“Tell me and I forget, teach me and I may remember, involve me and I learn.” -Benjamin Franklin
Inquiry Based Learning
Making sure students are engaged with the material they are using is the key to success. The traditional classroom approach can make students of the 21st century bored, unengaged and thus not effectively learning the material being taught. With technology and the many different resources, materials, and new instructional strategies available for learning, students are actively engaged in the learning process, gets the opportunity to explore a topic more deeply and learn from their own first hand experience. Thus, the reason for Inquiry-Based Learning (IBL). The Inquiry-Based Learning Model came about in the 1960’s around the time of discovery learning and place emphasis on the idea that people learn by investigating problems and through social experiences. Students are encouraged to satisfy their curiosity and increase their knowledge base by conducting investigations. Inquiry-based learning is a process that helps to increase the academic engagement and understanding of the learner. It influences the learner in many ways such as: 1) Developing their questioning, research and communication skills; 2) Collaborating outside the classroom; and 3) Solving problems, creating solutions, and tackling real-life questions and issues. Implementing inquiry-based learning in today’s education system is so critical and should be guided in five easy steps. Instructor can use these five steps as a guide when designing inquiry-based learning activities and learner can use it as a guide when investigating inquiry-based learning problems.
The 5 steps of Inquiry-Based Learning
Each step in this process connects or leads to the next. The five dimensions in the process overlap and each step can be embedded in the other. The cycle can be helpful in highlighting and presenting areas of inquiry that needs support in a successful learning environment. The steps maybe summarized as follows:
- Ask – a question or problem arising out of experience. Meaningful questions are inspired by genuine curiosity about real-world experiences and challenges. (Bruce, B.C., 2008)
- Investigate – Investigate relates to the varieties of experience possible and the many ways in which we become part of an indeterminate situation. It suggests that opportunities for learning require diverse, authentic, and challenging materials and problems. through investigation, we turn curiosity into action. (Bruce, B.C., 2008)
- Create – This term insists that inquiry means active, engaged hands-on learning. The ability at this stage to synthesize meaning is the creative spark that forms new knowledge. The learner now undertakes the creative task of shaping significant new thoughts, ideas, and theories extending his/her prior experience. (Bruce, B.C., 2008)
- Discuss – Involves listening to others and articulating our own understandings. Through discussion (or dialogue), construction of knowledge becomes a social enterprise. Learners share their ideas and ask others about their own experiences. Shared knowledge is a community-building process, and the meaning of their investigation begins to take on greater relevance in the context of the learner’s society. Learners compare notes, share experiences, and discuss conclusions, through multiple media, including now online social networks. (Bruce, B.C., 2008)
- Reflect – Means expressing experience, and thereby being able to move from new concepts into action. Reflection may also mean recognizing further indeterminacies, leading to continuing inquiry. Reflection is taking the time to look back at initial questions, the research path, and the conclusions made. (Bruce, B.C., 2008)
In addition to the five steps, there are a few principles that govern Inquiry-Based learning. These included:
- Instructor, resources and technology are organized to support learners who are in the center of the entire process.
- All activities are centered around information-processing skills.
- Instructors facilitate the learning process, but also seek to learn more about their students and the process of inquiry-based learning.
- Emphasis should be placed on evaluating the development of information-processing skills and conceptual understanding, and not on the actual content of the field.
(IBL) mimics the pattern of inquiries being studied. IBL is characterized by authentic learner experiences that are driven by realistic problems. Different methods of learning fall into the category of IBL, including Problem-Based Learning (PBL), Case-Based Learning (CBL) and Project-based Learning. Inquiry-based learner processes are self-directed and based on real-world experiences that allow the learner to add to their current knowledge through scaffolding. Inquiry-based Learning provides extensive scaffolding and guidance for student learning by reducing cognitive load.
Instructional scaffolding provide support to students in order to promote learning. This is done by helping the student achieve learning goals by tailoring support based on the learner’s needs. The supports should be used to develop the learner’s cognitive and social skills. Supports can include resources such as graphs and charts or tutorial videos. Supports can also involve students accomplishing a real-world problem. These types of supports are used to develop cognitive and social skills.
Demonstration of scaffolded instruction:
- First, the instructor does it: the instructor demonstrates how it works
- Second, the class does it: the instructor and students work the problem together
- Third, the group does it: students work in a cooperative group
- Fourth, the individual student does it: Independent practice stage for students to demonstrate learned knowledge
Three Essential Features of scaffolding
There are three necessary features of scaffolding. They are: The interaction must be between the learner and the instructor. The interaction should be collaborative. Learning should take place in the Zone of Proximal Development (ZPD). Vygotsky defines the ZPD as the distance between the actual developmental distance, which is determined by independent problem solving, and the level of potential development through collaboration and problem solving. Vygotsky believed that a student is at the ZPD when they are given the appropriate supports for scaffolding that can provide just enough support for the student to achieve the task (Orey, 48).
