Inquiry based learning
- 1. Inquiry based learning By. Dr. Kshetrimayum Sajina Devi
- 2. Definition Inquiry-based learning is a learning and teaching approach that emphasizes students’ questions, ideas and observations. Instructors actively encourage students to share their thoughts and to respectfully challenge, test and redefine ideas. With inquiry-based learning, instructors and students share responsibility for learning. Inquiry-based learning refers to a transformation of the traditional classroom. Students are encouraged to take part in group work to learn from their peers and participate in forms of guided learning, which is delivered by an instructor. This form of learning enhances comprehension—rather than memorizing facts and taking notes, students are now encouraged to discuss ideas among their peers. This form of learning also allows students to take ownership of their learning and increases their engagement with the content. The fundamental concept in inquiry - based learning regards to a process of personal discovery by the learners. The learners or the student inquirers are guided to inquire or generate relevant questions and to come up with the appropriate answers through critical thinking. In inquiry learning learners are also shown how knowledge is generated, how it is transmitted, and how all parties including experts, teachers, parents and society contribute to a learners‟knowledge. Inquiry learning teaches the learners to respect one‟s own interest and the interest ofothers ( Donham , 2001).
- 3. Why must inquiry? When inquiry based learning approaches when correctly implemented can help develop higher order , information literacy, and critical thinking skills. And also develop problem solving skill for lifelong process.
- 4. Foundations of inquiry based learning In order to provide a sound and meaningful learning experience in an inquiry- based classroom teachers must first equip themselves with a sound knowledge of the method. Therefore, the teachers need to grasp the roots and the essence of the methodology such as from the respectivedisciplines and learning theories it has sprouted.
- 5. The process of inquiry begins with gathering information and data through applying the human senses---seeing,hearing,touching,tasting and smelling. It is complex and involves individuals attempting to convert information and data into useful knowledge.
- 6. A model of inquiry based learning planning Reflecting on the process Creating retrieving processing evaluating Sharing
- 7. Reflecting on the Process Reflecting phase involves the steps on planning, retrieving, processing, creating, sharing and evaluating which relate to affective and cognitive domains of met Planning Phase At this initial phase students will experience a sense of interest in or curiosity about the topic. Students or the inquirers see the whole project as a puzzle that needs to be solved. Students willstart by: Figuring out the general questions that need to be investigated. Finding the information and materials regarding the particular topic. Determining the way to present the information to the target audience. Suggesting the criteria pertinent to their research product and process evaluation.(Jonassen , 2000)a cognition (Alberta Learning, 2004).
- 8. Retrieving Phase With the wealth of the information inquirers now have, they then need to come to a focus for their topic. At the pre-focus phase, learners may be unsure of the amount of resources they need to have. They may not know how to determine which info is irrelevant or which is related to their inquiry and may get frustrated. Here is where the role of teacher-facilitator comes in. The facilitator must guide them and provide them the correct skills and strategies to determine relevant information.
- 9. Processing Phase Now that the inquirers have decided on their „focus‟ they will be able to decide on their specific objective and is able to come up with their thesis statement. However, at this stage the information may be too „superficial‟ or too „in-depth‟ and may also be confusing and contradictory. Therefore, facilitators must guide learners how to compare, contrast and synthesize data in order to obtain the right resources (Asselin, et al, 2003). Creating Phase At this phase the inquirers have a certain amount of readiness and are able to organize the information as well as create a presentation format. Nevertheless, they are quite uncertain of their product and need instructors‟ guidelines in producing the acceptable one. Instructors may also encourage cooperative and collaborative activities among the learners whereby they can be teamed up in their creative efforts and come up with the relevantn resources, discussions and on-line projects (Mc Gregor , 2003).
- 10. Sharing Phase This is the stage where inquirers will learn to communicate and share their new understanding in a variety of ways with their target audience such as through project presentations. Student inquirers will also learn to develop positive feedback and questioning techniques. At this instant, collaborative effort will be demonstrated at the time where the inquirers support the other members in their sharing by participating as audience members. It is better to have inexperienced or novice researchers to be involved in small group sharing rather than having each individual student share their work with the whole class as it is often more successful and time –efficient (Asselin, et al , 2003). Evaluating Phase In order to reach successful outcomes in inquiry, the instructor must provide the inquirers with opportunities to reflect on the original brainstorming session and examine the development of their focus. It is essential that the inquirers make use of learning tools such as rubrics and checklists to evaluate their products and processes. Inquirers are also encouraged to work collaboratively at this stage to edit each other‟s product. It is important to note that evaluation must not only emphasize on the final product or be too summative as this may result to inquirers become more skillful in plagiarism (Mc Gregor, 2003).
- 11. Inquiry – Based Learning Classrooms In order to have a productive inquiry – based classroom the learning environment in the class should be enriched with learning materials that will enhance and stimulate. It should also provide answers to the learners‟ inquiries. Therefore, it is best to equip the class with a lot of reading materials such as books, magazines, brochures, pamphlets, newspapers related to the topic under study. It is also beneficial for the students to have access to CD – ROMs as they can be very informative as well as interesting as they are interactive and include simulations. The use of the Internet should also be encouraged as it links to a wealth of information. Virtual online learning such as through web-based activities that focus on inquiry method should be encouraged. Focussed on using and learning content as a means to develop information processing skill and problem solving skill. Student centered teacher as a facilitator of learning More emphasis on how we come to know and less on what we know. Student involve more in construction of knowledge through active involvement. The Internet Innovation, inc at Biopoint. com‟s online gallery for instance for instance have many teacher-created WebQuests, MiniQuests and Project Pages. Classroom teachers have the opportunity to access over 250 different activities within a gallery of instructional activities which are organized by grade level, subject and activity type.
- 12. Traditional class Focussed on mastery of content Lectures,assigned reading, problem sets and lab work Teacher centered with teacher focused on giving out information about what is known. Students learn not to ask too many questions, instead to listen and repeat the expected answers.