying prior knowledge and skills to combine or rearrange
Evaluation: deciding according to a set of criteria.
Therefore, the list of verbs used for learning objectives and discussion questions relate to
constructivist theory and an approach to inquiry-based learning. This implores the use of
Bloom’s taxonomy based on higher-order thinking. According to Anthony (1996),
“The ability to look forward with such intentionality and to adapt to changing
circumstances sometimes necessitate leaving behind old ways of doing things.
Learning organizations are those in which people continually expand their capacity
to create the results they truly desire, where new and expansive patterns of thinking
are nurtured, where collective aspiration is set free, and where people are
continually learning how to learn together” (p. 350).

10. A Constructivist Approach to Inquiry-Based Learning 10
Correiro et al. (2008) states that we have designed this experience primarily for college
courses and it may also be adaptable to certain high school curricula. This laboratory experience
is aligned with the “Science as Inquiry” standard in that students are exposed to the basic
elements of the scientific method within a constructivist framework. The students are required to
formulate a hypothesis and to adapt and execute the experimental design to address the
hypothesis (p. 457). The fundamental educational problem of a changing world is neither one of
knowledge nor of skills, but is one of being. In other words, the educational challenge of a world
of uncertainty is ontological in nature. It is clear from this work that participation and
persistence goes hand in hand and, of course, these are in turn related to engagement,
empowerment and ultimately student retention (Jonassen and Rohrer-Murphy, 1999, p.70).
According to Jonassen (1999),
“The focus on Graduate for the 21st Century has permitted a re-evaluation of the
nature of higher education. In this respect, we have moved away from a focus on
course content towards one of learner capabilities. There are still challenges
ahead, principally in terms of how we reconcile the increasing trend in
personalization of the learning experience with that of an ‘industrial model’ of the
structuring that experience. This is something that will increasingly impact on the
First Year given the diversity of learner backgrounds and qualifications” (p. 80).
This study examines the new possibility to apply constructivism in the classroom.
Perhaps, unlearning to learn can challenge our own critical thinking and put things into a new
perspective. The notion of emerging theory is to focus on an application and transformation as
related to our own experiences. What is the purpose of theory if we do not use one of the

11. A Constructivist Approach to Inquiry-Based Learning 11
emerging theories such as the constructivist theory? Theory is only theory if we only know how
it works but not in community practice, teaching, and learning.
The learning theory of constructivism is worth exploring in my future teaching career.
This study also demonstrates thinking is beyond simple linear models and learning unfamiliarity.
The notion of first-year students is that as they apply their learning by constructing their own
meaning based on prior knowledge and their learning styles. As previously mentioned, I pointed
out that a constructivist approach in inquiry-based learning application enhances students’
critical thinking skills and communication skills as they construct the new information in their
own learning knowledge. This study encompasses 21st Century nature of higher education is to
focus on first-year students in the college level. The main point is that this kind of emerging
theory is turning to an issue of how we foster development for learners. I plan to use
constructivist theory in my class, which aligns with the Boise State University core course (UF
100). One of the learning outcomes is to engage effectively in critical thinking skills and to
communicate effectively. It is interesting to note that the constructivist theory links to our daily
learning styles as well as student learning styles. Therefore, it is clear that in a new era it is more
likely achievable to apply emerging theories by the degree of choice to use in the classroom or
online.
Conclusion
The purpose of writing this paper was to examine the emerging learning theories and how
all theories have application in the classroom. Constructivism helps to broaden the learners’
innovative and critical thinking skills and create a positive impact to any classroom. Therefore,
after studying the constructivist theory, I better understand the importance of utilizing it in an

12. A Constructivist Approach to Inquiry-Based Learning 12
approach to inquiry-based learning when students are actively engaged in acquiring knowledge
via a framework of online discussion.
As Teale, Hester, and Owens (2011) states, “Freshman in the college level and inquiry to
higher education has traditionally focused on having students answer questions; inquiry-based
learning formulate an engaging questions and they participate in various critical reading skills
what they find on the Internet” (p. 624).
Metaphorically, asking questions acts as a mechanism to understand analytical and
critical discussion. Knowledge is significantly improved when we support students’ educational
needs and add into the curriculum the practice of critical thinking skills by being actively
engaged in the learning process. A constructivist approach to inquiry-based learning for college
freshman will help students gain a better understanding of complexity in higher education.
Previously, as pointed out, education involves exposure to the unfamiliar and challenges
students. I believe a constructivist approach implemented with inquiry-based learning via
WebQuest will engage students intuitively and will be key in challenging their critical thinking.

13. A Constructivist Approach to Inquiry-Based Learning 13
References
Anthony, G. (1996). Active learning in a constructivist framework. Educational Studies in
Mathematics, 31(4), 349-369.
Bloom, B. (1956). Taxonomy of educational objectives; the classification of educational goals.
Retrieved from http://boisestate.worldcat.org/title/taxonomy-of-educational-objectives-
the-classification-of-educational-goals/oclc/179029&referer=brief_results.
Correiro, E. E., Griffin, L. R., & Hart, P. E. (2008). A Constructivist Approach to
Inquiry-Based Learning: A TUNEL Assay for the Detection of Apoptosis in Check
Cells. American Biology Teacher, 70(8), 457-460.
Engel, M., Scott, T., Cole, M. (1992). Computers and education: A cultural constructivist
perspective. Review of Research in Education, 18, 191-251.
Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Fort
Worth: Harcourt Brace Jovanovich.
Gazi, Z. A. (2011). A step for evaluating constructivist approach integrated online
courses. Turkish Online Journal of Educational Technology, 10(3), 13-20.
Jonassen, D. H. and Rohrer-Murphy, L. (1999). Activity theory as a framework for
designing constructivist-learning environments. Educational Technology Research and
Development, 47(1), 61-79.
Lueddeke, George R. (1999). Toward a constructivist framework for guiding change and
innovation in Higher Education. The Journal of Higher Education, 70(3), 235-260.
Molebash, P. E. (2002). Constructivism meets technology integration: The CUFA
technology guidelines in an elementary Social studies methods course. Theory and
Research in Social Education, 30(3), 429-455.

14. A Constructivist Approach to Inquiry-Based Learning 14
Nussbaum, E. M., Winsor, D. L., Aqui, Y. M., & Poliquin, A. M. (2007). Putting the pieces
together: Online argumentation Venn diagrams enhance thinking during discussions.
International Journal of Computer-Supported Collaborative Learning, 2(4), 479-500.
Petraglia, J. (1998). The real world on a short leash: The application of constructivism to
the design of educational technology. Educational Technology Research and
Development, 46(3), 53-65.
Teale, H., W., Hester, L. J., Owens, R. F., (2002). Where do you want to go today?
Inquiry-based learning and technology integration. The reading teacher owning
technology. International Reading Association, 55(7), 616-625.