Case-Based Learning, Project-Based Learning and Problem-Based Learning
There are three Inquiry-based Learning practices. They are Case-Based Inquiry (CBI), Project-Based Learning (PjBL) and Case-Based Learning. I will discuss two of them, PjBL and CBI which are both considered problem-centered methods. Similarities of CBI and PjBL include the application authentic learning experiences through the use of real-world problem-solving and the use of problems that are not only complex, but relevant, too. Case-Based Inquiry is based on Case-Based Reasoning. CBR is considered pervasive behavior in everyday problem solving. CBI allows students to engage with problems that are realistic in relation to the subjects studied. And are usually introduced after learned concepts with the expectation that that students will apply prior knowledge. Differences in Case-Based Inquiry and Project-Based Learning fall into four dimensions: authenticity of a problem; purpose, as well as timing of problem introduction; the degree of structure of the problem; and the type of problem solved. (Reiser, 287)
Project-Based Learning also engages students with real-world problems using an application of complex and cross-disciplinary knowledge. Students are introduced to PjBL after concepts are learned with the expectation that students will apply prior knowledge. Project-Based Learning allows students to produce work akin to that of professionals, as described in this Scholastic article http://www.scholastic.com/browse/article.jsp?id=3751748 .
The interest of PjBL in public schools can be attributed to its low-tech requirements. Currently, there are teachers implementing Project-Based Learning in K-12 settings. For example, a seventh-grade teacher in San Francisco public school is using PjBL in his science classroom. The goal is to prepare students for real-world jobs and the skills employers are seeking. A survey shows many job applicants lack soft-skills needed in the marketplace. And many high school graduates are shown to lack soft skills such as decision-making, collaboration and problem-solving, even though they may possess necessary technical skills.
However, PjBL can help grade school students prepare for the challenges. And a combination of PjBL in a K-12 setting prepares students for the current job market. Also, PjBL can be a catalyst for transforming science learning to help students ask the questions of “why?’ and “how?’, instead of only “what?”. Please following this link to see more on this story. https://www.edutopia.org/article/boosting-student-engagement-through-project-based-learning
Problem-based learning (PBL) is a student-centered pedagogy where students learn through the experience of solving problems. PBL implementations have various levels. Uppercase PBL is distinctive, well documented instructional approaches. And lower case PBL have an indefinite range of educational approaches. Inquiry-based learning (IBL) practices have three dimensions: Case-based learning, Project-based learning and Problem-based learning. IBL is characterized by authentic learner experiences driven by realistic problems. IBL processes are self-directed, student learning based on realistic real-world problems that promote scaffolding. Scaffolds take on many forms to support student knowledge building. Hard scaffolds are embedded in learning environments to provide support for students actively engaged in a problem. Soft scaffolds are situation specific supports, such as facilitated discussions. Distributed scaffolding includes a range of supports used for instruction.
PBL goals are to promote students’ deep understanding of discipline-based content and to support the development of higher-order thinking skills. Within a PBL unit itself, a driving question provides both the purpose and motivation for students’ learning—that is, it makes the hard work of complex problem solving worth the effort (Reiser, R. A., Dempsey, J. V, 2017).
In general, PBL is different from PJBL and CBL in many ways. These include (1) its use of authentic, real problems; (2) its engagement of students in multidisciplinary problem solving before all the relevant knowledge is learned; (3) its employment of ill-structured nature of the problem to be solved; and (4) its focus on the development of a recommendation/solution for addressing the problem (Reiser, R. A., Dempsey, J. V, 2017).
Learning Theories
Constructivist theories of learning stress the importance of learners constructing their own knowledge. And allowing the learner to discover or construct essential information for themselves in complex domains. Some argue IL and PBL are minimal guided instruction that burdens the working memory. And does not increase knowledge retrieval in long-term memory. However, Kirshner et al (2006) demonstrate scaffolding and guided instruction can decrease the cognitive load by structuring tasks, so that the learner can focus on tasks relevant to goals (Kirshner, et al).
According IBL theories, learning is active, constructive and interactive for learners. And learners are active participants in their own learning experiences. Therefore, we can assume Inquiry pedagogy is based on strategies that encourages metacognitive thought processes. And Bloom’s (Modified) Taxonomy generates a testable hypothesis for this type of learning environment.
