2. “Tell me and I’ll forget, show me and I may
remember, involve me and I will
understand.”
3. WHAT IS INQUIRY-BASED LEARNING?
Asking questions
Thinking to make meaning
“What will I learn today?”
4. HOW ISTHIS DIFFERENTTOWHATWE ARE
USEDTO?
More dynamic
People construct their own understanding and
knowledge of the world through experiencing
things and reflecting through those experiences
8. LEVELS OF INQUIRY
Structured
Teacher directs
Teacher provides question
Give step-by-step instructions
Guided
Students take more responsibility
Teacher guides the inquiry
Open
Students take the lead
Teacher takes the supportive role
Requires higher order thinking skills (H.O.T.S.)
There is an old saying, (click next) “Tell me and I’ll forget, show me and I may remember, involve me and I will understand.” The last part of this statement is the essence of Inquiry-based learning. Students, rather than learning passively from the teacher and memorizing facts, construct their own understanding and knowledge.
The concept of inquiry-based learning is something that all of us experience throughout our lives. Children are continuously asking questions in an intent to make sense with the world. We all want to understand the world around us or try to figure out how it works.. And we do this by (click next) asking questions. For example, how do engines able to make cars move. Or why the sky is blue? It is our natural urge to inquire, and during this process, we are continually (click next) thinking in order to make meaning. Essentially, Inquiry-based learning starts with a question, (click next).
Many of us have grown up learning in traditional methods. In this approach, teachers provides all the information from the textbook to the students. Students then recite what they have learned to focus on reproducing one correct answer. Inquiry-based learning is (click next) more dynamic than this as it actively involves student in their own learning. Inquiry-based learning stand from John Dewey’s Constructivist Theory, that (click next) people construct their own understanding and knowledge of the world through experiencing things and reflecting through those experiences.
Constructivists believe that children learn best when they (click next) ask questions, (click next) investigates solutions, (click next) creates new knowledge as they gather information, (click next) discuss theories and experiences, and (click next) reflect on new knowledge. In other words, students’ learning is not based on teacher directed strategies, rather, (click next) students are learning the skills to synthesize, interpret, and evaluate information.
In an inquiry teaching approach, the teacher acts as the (click next) facilitator for the students’ learning, rather than provider of information. As well as having an excellent understanding of the content, the teacher also needs to carefully (click next) plan their learning units. This planning involves the teacher in developing an (click next) open-ended question, or (click next) devising a topic based on the curriculum for the students to determine their own questions. It will also involve (click next) designing exploration type of activities that activates higher knowledge and engage students.
Typically, the lesson starts with an (click next) open-ended question, provided by the teacher, the students, or sometimes both. Through the use of carefully planned activities, the teacher will then encourage students to discuss the question and (click next) search for their own answers. It is during this process that students gather resources, do their own research and synthesize information. And then (click next) present and share their findings. Finally, the students will then meet in giving their opportunity to (click next) reflect on their learning. Through this process, students are building their own knowledge.
Naturally, every class is different and the approach of the teacher will vary according to the ability of the class on the topic. Teachers are able to utilize different levels of inquiry, on structured approach or open inquiry. There are three levels of inquiry; (click next) structured, guided, and open. Structured approach is where (click next) teacher mainly directs the inquiry. The teacher (click next) provides a question to the investigation and will also (click next) provide step by step instructions that will help enable the students to get the answer. These kind of inquiries are important because they enable the students to gradually develop their abilities to conduct more open ended inquiries. It is also a good level to start for teachers who are new to IBL.
In guided inquiry, the teachers generally chooses the questions but the students (click next) take more responsibility for establishing the directions and methods of their inquiry. The teacher place an important role in (click next) guiding the inquiry. This is through feedbacks or imposing further questions that help lead the students in the right direction.
In an open inquiry, the students (click next) take the lead in establishing the question and methods while the teacher takes (click next) the supportive role. Having students ask the questions that guide their own investigations is the key to open inquiry and requires (click next) higher order thinking skills.
It is also possible to use a combination of two types of inquiry and it is called (click next) Coupled Inquiry. For example, the teacher could begin with a (click next) guided inquiry phase followed by an (click next) open inquiry phase. If the teacher understands the different levels of inquiry, (click next) then they can cater the learning according to the needs of the learners.
