Inquiry-Based Learning
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This document discusses inquiry-based learning and provides findings from research on its effectiveness. It summarizes that inquiry-based learning can be an effective teaching strategy if designed and implemented properly for the specific context. It involves students taking a more active role in the learning process while instructors take more of a guiding role. Inquiry-based learning recognizes that education involves learning both knowledge and practices of a domain to prepare students as lifelong learners. While flexible and on a continuum, it generally involves students investigating authentic, real-world problems through exploration, authentic inquiries, and a research-based approach.
Inquiry-Based Learning
- 1. Inquiry-Based Learning Presentation 2015 HETL – SoTE Conference Orem, Utah, USA. January 20-22 https://www.hetl.org/events/2015-hetl-sote-utah- conference/ Patrick Blessinger, International HETL Association and St. John’s University John M. Carfora, Loyola Marymount University
- 3. Inquiry-Based Learning Findings based on the broad-based research from 80 chapters across four volumes: INNOVATIVE APPROACHES IN TEACHING AND LEARNING: AN INTRODUCTION TO INQUIRY-BASED LEARNING FOR FACULTY AND INSTITUTIONAL DEVELOPMENT INNOVATIVE APPROACHES IN TEACHING AND LEARNING: AN INTRODUCTION TO INQUIRY-BASED LEARNING FOR THE ARTS, HUMANITIES, AND SOCIAL SCIENCES INNOVATIVE APPROACHES IN TEACHING AND LEARNING: AN INTRODUCTION TO INQUIRY-BASED LEARNING FOR MULTIDISCIPLINARY PROGRAMS INNOVATIVE APPROACHES IN TEACHING AND LEARNING: AN INTRODUCTION TO INQUIRY-BASED LEARNING FOR SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) PROGRAMS
- 4. Inquiry-Based Learning In response to Kirschner, Sweller, and Clark (2006), Hmelo- Silver, Duncan and Chinn (2007) present a substantial body of evidence to show that IBL can be an effective teaching and learning strategy if designed and implemented properly relative to the specific teaching and learning context. The authors conclude that “…there is growing evidence from large-scale experimental and quasi-experimental studies demonstrating that inquiry-based instruction results in significant learning gains in comparison to traditional instruction and that disadvantaged students benefit most from inquiry-based instructional approaches” (p. 104).
- 5. Inquiry-Based Learning IBL recognizes that education is about learning both the epistemic knowledge and the epistemic practices of the domain(s) being studied, which helps prepare the student in a more authentic way to be self-directed and lifelong learners (Bereiter & Scardamalia, 2006; Bransford, Brown, & Cocking, 2000; Sandoval & Reiser, 2004). IBL is not a specific instructional method. Rather, IBL is an approach to enhance and transform the quality and effectiveness of the learning experience by adopting a learner-centered, learner-directed, and inquiry-oriented approach to learning that puts more control for learning with the learner. How this is implemented, however, may vary greatly depending on the context of the teaching-learning environment.
- 6. Inquiry-Based Learning While the learner moves from a passive to an active participant in the learning process, the instructor also moves from being an isolated subject matter expert to an instructional leader and learning architect. IBL is not just about redesigning the logistics and structure of courses, for equally important are the psychological and social aspects of IBL - the adoption of a different mindset and attitude about what the proper roles of the instructor and learner should be. Mezirow (1991) states that, “Making meaning is central to what learning is all about” (p. 11).
- 7. Inquiry-Based Learning Effective IBL environments require more than structure, content, or technology. Another key element is a nurturing relationship between the instructors and students and between the students themselves. In IBL, the instructor is the guide throughout the learning experience. The degree of guidance needed depends on the nature of the course and the needs of the students. There is no “one size fits all” solution and no one prescriptive recipe for academic success.
- 8. Inquiry-Based Learning IBL can be adapted to any course at any level because it is not prescriptive but rather a general approach to learning. It is thus flexible and operates along a continuum. The ultimate goal of IBL is to improve learning by developing more self-sufficient learners who become increasingly responsible for their own learning. Since IBL is oriented around inquiry and higher order thinking, it naturally starts with the creation of relevant questions or problem scenarios (relative to the scope nature of the course and the learning objectives) that are also meaningful to the student(s).
- 9. Inquiry-Based Learning IBL is oriented around process, content, and outcome and is considered a way of learning that focuses on investigating authentic (real-world) questions and problems that are meaningful to learners (Drayton and Falk 2001). IBL is flexible in that the instructor can design different types of IBL environments (e.g., confirmation, structured, guided, open; Banchi & Bell, 2008) along an inquiry continuum that best fits the context of the learning situation (e.g., grade level, course topic, needs of students).
- 10. Inquiry-Based Learning IBL can be said to be oriented around at least three main components: exploration and investigation (e.g., problem-based learning, collaborative learning, self-directed learning, meaningful learning), authentic inquiries using contextualized and situated learning (e.g., field learning, service learning , case-based learning), and research-based approach (e.g., research-based learning, project-based learning, scaffolded learning)