Inquiry-Based Learning

During one of my classroom placements I developed an interest in a particular style of teaching. I was placed in a Kindergarten class that featured inquiry-based learning. The students were allowed to choose a workstation in the classroom that enabled them to play interactive games and learn through activities. As well, the walls of the classroom featured pictures of the children exploring a topic of their choice, for example collecting outdoor, nature materials to create letters and numbers. This inspired me to become more informed about inquiry-based learning. The Ontario Ministry of Education states that inquiry-based learning emphasizes the importance of students’ questions, ideas, and observations (2013). Inquiry-based learning is a shift from teacher directed learning, to student centered learning (Wu, Tseng, & Hwang, 2015). Inquiry-based learning fosters students’ active engagement in their learning. They are no longer passive recipients of knowledge but are active explorers (Wu, Tseng, & Hwang, 2015). The Ontario Ministry of Education suggests that one way to stay true to an inquiry-based learning topic is to keep track of questions that the students are asking (2013). These questions can be written in the classroom for the students to refer to about their investigations. The Ontario Ministry of Education’s document on inquiry-based learning can be found here:

Ontario Ministry of Education: Inquiry-Based Learning

Situated within constructivist theory, inquiry-based learning has been described as students actively integrating what they are learning into prior knowledge (Wu, Tseng, & Hwang, 2015). As well, inquiry-based learning emphasizes students as decision makers. Drake, Reid and Kolohon (2014) state that the goal of inquiry-based learning it to develop creative problem solving strategies. The diagram below retrieved Worksheet Library outlines the key components of inquiry-based learning.

Photo Retrieved from Worksheet library 

While attempting to become more informed about inquiry-based learning I came across one particular example in the Casey Middle School science classroom with teacher Ian Schwartz (Edutopia, 2015). In this classroom the students wanted to learn about whether a local creek was safe for swimming. The students went on day trips to the creek, collected data, and engaged in discussions. This was a good example of inquiry-based learning because it empowered the students to create their own research question and collect the necessary data. Dostál, (2015) suggests that it is important that inquiry-based learning relates to real life situations in order to further develop problem solving skills. The students at Casey Middle School developed a research question that had practical, real life implications for their community. As well, the students were active learners, as opposed to being a passive recipient of information provided by a teacher lecturing or reading from a textbook. The video is included below:

Inquiry-Based Learning in the Science Classroom

However, there are some challenges regarding inquiry-based learning. For example, Gutierez (2015) discussed one challenge teachers face regarding inquiry-based learning is that there is a lack of support and appropriate materials. There also appears to be a widespread opinion that inquiry-based learning is difficult and time consuming (Gutierez, 2015). The Ontario Ministry of Education also describes a misconception regarding inquiry-based learning. Some teachers have interpreted inquiry-based learning as “letting go of the class” (2013). The Ministry recommends that teachers still set parameters on the experiences. Teachers still play an active role in learning and must assume the responsibility of ensuring that the students observe small details that may have gone unnoticed without the teacher’s assistance. Overall, there is evidence that inquiry-based learning can be an effective learning strategy if teachers and students in expert roles work collaboratively towards a research question (Gutierez, 2015). I believe inquiry-based learning has its challenges, but when properly executed can have positive outcomes for students. Inquiry-based learning is a teaching strategy I hope to one day use in my classroom to inspire students to learn, to develop a sense of agency, and to foster critical thinking skills. 

References

Dostál, J. (2015). The definition of the term “Inquiry-based instruction”. International Journal of Instruction, 8(2), 69–82.

      Drake, S. M., Reid, J. L., Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21^st century learner. Don Mills, Ontario: Oxford University Press.

    

      Gutierez, S. B. (2015). Collaborative professional learning through lesson study: Identifying the challenges of inquiry-based teaching. Issues in Educational Research, 25(2), 118-134.

      

      Ontario Ministry of Education (2013). Capacity building series: Inquiry-based learning. Retrieved from https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf

      Wu, J. W., Tseng, J. C. R., Hwang, G. J. (2015). Development of inquiry-based learning based on an intelligent knowledge exploration. Journal of Educational Technology & Society, 18 (3), 282–300.

    

      Video: 

      Edutopia (Producer). (2015, Aug 18). Casey Middle School. Retrieved from https://www.youtube.com/watch?v=BbqPaKTsDIU

Photo:

Inquiry-based Learning Visual Concept Diagram (Photo) (n.d.) Retrieved from http://www.worksheetlibrary.com/teachingtips/inquiry.html