The document discusses inquiry-based learning (IBL) and problem-based learning (PBL). IBL requires students to go beyond memorization and apply solutions to problems. It shifts students from passive learning to active engagement through investigating real phenomena. PBL uses cognitive conflict or puzzlement as the stimulus for learning. Both approaches emphasize self-directed learning through investigating authentic, meaningful problems with guidance from teachers.

1. Problem-Based andProblem-Based and
Inquiry-Based LearningInquiry-Based Learning

2. Inquiry and Problem BasedInquiry and Problem Based
LearningLearning
““In the broad context of general education,In the broad context of general education,
inquiry or problem-based learning areinquiry or problem-based learning are
more generally used terminologies thanmore generally used terminologies than
problem solving, but the fundamentalproblem solving, but the fundamental
aspects of problem solving and inquiry-aspects of problem solving and inquiry-
based learning are analogous” (Doolittle &based learning are analogous” (Doolittle &
Camp, 2003)Camp, 2003)

3. Comparative GraphicComparative Graphic
Inquiry-BasedInquiry-Based
Learning FormatLearning Format
Problem-BasedProblem-Based
Learning FormatLearning Format

4. Inquiry-Based LearningInquiry-Based Learning
““Inquiry-based learning has been praised forInquiry-based learning has been praised for
requiring the student to do more than just reportrequiring the student to do more than just report
on a topic. The student must go beyond theon a topic. The student must go beyond the
simple memorization of facts and regurgitation ofsimple memorization of facts and regurgitation of
information and into the realm of creating newinformation and into the realm of creating new
and deeper understanding through identificationand deeper understanding through identification
and subsequent application of solutions to aand subsequent application of solutions to a
specific topic. (Parr & Edwards, 2004)specific topic. (Parr & Edwards, 2004)

5. Inquiry-Based LearningInquiry-Based Learning
"For students, this method of learning ends the listen-"For students, this method of learning ends the listen-
to-learn paradigm of the classroom and gives themto-learn paradigm of the classroom and gives them
real and authentic goal challenges to overcome…real and authentic goal challenges to overcome…
For the teacher, inquiry-based education ends theirFor the teacher, inquiry-based education ends their
paradigm of talking to teach and recasts them in theparadigm of talking to teach and recasts them in the
role of a colleague and mentor engaged in the samerole of a colleague and mentor engaged in the same
quest as the other younger learners around."quest as the other younger learners around."
((
http://www.ncsa.uiuc.edu/Cyberia/DVE/FusionDVE/html/inquiry_based_education.htmlhttp://www.ncsa.uiuc.edu/Cyberia/DVE/FusionDVE/html/inquiry_based_education.html
))

6. Inquiry Process CircleInquiry Process Circle

7. IBL is a Non-Linear ProcessIBL is a Non-Linear Process
AskAsk

Define and describe the problem, and knowledge baseDefine and describe the problem, and knowledge base
InvestigateInvestigate

Researching, studying, crafting experiments, observingResearching, studying, crafting experiments, observing

Focus questions may change because new information is discoveredFocus questions may change because new information is discovered
CreateCreate

Synthesize meaning, create new knowledgeSynthesize meaning, create new knowledge
DiscussDiscuss

Share new knowledge/data, community building, give knowledgeShare new knowledge/data, community building, give knowledge
relevance in societyrelevance in society
ReflectReflect

Step Back, evaluate process, make observations, re-evaluate decisionsStep Back, evaluate process, make observations, re-evaluate decisions

Was the answer found? And so begins another circle of inquiryWas the answer found? And so begins another circle of inquiry

8. Inquiry vs. Traditional LearningInquiry vs. Traditional Learning
EnvironmentsEnvironments
InquiryInquiry

ConstructivismConstructivism

Active engagementActive engagement

HeightenedHeightened
ResponsibilityResponsibility

Problem SolverProblem Solver

Process OrientedProcess Oriented

Guided/FacilitatedGuided/Facilitated
TraditionalTraditional

BehaviorismBehaviorism

PassivePassive

DecreasedDecreased
ResponsibilityResponsibility

Direction FollowerDirection Follower

Product OrientedProduct Oriented

Directed/TransmittedDirected/Transmitted

9. Characteristics of Inquiry-BasedCharacteristics of Inquiry-Based
Learning (IBL)Learning (IBL)
Learn how to gather and make sense ofLearn how to gather and make sense of
datadata
Seeking information by asking questionsSeeking information by asking questions
Seeking appropriate resolutions to issuesSeeking appropriate resolutions to issues
Gain skills to facilitate life long informationGain skills to facilitate life long information
gathering behaviorsgathering behaviors
Cognitive puzzlement is used as aCognitive puzzlement is used as a
stimulus for learningstimulus for learning

10. Inquiry-Based LearningInquiry-Based Learning
Inquiry Involves:Inquiry Involves:
1.1. Individual or Collective ActivitiesIndividual or Collective Activities

