INQUIRY BASED LEARNING

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INQUIRY BASED LEARNING

• Ed Leong
• Rekha Rajpurohit
• Haili Cheng
• For EDER 679.09
• InstructorDr Gail Kopp

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What is Inquiry based learning?

• Inquiry is a form of Self-Directed Learning and
  follows the four basic stages defining
  self-directed learning. Students take more
  responsibility for
• Determining what they need to learn
• Identifying resources and how best to learn from
  them
• Using resources and reporting their learning
• Assessing their progress in learning
• http//www.queensu.ca/ctl/goodpractice/inquiry/ind
  ex.html

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Definition of Inquiry-based Learning

• Inquiry-based learning An inquiry is a
  systematic investigation into an idea or issue.
   Inquiry-based learning encompasses the processes
  of posingproblems, gathering information,
  thinking creatively about possibilities,making
  decisions and justifying conclusions.
• (taken from)Learning, Teaching and Assessment
  Guide Glossary

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Related Statements from Literature
1. An old adage states "Tell me and I forget,
show me and I remember, involve me and I
understand." The last part of this statement is
the essence of inquiry-based learning, says
author Joe Exline 2. Inquiry implies involvement
that leads to understanding. Furthermore,
involvement in learning implies possessing skills
and attitudes that permit you to seek resolutions
to questions and issues while you construct new
knowledge. 3. Inquiry is a dynamic process of
being open to wonder and puzzlement and coming to
know and understand the world. As such, it is a
stance that pervades all aspects of life and is
essential to the way in which knowledge is
created. Inquiry is based on the belief that
understanding is constructed 4. All learning
begins with the learner. What children know and
what they want to learn are not just constraints
on what can be taught they are the very
foundation for learning (John Dewey).
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History of Inquiry-Based Learning

• Inquiry-based learning has its roots as far back
  as Socrates and his aggressive questioning
  approach.
• In recent times it has been spurred on by the
  ideas of John Dewey and the constructivist
  movement

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The Inquiry Cycle

• Inquiry Teaching- as a methodology
• Based on John Dewey's philosophy that education
  begins with the curiosity of the learner, we use
  a spiral path of inquiry asking questions,
  investigating solutions, creating new knowledge
  as we gather information, discussing our
  discoveries and experiences, and reflecting on
  our new-found knowledge.

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Inquiry Takes a Little From All Schools Of
Learning
Ask open school problem-based learning
Investigate materials-based, open-world
resource-based learning investigation-based,
research-based learning Create project-based
learning Discuss cooperative learning writing
process Reflect constructivist learning
reader response service learning
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Role of teachers

• Providing guidelines
• help students uncover things that have been
  hidden
• Provide time, space, resources, and safety
  necessary for learning
• create a truly learner-focused atmosphere
• require to be co-inquirers with the students in
  the inquiry.
• require to co-create meaningful, authentic
  learning tasks and activities with students that
  lead to deep understanding

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Asking questions that kids honestly care about is
at the heart of inquiry-based learning. Our
role is to guide the kids in finding the answers
themselves and encourage them to ask new
questions along the way. (taken From An
Introduction to Inquiry-based Learning)
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Role of a student

• act upon their curiosity and interests
• develop questions
• think their way through controversies or dilemmas
  
• look at problems analytically
• inquire into their preconceptions and what they
  already know
• develop, clarify and test hypotheses
• draw inferences and generate possible solutions.
• active agents in their learning processes

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Student Benefits

• Promotes teamwork, collaboration
• Supports different learning styles
• Helps close learning gaps
• Divergent thinking is encouraged
• Increases the students capacity to solve
  problems and formulate new ideas

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BENEFITS OF AN INQUIRY-BASED CLASSROOM

• No two inquiry-based classrooms look alike you
  will never be bored!
• The teacher in an inquiry-based classroom is a
  co-learner that gets you off the hook for not
  knowing everything in advance!
• As students become more accustomed to and
  practiced with this kind of classroom
  environment, they become active agents in their
  learning processes you can sit back and take a
  less active role!
• Inquiry-based pedagogy has the potential to help
  students learn how to learn.
•  

