INQUIRY BASED LEARNING
Image Credit: http://www.sagevista.org
Overview: Inquiry Based Learning is an approach to teaching and
learning that involves students in developing their knowledge in a meaningful
way. Inquiry Based Learning (IBL)
emphasizes students generating questions then developing a method to
investigate the answers to those questions.
Students are involved in discussions with their peers as they develop
and test hypotheses and engage in meaningful reflection as they try to draw conclusions
based on what they have discovered. The
very essence of IBL is being able to take information or data and convert it
into usable, transferrable, knowledge.
21st Century learners, rather than learning facts, need to
learn how to find information and make sense of information as it applies to
other contexts. IBL equips learners to
understand “how we come to know”. “What
we know” is easily accessible and readily available. The teacher in an environment that utilizes
IBL acts as a guide. They may provide
students with materials to investigate and prompt students with questions that
encourage them to think deeper or further explain their conclusions.
Origins and Major Contributors: Inquiry based learning is said to have its origins as far back as Socrates who utilized an aggressive questioning approach to work with students. Modern inquiry learning, however, was founded on the beliefs of John Dewey (1933) who strongly believed in student centered learning based on real world experiences.
Characteristics (Spronken-Smith, 2009):
Implications for Instructional Design: Inquiry Based Learning is easily and most readily applied to science and teaching the scientific process. However, if the basic principles of asking, investigating, creating, discussing, and reflecting are followed, this approach can applied to multiple learning situations. Assessing learning in an Inquiry Based Learning environment cannot easily be accomplished using traditional methods. Rather, teachers should utilize direct observation, checklists and rubrics, portfolios, exhibitions, or other methods that allow students to demonstrate their growth. Another aspect of assessment in Inquiry Based Learning involves students in the development of criteria. They should be able to define what acceptable work looks like and set achievement goals for themselves. This allows the students to take ownership of their learning, and increases their engagement.
Technology easily takes a role in IBL. Students are developing questions and seeking answers. The Internet is one valuable tool that students can utilize in their research. Virtual worlds also present opportunities for students to set up and conduct investigations using materials that might otherwise be unavailable.
Affordances & Challenges: There is an ongoing debate about the validity of ‘discovery’ types of learning, including discovery learning, inquiry based learning, and problem based learning. Critics of these methods suggest that these methods ignore what we know about the architecture of memory and learning. Specifically, they argue that these methods increase demands on working memory (cognitive load), and are therefore less effective than more traditional approaches to learning. There also seems to be a misconception of all of these approaches as “minimally guided”, when in fact inquiry based learning includes a substantial amount of guidance and scaffolding from the teacher. Each side of the argument can be read in detail in Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) and Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007).
Examples:
http://www.thirteen.org/edonline/concept2class/inquiry/demonstration.html
https://gse-it.stanford.edu/research/project/smile
http://wise.berkeley.edu/preview.html?projectId=175
The first link above includes several videos of inquiry based learning in action. There are also links to schools that incorporate the use of inquiry based learning into their regular teaching.
The second link is to information on a project developed at Stanford University called the SMILE project.
The final link is an example of the WISE software developed at Berkeley. Of the links provided, I believe that this is the best example of what an online inquiry based learning environment looks like. A computer environment has been created that facilitates the inquiry learning process. The link provided is to one example (Space Colony!/Genetic Diversity and Survival). Several other inquiry lessons have also been developed and are available for free at the website http://wise.berkeley.edu.
Important Seminal Works (click to download):
de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201. doi: 10.3102/00346543068002179. PDF
Hmel-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to kirschner, sweller, and clark (2006). Educational Psychologist, 42(2), 99-107.
PDF
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
PDF
Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1). Available at: http://dx.doi.org/10.7771/1541-5015.1002
PDF
Web Resources:
http://www.inquirybasedlearning.org
This is the website for the Academy of Inquiry Based Learning. The Academy of Inquiry Based Learning is a community dedicated to providing resources to educators utilizing or interested in utilizing an inquiry based approach in their teaching.
http://www.thirteen.org/edonline/concept2class/inquiry/index.html
The website above, thirteen ed online, is an online workshop covering the basics of inquiry based learning. The user can click through and read topics covering an explanation all the way through to implementation. A very comprehensive look at inquiry based learning.
http://eduwebinar.com.au/web-tools-to-support-inquiry-based-learning
The above website is a collection of online resources that can be used to support an inquiry based learning approach.
http://www.teachinquiry.com/index/Introduction.html
The above link is an introduction to inquiry based learning. The site covers the use of technology and assessment built around an 8 point Galileo Inquiry Rubric.
PowerPoint Presentation
The above power point presentation was created by me to give my colleagues a brief overview of inquiry based learning.
References:
Bruner, J. (1990). Acts of Meaning. Cambridge, Mass.: Harvard University Press.
Dewey, J. (1933). How We Think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath.
Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. London: Further Education Unit.
Kember, D. (1997). A reconceptualisation of the research into university academics' conceptions of teaching. Learning and Instruction 7, 255-275.
Prince, M. J. and R. M. Felder (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education 95, 123-138.
