From Based Learning 9: IBL ā€” Inquiry-Based Learning

This week my group and I are learning about five teaching methods. After some discussion, I chose Inquiry-based Learning as the topic of my blog. Next, I will explain the origins of this approach and analyze its features in detail. Finally, I will explore whether this approach can be applied to our group’s topic.

What is Inquiry-based Learning?

Inquiry-based learning has been developed since 1960 and is different from the traditional learning approach(2023). Inquiry-based learning allows students to take ownership of their own learning process with the instructor providing coaching on the side. As a result of this approach, students become curious about something. Later, students need to explore and learn these new things on their own. More accurately, teachers need to deliberately avoid telling students how to explore things and students need to develop the skills of inquiry on their own(Wolpert-Gawron, 2016).

What are the characteristics of Inquiry-based Learning?

  1. Students’ inquiry questions need to be sought out and asked by them. Learner inquiry questions come from the teacher, learning materials, or other sources, but the questions are less direct and require some variation or their own experience of their meaning. Learners select from the information provided and ask their own questions accordingly.
  2. Students determine for themselves what can be used as evidence and collect it. At the same time, students need to examine with the teacher whether this data allows for valid problem analysis. During classroom inquiry activities, students also need to use evidence to make explanations of scientific phenomena. Students make observations of plants, animals, and rocks and record their characteristics in detail; measure temperature, distance, and time and record data carefully; and make observations of chemical reactions and moon phases and graph them to illustrate changes.
  3. Students collect evidence with guidance. Students use the evidence to form their own explanations.
  4. Teachers guide students to find connections between their explanations and scientific knowledge. Students also need to examine other explanations that are relevant to the problem independently.
  5. Students express their explanations using sound, logical arguments. Students discussing their own explanations of the problem with each other can raise new questions and help students make closer connections between experimental evidence, existing scientific knowledge, and their proposed explanations. Finally, the teacher provides guidance to the students.

In summary, when designing an inquiry-based learning activity, teachers do not require that every aspect of the activity be highly inquiry-based, but there must be some inquiry-based content, especially not inquiry-based content that plays a central role.

Does Inquiry-based Learning fit into our learning design blueprint?

Regarding my group’s blueprint for learning design, I don’t think this type of learning is appropriate for the topic of inflation. Our subject matter has been developed for a long time. Many people already have great insight into this one topic. We don’t need to have students conduct their own search questions or do their own research. We would prefer that we drive the students to understand the point.

Reference

Wikimedia Foundation. (2023, January 28). Inquiry-Based Learning. Wikipedia. Retrieved February 11, 2023, from https://en.wikipedia.org/wiki/Inquiry-based_learning

Wolpert-Gawron, H. (2016, August 11). What the heck is inquiry-based learning? Edutopia. Retrieved February 11, 2023, from https://www.edutopia.org/blog/what-heck-inquiry-based-learning-heather-wolpert-gawron