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Defining inquiry-based learning

by Vincent Jonker

Inquiry-based learning is an instructional method developed during the discovery learning movement of the 1960s. It was developed in response to a perceived failure of more traditional forms of instruction, where students were required simply to memorize fact laden instructional materials. Inquiry learning is a form of active learning, where progress is assessed by how well students develop experimental and analytical skills rather than how much knowledge they possess.

Background

Inquiry-based learning or inquiry-based science describes a range of philosophical, curricular and pedagogical approaches to teaching. Its core premises include the requirement that learning should be based around student questions. Pedagogy and curriculum requires students to work independently to solve problems rather than receiving direct instructions on what to do from the teacher. Teachers are viewed as facilitators of learning rather than vessels of knowledge. The teachers job in an inquiry learning environment is therefore not to provide knowledge, but instead to help students along the process of discovering knowledge themselves.

Computer simulations enhance inquiry-based learning in which students actively discover information by allowing scientific discovery within a realistic setting.

Its core premises include the requirement that learning should be based around student questions. Pedagogy and curriculum requires students to work independently to solve problems rather than receiving direct instructions on what to do from the teacher. Teachers are viewed as facilitators of learning rather than vessels of knowledge. The teachers job in an inquiry learning environment is therefore not to provide knowledge, but instead to help students along the process of discovering knowledge themselves.

Inquiry-based learning is a concept which underlines the importance of students engaging into meaningful hands-on science experiences (Louca, Santis & Tzialli, 2010). Inquiry can't be separated from the world of science and as National Science Educations Standards states: "Inquiry is central to science learning" (NRC, 1996 p2).

Inquiry learning cause beyond memorizing information and aims to give students an understanding and reasoning of the knowledge which they develop. Inquiry-based learning is active and provides opportunities for students to engage themselves with scientific activities (Edelson, Gording and Pea, 1999). This self-engaging into activities should lead to a less guided situation in which students design their learning by exploring. Exploring is the essence of inquiry learning, students design their own question and hypothesis in order to engage in hands-on activities which are aligned by exploration.

Inquiry-based learning or inquiry-based science describes a range of philosophical, curricular and pedagogical approaches to teaching. A distinction has to be made between teaching and doing science in IBL (Colburn, 2000). Doing science refers to the student who enact with IBL and teaching refers to the way IBL is instructed to students and the way of guiding students into science inquiry. Teaching inquiry science might evoke more discussion and different opinions. In order to address this distinction first will be looked at teaching inquiry-based science and next doing inquiry-based science.

Teaching inquiry-based learning

Which role the facilitator or teacher should play during science inquiry is widely recognized and answers aren't always equivocal. During the first kick-off meeting of the mascil project this question was raised. Analysis of the conversations held during the kickoff meeting of mascil show a question which was repeated by several professors and important for the success of IBL: How should you support the students?

Overall there is a confusion about the definition of inquiry and what inquiry implies for the teacher (Colburn, 2000). The reform from traditional education to a more inquiry-based learning asks for a paradigm shift. Teachers need to shift their emphasis from textbooks to exploring questions (Crawford, 1999). This might sound easy to implement, but is far from easy. This new paradigm on education ask for specific new actions and teachers shouldn't 'simply' provide hands-on activities for students. Teachers should provide students with inquiry activities that build on prerequisite knowledge and elaborates understanding (Crawford, 1999). This asks for a new approach in teaching which 'forces' teachers to change their current form of teaching. Learning in IBL should come from experiments and inquiry activities which should be conducted by collaboration and interaction with other students and teachers.

References

Ainley, J., Pratt, D. and Hansen, A. (2006). Connecting engagement and focus in pedagogic task design. British Educational Research Journal, 32(1), 23-38.

Csikszentmihalyi, M., & Schneider, B. (2000). Becoming adult: How teenagers prepare for work. New York: Basic Books.

Forman, S. L. and Steen, L. A. (2000). Making authentic mathematics work for all students (In Education for mathematics in the workplace. Dordrecht: Kluwer Academic Publishers.

Roth, W.-M., & McGinn, M. K. (1997). Graphing: Cognitive ability or practice? Science Education, 81, 91-106.

Teichler, U. (1999). Higher education policy and the world of work: Changing conditions and challenges. Higher Education Policy, 12, 285-312.


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