INQUIRY BASED LEARNING

Inquiry-based learning (also enquiry-based learning in British English.)describes approaches to learning that are based on the investigation of questions, scenarios or problems - often assisted by a facilitator. Inquirers will identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning includes Problem-based learning, and is generally used in small scale investigations and projects, as well as research.

Inquiry-based learning is primarily a pedagogical method, developed during the discovery learning movement of the 1960s as a response to traditional forms of instruction - where people were required to memorize information from instructional materials.

The philosophy of inquiry based learning finds its antecedents in constructivist learning theories, such as the work of Piaget, Dewey, Vygotsky, and Freire among others and can be considered a constructivist

In the 1960s Joseph Schwab called for inquiry to be divided into four distinct levels.^] This was later formalized by Marshall Herron in 1971, who developed the Herron Scale to evaluate the amount of inquiry within a particular lab exercise. Since then, there have been a number of revisions proposed, but the consensus in the science education community is that there is a spectrum of inquiry-based teaching methods available.

Characteristics                                  

Inquiry learning emphasizes constructivist ideas of learning, where knowledge is built from experience and process, especially socially based experience. Under this premise learning develops best in group situations.Progress and outcomes are generally assessed by how well people develop experimental and analytic skills, and often how well they work in groups.

Inquiry-based learning covers a range of approaches to learning and teaching, including:

• Field-work
• Case studies
• Investigations
• Individual and group projects
• Research projects

Specific learning processes that people engage in during inquiry-learning include:

• Creating questions of their own
• Obtaining supporting evidence to answer the question(s)
• Explaining the evidence collected
• Connecting the explanation to the knowledge obtained from the investigative process
• Creating an argument and justification for the explanation

                                                               

Teacher's Role

The teacher's role in inquiry-based learning is one of 'Guide on the side' rather than 'Sage on the stage". The teacher scaffolds learning for students, gradually removing the scaffolding as students develop their skills. With young children or students new to inquiry it is usually necessary to use a form of guided inquiry.