The document discusses inquiry-based learning, which emphasizes students' questions and observations. Instructors encourage students to share ideas and challenge each other respectfully. When done correctly, inquiry-based learning can develop higher-order thinking, information literacy, critical thinking, and lifelong problem-solving skills. The process involves students planning investigations, retrieving and processing information, creating projects, sharing their work, and evaluating their findings and methods. Setting up an inquiry-based classroom requires equipping it with various learning materials to stimulate students' inquiries.

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.