Concept of the method

1. Inquiry-based learning

"Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning." Individuals carry on the process of inquiry from the time they are born until they die. This is true even though they might not reflect upon the process. Infants begin to make sense of the world by inquiring. From birth, babies observe faces that come near, they grasp objects, they put things in their mouths, and they turn toward voices. The process of inquiring begins with gathering information and data through applying the human senses -- seeing, hearing, touching, tasting, and smelling. Thus, inquiry is a student-centred approach that enables students to explore their natural sense of curiosity and exploration, becoming active members of their own learning process. ^[1]

2. History

Inquiry based learning was developed during the 1960s, as a form of people memorizing information from instructional materials, such as direct instruction and rote learning. Generate information and create meaning of it based on personal or social experience is reflected to as constructivism.

In 1960s Joseph Schwab called for inquiry to be divided into three distinct levels:

Level 1: Confirmation Inquiry:

The teacher has taught a particular science theme or topic. The teacher then develops questions and a procedure that guides students through an activity where the results are already known. This method is great to reinforce concepts taught and to introduce students into learning to follow procedures, collect and record data correctly and to confirm and deepen understandings.

Level 2: Structured Inquiry:

The teacher provides the initial question and an outline of the procedure. Students are to formulate explanations of their findings through evaluating and analysing the data that they collect.

Level 3: Guided Inquiry:

The teacher provides only the research question for the students. The students are responsible for designing and following their own procedures to test that question and then communicate their results and findings.              

Level 4: Open/True Inquiry:

Students formulate their own research question(s), design and follow through with a developed procedure, and communicate their findings and results. This type of inquiry is often seen in a science fair context where students drive their own investigative questions.^[1]

Banchi and Bell (2008) explain that teachers should begin their inquiry instruction at the lower levels and work their way to open inquiry in order to effectively develop students' inquiry skills. Open inquiry activities are only successful if students are motivated by intrinsic interests and if they are equipped with the skills to conduct their own research study. Later, Marshall Herron formalized it in 1971, which developed the Herron scale to evaluate the amount of inquiry within a particular lab exercise.

3. Characteristics

Inquiry learning involves developing questions, making observations, doing research to find out what information is already recorded, developing methods for experiments, developing instruments for data collection, collecting, analysing, and interpreting data, outlining possible explanations and creating predictions for future studies. So, the students’ tasks are:

• Create questions of their own;
• Obtain support evidence to answer the question(s);
• Explain the evidence collected;
• Connect the explanation to the knowledge from the process of investigation.

Figure 1: The Inquiry Cycle

Source: Bruce, Bertram C. (2008, November 11). The inquiry cycle [Website]. Retrieved from https://chipbruce.net/resources/inquiry-based-learning/the-inquiry-cycle/

4. A context for inquiry

Unfortunately, our traditional educational system has worked in a way that discourages the natural process of inquiry. Students become less prone to ask questions as they move through the grade levels. In traditional schools, students learn not to ask too many questions, instead to listen and repeat the expected answers. Some of the discouragement of our natural inquiry process may come from a lack of understanding about the deeper nature of inquiry-based learning. There is even a tendency to view it as "fluff" learning. Effective inquiry is more than just asking questions. A complex process is involved when individuals attempt to convert information and data into useful knowledge. Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions.

Human society and individuals within society constantly generate and transmit this fund of knowledge. Experts, working at the boundary between the known and the unknown, constantly add to the fund of knowledge. It is very important that knowledge be transmitted to all the members of society.

5. Current views of learning

• Behaviourism (“Learning is being taught”);
• Cognitive constructivism (“Learning is individual sense-making”);
• Socio-cultural constructivism (“Learning is building knowledge as part of doing things with others.”).

6. Implications of social constructivist view of learning

Students will be:

• Working in groups;
• Exploring and manipulating physical materials;
• Building on their prior experiences and ideas;
• Raising questions;
• Communicating their ideas;
• -Listening to the ideas of others;
• Reasoning;
• Arguing from evidence.

Inquiry-based learning means…

“Students progressively developing ideas through learning how to investigate and build their knowledge and understanding of the world around.  They use skills employed by scientists such as raising questions, collecting data, reasoning and reviewing evidence in the light of what is already known, drawing conclusions and discussing results. This learning process is all supported by an inquiry-based pedagogy.” IAP (Inter Academies Partnership) (2012)

7. The power of an inquiry – based Learning

The power of an inquiry-based approach to teaching and learning is its potential to enhance intellectual engagement and foster deep understanding through the development of a hands-on, minds-on and “research-based disposition” towards teaching and learning.

8. The Application of Inquiry

While much thought and research has been spent on the role of inquiry in science education, inquiry learning can be applied to all disciplines. Individuals need many perspectives for viewing the world. Such views could include artistic, scientific, historic, economic and other perspectives. While disciplines should interrelate, inquiry learning includes the application of certain specific "ground rules" that ensure the integrity of the various disciplines and their world views.

