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Understanding Inquiry-Based Learning

The inquiry-based learning model emerged in the 1960s based on the idea that learning occurs through investigation and social experiences rather than memorization. It involves students conducting investigations to satisfy their curiosity and develop skills. The key aspects of inquiry-based learning are developing questioning, research, collaboration, problem-solving, and communication skills. It follows five steps: asking questions, probing situations, analyzing and describing findings, communicating results, and reflecting on knowledge gained.

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Joyce Bringas
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229 views2 pages

Understanding Inquiry-Based Learning

The inquiry-based learning model emerged in the 1960s based on the idea that learning occurs through investigation and social experiences rather than memorization. It involves students conducting investigations to satisfy their curiosity and develop skills. The key aspects of inquiry-based learning are developing questioning, research, collaboration, problem-solving, and communication skills. It follows five steps: asking questions, probing situations, analyzing and describing findings, communicating results, and reflecting on knowledge gained.

Uploaded by

Joyce Bringas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

The Inquiry-based Learning Model emerged in the 1960s, during the “discovery

learning” movement and relies upon the idea that individuals are able to learn by
investigating scenarios and problems, and through social experiences. Rather than
having to memorize information from printed materials, instructors encouraged their
students to conduct investigations that would satisfy their curiosity, help them broaden
their knowledge base and develop their skills and mental frames.

It’s important to remember that inquiry-based learning is not a technique or practice per
se, but a process that has the potential to increase the intellectual engagement and
deep understanding of learners, urging them to:

 Develop their questioning, research and communication skills


 Collaborate outside the classroom
 Solve problems, create solutions, and tackle real-life questions and issues
 Participate in the creation and amelioration of ideas and knowledge

The 5 steps of inquiry-based learning

This is why inquiry-based learning includes the following steps:

1. Ask questions
2. Probe into various situations
3. Conduct analyses and provide descriptions
4. Communicate findings, verbally or in writing
5. Think about the information and knowledge obtained

Reference: [Link]
The principles of inquiry-based learning

There are certain principles that govern inquiry-based learning and can be summarized
as follows:

 Principle 1
Learners are in the center of the entire process, while instructors, resources and
technology are adequately organized to support them.
 Principle 2
All learning activities revolve around information-processing skills.
 Principle 3
Instructors facilitate the learning process, but also seek to learn more about their
students and the process of inquiry-based learning.
 Principle 4
Emphasis should be placed on evaluating the development of information-
processing skills and conceptual understanding, and not on the actual content of
the field.

The 4 forms of inquiry

There are four forms of inquiry that are commonly used in inquiry-based instruction:

 Confirmation inquiry
Learners are given a question, as well as a method, to which the end result is
already known. The goal is to confirm the results. This enables learners to
reinforce already established ideas, and to practice their investigative skills.
 Structured inquiry
Learners are given the question and the method of achieving the result, but the
goal is to provide an explanation that is already supported by the evidence
gathered during and through the investigative process.
 Guided inquiry
Learners are only given a question. The main goal is to design the method of
investigation and then test the question itself. This type of inquiry is not typically
as structured as the previously mentioned forms.
 Open inquiry
Learners must form their own questions, design investigative methods, and then
carry out the inquiry itself. They must present their results at the end of the
process.

In an instructional setting, inquiry-based learning can give instructors the opportunity to


allow students to fully explore problems and scenarios, so that they can learn from not
only the results, but also the process itself. They are encouraged to ask questions,
explore their environments, and obtain evidence that support claims and results, and
design a convincing argument regarding the way they reached to the end result.

Reference: [Link]

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