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Types of Inquiry

• Scientific Inquiry- inquiry as content
• Inquiry Learning- inquiry as a process
• Inquiry Teaching- as a methodology

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Inquiry teaching
In practice, inquiry-based teaching often occurs
on a continuum.
Guided
Structured
Student-initiated
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Inquiry teaching
Guided inquiry - students may assume
responsibility for determining the procedure for
the investigation, but the teacher chooses the
question to be investigated. Structured inquiry-
students engage in a hands-on activity and draw
conclusions, but follow precise instructions from
the teacher Student-initiated inquiry - students
generate their own questions from a topic
selected by the teacher, and design their own
investigation.
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Why Inquiry?

• Nowadays, facts are ever changing and
  information is readily available. Therefore,
  education must emphasize getting and making sense
  of data, rather than memorizing it.
• Inquiry Teaching- as a methodology
• To determine their own learning needs
• facilitates student understanding
• fosters critical thinking skills

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• Encourages learners to be self-directed. It
  teaches critical skill that students need to
  acquire in order to be successful in
  post-secondary education. This method encourages
  students through supports to build research
  skills that can be used throughout their
  educational experiences.
• In addition, students determine their own
  learning needs through a learning contract.
• http//www.queensu.ca/ctl/goodpractice/inquiry/why
  _teach.html

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Focus of Inquiry

• Inquiry works on the need-to-know premise.
• Rather than focusing on always seeking the right
  answer, it focuses on the development of skills
  and attitudes. Educators are, therefore,
  responsible for developing these skills and
  habits of mind.
• Content is important as a means to an end, not as
  an end in itself. No one can learn everything,
  but everyone can develop their ability to learn
  through inquiry

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Inquiry Comparatively Has Less

• Lectures
• Individual learning
• Knowing facts
• Many topics
• Short investigations
• Cookbook science
• Getting an answer
• Assessing discrete knowledge
• Teacher as technician

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And More

• Investigation of questions
• Cooperative learning
• Understanding concepts
• Fewer topics (in depth)
• Long-term investigations
• Learning by doing
• Interpreting evidence
• Assessing understanding
• Teacher as reflective leader

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CHARACTERISTICS OF AN INQUIRY-BASED
CLASSROOM Asking questions does not necessarily
lead to answering them. Often the best inquiry
leads to more inquiry. Inquiry does not just
mean asking and responding to questions. It also
means exploring possible processes for asking and
responding to them. Strong inquiry-based
pedagogy helps students explicitly articulate
what their inquiry processes are and can be.
Inquiry-based learning is not about correct
answers and it is not about problem-solving. It
is about problem-posing (Freire, Postman)
--exploring possible questions, problems,
solutions, viewpoints AND providing specific
support. A teacher in an inquiry-based classroom
starts with her studentswhat they know, what
knowledge they have access to, and what knowledge
they can build as they collaborate with each
other and with the course materials while
considering the course and curricular goals. An
inquiry-based classroom is a place where mistakes
do not count against you. Risks are valued and
regarded as an integral part of learning and
inquiry processes.  
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How does inquiry-based approach differ from the
traditional approach?

• The inquiry approach is very different from the
  traditional approach. See Traditional Approach
  vs. Inquiry Based Learning

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Misconception Alert

• ? Inquiry equals Hands-on. - Hands-On does not
  necessarily mean inquiry and vice versa.
• ? Inquiry is unstructured or chaotic. -
  Inquiry can be noisy but it is productive noise.
  Inquiry must be carefully planned or it is
  unproductive.
• ? Inquiry is the sole approach for teaching
  science. - Inquiry is one approach in a
  balanced science program.
• ? Inquiry teaches science process, not content.
• - Inquiry uses science processes to teach
  content.
• ? Inquiry can only be done in laboratory or group
  work. - Inquiry can also be done in lectures
  that provoke students to think and question.