9. Outcomes of Inquiry

An important outcome of inquiry should be useful knowledge about the natural and human-designed worlds. How are these worlds organised? How do they change? How do they interrelate? And how do we communicate about, within, and across these worlds? These broad concepts contain important issues and questions that individuals will face throughout their lives. Also, these concepts can help organise the content of the school curriculum to provide a relevant and cumulative framework for effective learning. An appropriate education should provide individuals with different ways of viewing the world, communicating about it, and successfully coping with the questions and issues of daily living.

While questioning and searching for answers are extremely important parts of inquiry, effectively generating knowledge from this questioning and searching is greatly aided by a conceptual context for learning.

10. How does it differ from the traditional approach?

In general, the traditional approach to learning is focused on mastery of content, with less emphasis on the development of skills and the nurturing of inquiring attitudes. The current system of education is teacher centred, with the teacher focused on giving out information about "what is known." Students are the receivers of information, and the teacher is the dispenser. Much of the assessment of the learner is focused on the importance of "one right answer." Traditional education is more concerned with preparation for the next grade level and in-school success than with helping a student learn to learn throughout life. 

The inquiry approach is more focused on using and learning content to develop information-processing and problem-solving skills. The system is more student-centred, with the teacher as a facilitator of learning. There is more emphasis on "how we come to know" and less on "what we know." Students are more involved in the construction of knowledge through active involvement. The more interested and engaged students are by a subject or project, the easier it will be for them to construct in-depth knowledge of it. Learning becomes almost effortless when something fascinates students and reflects their interests and goals.

Inquiry classrooms are open systems where students are encouraged to search and make use of resources beyond the classroom and the school. Teachers who use inquiry can use technology to connect students appropriately with local and world communities which are rich sources of learning and learning materials. They replace lesson plans with facilitated learning plans that account for slight deviations while still keeping an important learning outcome in focus. They meet on-target questions with, "How do you suggest we investigate that question?"

11. What are some critical perspectives?

Education is usually preparing students for a world that is static and fixed. Rather, education must prepare learners to cope with changes that will increase in complexity throughout their lives and many of which cannot be foreseen at this time. Most learners will probably deal with several job changes, move to several different locations, be involved in complex social changes, and other issues. Education cannot give learners all the information that they need to know, but rather it must provide the tools for continuing to learn.

In a society in which education has focused on transmitting "what we know," it is a challenge to develop a widespread view that "how we come to know" is very important in modern society.

Older members of society learned that it was important to study hard -- which often meant the memorisation of content -- to get good grades, graduate, get a job, work hard, and move up a relatively stable career ladder to achieve success. This general approach has much merit still today, but the focus on what to "work harder" on has shifted.

Most people - those graduating from high school and from colleges and those who will not graduate -- eventually will enter the world of work. Even for the small number who do not enter the workforce, all will have to resolve ever increasingly complex problems throughout life. The business world is fast recognising that to be successful in modern society it is essential to work smarter. The attributes, described earlier, that are essential for life-long learning must be the emphasis in education.

12. Role of Teacher – Inquiry Based Learning (IBL)

• Reflects on the purpose and makes plans for inquiry learning;
• Plans for each learner to be actively involved;
• Encourages/Enables learner to take increasing responsibility for his learning;
• Facilitates classroom learning;
• Accepts that teaching is a learning experience;
• Is constantly alert to learning obstacles;
• Asks key types of questions – Why? How do you know? What is the evidence?
• Student assessment made an ongoing part of the facilitation of the learning process;
• Learners in the process of learning;
• Accept an “Invitation to learn” and willingly engage in exploration process;
• Raise questions, propose explanations, and use observations;
• Plan and carry out learning activities;
• Communicate using a variety of methods;
• Critique their learning practice;               
• IBL Nurtures Questions and Reflections

Questions like:

How do you know?  What is the evidence?  How did you arrive at that decision?

In traditional education (TE), the teacher is usually the questioner – asked to provoke feedback. In IBL, the teacher asks questions that more open and reflective in nature. This should encourage self-initiated questions from students.

TE vs. IBL - Differences

• Traditional Education Classrooms:
• Focuses more on Learning about Things;
• Focuses on thinking WHAT;
• Inquiry Based Learning Classrooms:
• Focuses more on Learning Things;
• Focuses more on thinking HOW;
• The importance of Brainstorming in IBL

Capitalises on natural enthusiasm and creativity:

• Must have structure that constrains and channels inquiry towards manageable task;
• Facilitates students in choosing tasks and planning for investigation;
• Provides whole group instruction to prepare students for inquiry;
• Move from “Can you think it?” TO “Can you do it?”.

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