Connectivism is based upon the idea that people process information by forming connections. Knowledge is gain through job skills, experiences, and network. New information is continually being acquire. Connectivism is rooted in cognitive science and artificial intelligence (AI). The principles of connectivism suggest information is ever-changing as new contributions are made to the network (Reiser and Dempsey, 58). The network being AI. George Seimens, the originator of Connectivism theory and author of the article Connectivism: A Learning Theory for the Digital Age, and the created a set of principles for the basis of connectivism.
Situated theory is basically where learners learn from a community of learners. Learning is embedded in an activity, context or culture and learners learn how to solve problems through shared experiences and information. This theory is associated with inquiry learning since learning is acquired through experience.
Connectivism Principles
- Learning and knowledge rests in diversity of opinions.
- Learning is a process of connecting specialized nodes or information sources.
- Learning may reside in non-human appliances.
- Learning is more critical than knowing.
- Maintaining and nurturing connections is needed to facilitate continual learning.
- Perceiving connections between fields, ideas and concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent of learning activities.
- Decision-making is itself a learning process. alterations in the information climate affecting the decision.
Artificial Neural Network, and is directly borrowed from Connectionism, “a software structure developed based on concepts inspired by biological functions of brain; it aims at creating machines able to learn like human (AlDahdouh, 4). For example, ACT-R Theory, the power of human cognition depends on the amount of knowledge encoded and the effective deployment of the encoded knowledge (Anderson, 355).
ACT-R can explain a variety of memory effects and account for higher order skills such as math and language learning. ACT-R is the basis for intelligent tutors. Intelligent Tutors is a computer program that provides immediate customized feedback to learners. It can customize a learning experience. Based on pre-existing knowledge, learning style and how they progress throughout the learning progress as Artificial Intelligent tutors.
Case Study
External Resources
VIDEOS:
ARTICLES:
https://inspiredteaching.org/wp…/impact-research-briefs-inquiry-based-teaching.pdf
http://www.scholastic.com/browse/article.jsp?id=3751748
POWERPOINT PRESENTATION:
Linking Teaching With Learning. Presentation
Bloom’s Taxonomy Action Verbs.PDF
Glossary
Artificial Intelligence (AI): A computer system that is able to perform tasks that normally require human intelligence, such as visual perception, speech recognition, decision-making, and translation between languages.
Bloom’s Taxonomy: A set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity.
Connectivism: A theory of learning in a digital age that emphasizes the role of social and cultural context in how and where learning occurs.
Constructivist: A theory about the nature of learning that focuses on how humans make meaning from their experiences. Constructivist believe the responsibility of learning lies with the learner. And learners are engaged if they are actively involved in the construction of knowledge.
Hard Scaffold: Support that can be anticipated and planned in advance based upon typical student difficulties with a task.
Inquiry-Based Learning (IBL): A form of active learning that starts by posing questions, problems or scenarios. IBL is generally facilitator assisted rather than lecture based.
Learning Theory: Describe how students absorb, process, and retain knowledge during learning.
Metacognitive: Awareness and understanding of one’s own thought processes.
Project-Based Learning: A style of active learning and Inquiry-Based Learning that involves a classroom approach where students acquire a deeper knowledge through active exploration of real-world problems.
Scaffolding: Support given to a student by an instructor throughout the learning process.
Soft Scaffold: Specific aid provided by a teacher or peer to help with the learning process.
Zone of Proximal Development (ZPD): The difference between what a learner can do without help, and what they can’t do without teacher’s assistance
References
AlDahdouh, Alaa A. (2017).”Does Artificial Neural Network Support Connectivism’s Assumptions?”(PDF). International Journal of Instructional Technology and Distance Learning. 14 (3): 3-26. doi:10.5281/zenodo.545695.
Anderson, John R. 1996. A Simple Theory of Complex Cognition. American Psychologist, 51, (4). 355-365
Bruce, B.C. (2008, November 11). The Inquiry Cycle. https://chipbruce.net/resources/inquiry-based-learning/the-inquiry-cycle/
Dempsey, John V., Reiser, Robert A. (2018). Trends and Issues in Instructional Design and Technology. New York, NY: Pearson
Guido, M. (2017, January 19). All About Inquiry-Based Learning: Definition, Benefits and Strategies. https://www.prodigygame.com/blog/inquiry-based-learning-definition-benefits-strategies/.
Orey, Micheal. (2010) Emerging Perspectives on Learning, Teaching, and Technology.
Reiser, R. A., Dempsey, J. V. (2017). Trends and Issues in Instructional Design and Technology, 4th Edition. (pp. 291 -292)