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2 great websites

• You will find great illustration of
  misconceptions and FAQs about inquiry-based
  learning and explanation (including video clips)
  via these two links
• Another Perspective
• Frequently Asked Questions About Inquiry

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Challenges of Inquiry Based Teaching

• Students are not necessarily trained
• Teachers must be patient and be a guide
• Colleagues are not necessarily trained
• Inquiry-based teaching requires different skills
  than more traditional teaching methods.
• learn to see chaos as both empowering and
  generative.
• Inquiry-based classrooms demand a lot from
  teachers
• Teacher need to balance at least 3 discrete yet
  intertwined roles
• (A guide, An explorer and a director or Mentor
  Inquirer/Inquiry Facilitator )

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Challenges (Edelson, 1999)

• 1. Motivation
• 2. Accessibility of investigation techniques
• 3. Background knowledge
• 4. Management of extended activities
• 5. The practical constraints of the learning
  context

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Challenges of the inquiry-based approach
(Anderson, 1996)

• Technical problems including limited teaching
  abilities, prior commitments (for example, to a
  textbook), the challenges of assessment,
  difficulties of group work, the challenges of new
  teacher roles, the challenges of new student
  roles, and inadequate in-service education.
• Political problems including limited in-service
  education (i.e., not sustained for a sufficient
  number of years), parental resistance, resistance
  from principals and superintendents, unresolved
  conflicts among teachers, lack of resources, and
  differing judgments about justice and fairness.
• Cultural problems possibly the most important
  because beliefs and values are central to them --
  included the textbook issue, views of assessment,
  and the "preparation ethic" (i.e., an overriding
  commitment to "coverage" because of a perceived
  need to prepare students for the next level of
  schooling).

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Challenges from a Cultural Perspective

• The Child As an Active Learner- Chinese Early
  Childhood Education
• Opportunities and Challenges of Chinas
  Inquiry-based Education Reform in Middle and High
  Schools Perspectives of Science Teachers and
  Teacher Educators
• Basic Education Reform in China- Untangling the
  Story of Success.htm

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Assessment and evaluation in inquiry-based
approach vs the traditional approach

• Traditionally, assessments rely on
  paper-and-pencil or on-demand tests that are
  composed primarily of objective,
  selected-response items. Traditional assessment
  has been summative, occurring at the end of a
  significant period of time.
• In inquiry-based approach teachers can use
  authentic assessments which aims to evaluate
  students' abilities in 'real-world' contexts. In
  other words, students learn how to apply their
  skills to authentic tasks and projects. Authentic
  assessment does not encourage rote learning and
  passive test-taking. It focuses on students'
• analytical skills
• ability to integrate what they learn
• creativity
• ability to work collaboratively
• written and oral expression skills.

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Authentic Assessment

• There are five major types of authentic
  assessment
• 1. Performance Assessment
• 2. Short Investigations
• 3. Open-Response Questions
• 4. Portfolios
• 5. Self-Assessment

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Forms of the Assessment Device

• Checklist
• Peer feedback sheet
• Oral or written comments
• Rubric
• Rubistar is a web-based rubric generator that
  some teachers find helpful when time is short to
  develop a rubric.

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Inquiry Learning Conclusion
A balanced approach is usually best in education.
Directly teaching core content, and testing it
with traditional measures, is a valid approach
but it should not be used exclusively. Inquiry
learning uses content as a tool to develop
learning skills which are in high demand in the
postmodern world. It is closely related to
problem-based learning, constructivism and
collaborative learning. Portfolio evaluation is
probably one of the best methods for evaluating
the important outcomes of inquiry-based learning.
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Resources

• http// www.isrl.uiuc.edu/chip/inqdef.shtml
• www.ucalgary.ca/SW/docs/teaching/slide_shows/Inqui
  ry/Inquiry-Based20Learning_files/frame.htm
• www.queensu.ca/ctl/goodpractice/inquiry/index.htm
  l
• http//wrt.syr.edu/pub/handbook/inquiry.html
• http//www.thirteen.org/edonline/concept2class/inq
  uiry/explor_sub1.html
• http// www.galileo.org/inquiry-what.html
• http//www.galileo.org/research/publications/colla
  boration_tchr_ed.pdf