11. Inquiry-Based LearningInquiry-Based Learning
Inquiry Involves:Inquiry Involves:
1.1. Individual or Collective ActivitiesIndividual or Collective Activities
2.2. Investigate Phenomena (real/virtual)Investigate Phenomena (real/virtual)

12. Inquiry-Based LearningInquiry-Based Learning
Inquiry Involves:Inquiry Involves:
1.1. Individual or Collective ActivitiesIndividual or Collective Activities
2.2. Investigate Phenomena (real/virtual)Investigate Phenomena (real/virtual)
3.3. Draw and Justify ConclusionsDraw and Justify Conclusions
4.4. Self-directed Investigatory ActivitySelf-directed Investigatory Activity
5.5. Prompted and Unprompted QuestionPrompted and Unprompted Question
DevelopmentDevelopment
6.6. Identifying Cause and EffectIdentifying Cause and Effect
7.7. Consideration of AlternativeConsideration of Alternative
ExplanationsExplanations

13. Inquiry-Based LearningInquiry-Based Learning
Students Involved in IBL Believe:Students Involved in IBL Believe:
1.1. They have the right to understand issuesThey have the right to understand issues
2.2. They have the right to develop solutionsThey have the right to develop solutions
3.3. They can analyze problemsThey can analyze problems
4.4. That solutions come from their analysisThat solutions come from their analysis
5.5. They are capable of that analysisThey are capable of that analysis
6.6. They can acquire knowledge they desire fromThey can acquire knowledge they desire from
any domainany domain
7.7. That knowledge is empoweringThat knowledge is empowering

14. Goals ofGoals of
Inquiry-Based LearningInquiry-Based Learning
Develop scientific reasoning abilitiesDevelop scientific reasoning abilities
Create skills to facilitate life long learningCreate skills to facilitate life long learning
habits, via inquiryhabits, via inquiry
Foster critical thinking and creativity inFoster critical thinking and creativity in
novel situationsnovel situations

15. Benefits of IBLBenefits of IBL
Negative correlation between teacher-Negative correlation between teacher-
centered learning and studentcentered learning and student
achievement in scienceachievement in science
Information used in process is betterInformation used in process is better
remembered than traditional teachingremembered than traditional teaching
formatformat

16. Drawbacks to Pure Inquiry-BasedDrawbacks to Pure Inquiry-Based
Learning FormatsLearning Formats
Too much freedom may lead students toToo much freedom may lead students to
fail to acquire to-be-learned material (goal)fail to acquire to-be-learned material (goal)
Pure Inquiry, fails to integrate material asPure Inquiry, fails to integrate material as
well as Guided Inquiry Learningwell as Guided Inquiry Learning
Don’t transfer problem solving rules toDon’t transfer problem solving rules to
new problems as well as Guided Inquirynew problems as well as Guided Inquiry
LearnersLearners

17. Inquiry-Based LearningInquiry-Based Learning
ConclusionsConclusions
Guidance is needed to keep discussionsGuidance is needed to keep discussions
focused on educational goalsfocused on educational goals
Constructivist teaching should be teachingConstructivist teaching should be teaching
by thinking, not restricted toby thinking, not restricted to doingdoing
Students need freedom to becomeStudents need freedom to become
cognitively active, and guidance to ensurecognitively active, and guidance to ensure
useful knowledge constructionuseful knowledge construction
Feedback is essential to learnerFeedback is essential to learner
developmentdevelopment

18. Problem Based LearningProblem Based Learning
““When we are in a learning environment, thereWhen we are in a learning environment, there
is some stimulus or goal for learning, theis some stimulus or goal for learning, the
learner has a purpose for being there. Thatlearner has a purpose for being there. That
goal is not only the stimulus for learning, but itgoal is not only the stimulus for learning, but it
is a primary factor in determining what theis a primary factor in determining what the
learner attends to… and, basically, whatlearner attends to… and, basically, what
understanding is eventually constructed.”understanding is eventually constructed.”
(Savery & Duffy, 2001)(Savery & Duffy, 2001)

19. Problem-Based LearningProblem-Based Learning
““Cognitive conflict or puzzlement is theCognitive conflict or puzzlement is the
stimulus for learning and determines thestimulus for learning and determines the
organization and nature of what isorganization and nature of what is
learned” (Savery & Duffy, 2001)learned” (Savery & Duffy, 2001)

20. Problem-Based Learning:Problem-Based Learning:
Creating a Powerful LearningCreating a Powerful Learning
EnvironmentEnvironment
1.1. Cumulative Knowledge UseCumulative Knowledge Use
2.2. Goal Oriented Knowledge AcquisitionGoal Oriented Knowledge Acquisition
3.3. Balance of Self-Discovery & DirectedBalance of Self-Discovery & Directed
InstructionInstruction
4.4. Represent Authentic Real-Life ContextRepresent Authentic Real-Life Context
5.5. Has Personal Meaning for LearnersHas Personal Meaning for Learners
6.6. Allows for Social Interaction Between LearnersAllows for Social Interaction Between Learners
7.7. Opportunities to Acquire General CriticalOpportunities to Acquire General Critical
Thinking SkillsThinking Skills