Spronken-Smith R (2009) Experiencing the process of knowledge creation: The nature and use of inquiry-based learning in higher education. Available at: http://akoaotearoa.ac.nz/sites/default/files/u14/IBL%20-%20Report%20-%20Appendix%20A%20-%20Review.pdf
Origins and Major Contributors: Inquiry based learning is said to have its origins as far back as Socrates who utilized an aggressive questioning approach to work with students. Modern inquiry learning, however, was founded on the beliefs of John Dewey (1933) who strongly believed in student centered learning based on real world experiences.
Characteristics (Spronken-Smith, 2009):
- Student- or learner-centered (Kember, 1997) in which the focus of the teaching is on student learning rather than on communicating defined bodies of content or knowledge;
- Active learning approach - learning by doing (Gibbs, 1988, Healey & Roberts, 2004) involves students discussing questions and solving problems (Prince & Felder 2006)
- Self-directed learning skills in which students take more responsibility for their own learning;
- Constructivist theoretical basis (e.g. see Bruner, 1990), which proposes that students construct their own meaning of reality; it is the students who create knowledge rather than knowledge being imposed or transmitted by direct instruction
Implications for Instructional Design: Inquiry Based Learning is easily and most readily applied to science and teaching the scientific process. However, if the basic principles of asking, investigating, creating, discussing, and reflecting are followed, this approach can applied to multiple learning situations. Assessing learning in an Inquiry Based Learning environment cannot easily be accomplished using traditional methods. Rather, teachers should utilize direct observation, checklists and rubrics, portfolios, exhibitions, or other methods that allow students to demonstrate their growth. Another aspect of assessment in Inquiry Based Learning involves students in the development of criteria. They should be able to define what acceptable work looks like and set achievement goals for themselves. This allows the students to take ownership of their learning, and increases their engagement.
Technology easily takes a role in IBL. Students are developing questions and seeking answers. The Internet is one valuable tool that students can utilize in their research. Virtual worlds also present opportunities for students to set up and conduct investigations using materials that might otherwise be unavailable.
Affordances & Challenges: There is an ongoing debate about the validity of ‘discovery’ types of learning, including discovery learning, inquiry based learning, and problem based learning. Critics of these methods suggest that these methods ignore what we know about the architecture of memory and learning. Specifically, they argue that these methods increase demands on working memory (cognitive load), and are therefore less effective than more traditional approaches to learning. There also seems to be a misconception of all of these approaches as “minimally guided”, when in fact inquiry based learning includes a substantial amount of guidance and scaffolding from the teacher. Each side of the argument can be read in detail in Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) and Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007).
Examples:
http://www.thirteen.org/edonline/concept2class/inquiry/demonstration.html
https://gse-it.stanford.edu/research/project/smile
http://wise.berkeley.edu/preview.html?projectId=175
The first link above includes several videos of inquiry based learning in action. There are also links to schools that incorporate the use of inquiry based learning into their regular teaching.
The second link is to information on a project developed at Stanford University called the SMILE project.
The final link is an example of the WISE software developed at Berkeley. Of the links provided, I believe that this is the best example of what an online inquiry based learning environment looks like. A computer environment has been created that facilitates the inquiry learning process. The link provided is to one example (Space Colony!/Genetic Diversity and Survival). Several other inquiry lessons have also been developed and are available for free at the website http://wise.berkeley.edu.
Important Seminal Works (click to download):
de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201. doi: 10.3102/00346543068002179. PDF
Hmel-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to kirschner, sweller, and clark (2006). Educational Psychologist, 42(2), 99-107.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1). Available at: http://dx.doi.org/10.7771/1541-5015.1002
Web Resources:
http://www.inquirybasedlearning.org
This is the website for the Academy of Inquiry Based Learning. The Academy of Inquiry Based Learning is a community dedicated to providing resources to educators utilizing or interested in utilizing an inquiry based approach in their teaching.
http://www.thirteen.org/edonline/concept2class/inquiry/index.html
The website above, thirteen ed online, is an online workshop covering the basics of inquiry based learning. The user can click through and read topics covering an explanation all the way through to implementation. A very comprehensive look at inquiry based learning.
http://eduwebinar.com.au/web-tools-to-support-inquiry-based-learning
The above website is a collection of online resources that can be used to support an inquiry based learning approach.
http://www.teachinquiry.com/index/Introduction.html
The above link is an introduction to inquiry based learning. The site covers the use of technology and assessment built around an 8 point Galileo Inquiry Rubric.
PowerPoint Presentation
The above power point presentation was created by me to give my colleagues a brief overview of inquiry based learning.
References:
Bruner, J. (1990). Acts of Meaning. Cambridge, Mass.: Harvard University Press.
Dewey, J. (1933). How We Think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath.
Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. London: Further Education Unit.
Kember, D. (1997). A reconceptualisation of the research into university academics' conceptions of teaching. Learning and Instruction 7, 255-275.
Prince, M. J. and R. M. Felder (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education 95, 123-138.
Spronken-Smith R (2009) Experiencing the process of knowledge creation: The nature and use of inquiry-based learning in higher education. Available at: http://akoaotearoa.ac.nz/sites/default/files/u14/IBL%20-%20Report%20-%20Appendix%20A%20-%20Review.pdf