21. Six Characteristics of PBLSix Characteristics of PBL
1.1. Student Centered Learning EnvironmentsStudent Centered Learning Environments
2.2. Learning in Small Student GroupsLearning in Small Student Groups
3.3. Teacher as Facilitator or GuideTeacher as Facilitator or Guide
4.4. Work with Authentic ProblemsWork with Authentic Problems
•
Students are Presented with Problem Before theyStudents are Presented with Problem Before they
have Studied/Prepared to Solve ithave Studied/Prepared to Solve it
1.1. Problems are used as ‘tools’ to AcquireProblems are used as ‘tools’ to Acquire
Problem Solving SkillsProblem Solving Skills
2.2. New Information is Acquired through Self-New Information is Acquired through Self-
Directed LearningDirected Learning

22. Instructional Principles PBLInstructional Principles PBL
1. Anchor all learning activities to a larger task1. Anchor all learning activities to a larger task
2. Develop ownership of the task2. Develop ownership of the task
-we learn so we can function more effectively in the world-we learn so we can function more effectively in the world
3. Design an authentic task3. Design an authentic task
-should be at the same cognitive level as the subjects-should be at the same cognitive level as the subjects
-don’t want them to study/memorize facts-don’t want them to study/memorize facts
-want them to engage in scientific discourse/problem-want them to engage in scientific discourse/problem
solvingsolving
4. Design task/learning environment to match the complexity of4. Design task/learning environment to match the complexity of
the desired environment they would have in realitythe desired environment they would have in reality
-context specific-context specific

23. Instructional Principles PBL (Con’t)Instructional Principles PBL (Con’t)
5. Develop ownership of the Process used for solution5. Develop ownership of the Process used for solution
-allowing students to direct the process-allowing students to direct the process
-illuminate potential effects of the focus problem to their lives-illuminate potential effects of the focus problem to their lives
-want authentic thinking/problem solving-want authentic thinking/problem solving
6. Design learning environment to support/challenge learner’s thinking6. Design learning environment to support/challenge learner’s thinking
-teacher is consultant and coach-teacher is consultant and coach
-teacher must not take-over thinking, and must inquire at the-teacher must not take-over thinking, and must inquire at the
‘leading edge’ of the student’s thinking (Fosnot, 1989)‘leading edge’ of the student’s thinking (Fosnot, 1989)
-ZPD Vygotsky (1978) is at nature of the student teacher-ZPD Vygotsky (1978) is at nature of the student teacher
interactionsinteractions
7. Encourage testing ideas against alternative views/contexts7. Encourage testing ideas against alternative views/contexts

24. Goals of PBLGoals of PBL
Possess an Organized and FlexiblePossess an Organized and Flexible
Knowledge BaseKnowledge Base
Master Skills for Applying Knowledge toMaster Skills for Applying Knowledge to
ProblemsProblems
Create Powerful Learning EnvironmentCreate Powerful Learning Environment
Develop Life-Long Self-Directed LearnersDevelop Life-Long Self-Directed Learners
Increase Knowledge Retention Over TimeIncrease Knowledge Retention Over Time

25. PBLPBL

26. PBL TestingPBL Testing
Learners Should be Evaluated by anLearners Should be Evaluated by an
Instrument that is Based in Real LifeInstrument that is Based in Real Life
Testing Should Require Learners to ApplyTesting Should Require Learners to Apply
their Knowledge while Using Commonlytheir Knowledge while Using Commonly
Needed Problem-Solving SkillsNeeded Problem-Solving Skills

27. Positive Results of PBLPositive Results of PBL
PBL Learners are Better Able to ApplyPBL Learners are Better Able to Apply
their Knowledge:their Knowledge:

Show Better Organization of KnowledgeShow Better Organization of Knowledge
Learner’s Skills at all Levels of ExpertiseLearner’s Skills at all Levels of Expertise
are Positively affected by PBLare Positively affected by PBL
Retention Period is Better for PBLRetention Period is Better for PBL

Emphasis on Elaboration is Known toEmphasis on Elaboration is Known to
Increase Declarative RecallIncrease Declarative Recall

28. Mixed Results of PBLMixed Results of PBL
Regarding the Acquisition of Amounts ofRegarding the Acquisition of Amounts of
Knowledge:Knowledge:

Conventional Curriculum is more Efficient atConventional Curriculum is more Efficient at
Learning Knowledge.Learning Knowledge.

PBL is more Efficient at IntegratingPBL is more Efficient at Integrating
Information, and Gaining Skills in the form ofInformation, and Gaining Skills in the form of
Experience.Experience.