Inquiry-based learning definition

Inquiry-based learning (IBL) is a pedagogical approach that engages learners actively in knowledge construction. This is through using inquiry-based tasks that include analysis, problem-solving, discovery, and creative thinking.

The aim is to develop the skills necessary for higher-order thinking and lifelong learning.

According to Guido (2017), inquiry-based learning, from a student’s perspective, focuses on investigating an open question or problem. While, from a teacher’s perspective, inquiry-based teaching focuses on moving students beyond basic curiosity into the realms of critical thinking.

So, IBL is active learning where students’ higher-order thinking is fostered by engaging them with relevant and authentic questions and problem-based scenarios that tap into their innate curiosity.

Students’ role

To construct their own new knowledge, students should take ownership of their own learning by posing, investigating, and answering questions (Caswell & LaBrie, 2017).

They are also expected to interact and collaborate with others (teachers, peers, librarians, specialists) to answer the research question or issue that relates to the learning tasks.

So, they are more inclined to engage in critical self-reflection and share the results of their learning with those audiences (Levy et al., 2010).

According to Garisson et al. (2000), there are four practical phases within inquiry-based learning. These are:

1. Triggering event: Students define the key questions for investigation
2. Exploration: They exchange and explore perspectives and information resources with other learners.
3. Integration: They connect ideas through reflection.
4. Resolution/ application: They apply new ideas and/or defend solutions.

 

Teachers’ Role

To encourage students to adopt an inquiry mindset, teachers should purposefully design learning activities and assessments to foster higher-order thinking and scaffold knowledge creation and discovery.

Further, their guidance and mentoring are necessary to create a socially and emotionally supportive learning environment.

Indeed, research evidence shows that learning is rich and challenging for students of all ability levels when students are involved in guided inquiry (the teacher chooses topics and questions, and students design the pathway to reach the solution/answer) (Marshall, 2013)

Benefits of inquiry-based learning

Inquiry-based learning can benefit all disciplines and levels of education. Research has found that well-designed inquiry-based approaches promote positive learning outcomes, such as deep thinking, knowledge application, and logical reasoning (Kuhlthau et al. 2007; Zmuda and Harada 2008).

However, IBL fosters not only higher-order thinking and deep cognitive capabilities but also the development of practical transferable life skills and personality development.

Gu et al. (2015) have found that students involved in inquiry-based practices have reported higher levels of academic self-efficacy, conflict resolution skills at a higher rate, and resilience to reach their goals.

So, inquiry-based learning is not just about mastering content, but also mastering habits of mind: thinking flexibly, listening actively, problem-solving, and perseverance.

As students develop their understanding through thinking, they become more satisfied and enjoy discovering more about the world around them (Harlen,2013).

Inquiry-based learning strategies

Here are the three key strategies of IBL you can integrate into your classes:

# Project-based learning

In PBL, students explore real-world issues. They generate questions, make choices, revise their work, and share it with others. What is typical about PBL is that students are learning throughout the projects as they apply their theoretical knowledge to practice. So, what they create at the end reflects their learning.

To learn more about PBL, read this post: 3 Key Characteristics of Project-based Learning

# Case-based learning

In CBL, the focus is on the case or the problem. This can be a real-life or hypothetical situation, story, or scenario. Yet, the case needs to address a practical, relevant and timely question so that students get engaged in exploring it.

Students analyse complex situations and consider solutions. They also discuss and debate issues dynamically. Then, they reflect on their learning.

You can create those case studies or take them from documents and online resources. When making your selection or building your case, consider students’ prior knowledge and skills in relation to your course. Also, determine the relevant resources they may access.

As students work on the case in groups, provide feedback and guidance after listening actively to their concerns. Once they reach their resolutions, facilitate debate and discussion. Then, encourage students to reflect on the process they have gone through throughout their investigation, individually or in groups.

# Problem-based learning

Problem-based learning addresses an open-ended problem (has multiple solutions) that students must solve collectively with others. The aim is to teach a specific skill.

Unlike project-based learning, problem-based learning is a short-term project. It can be done in class and completed in one lesson.

To investigate the issue, students play a major role in directing their learning. They make decisions, and so have some control over their learning.

In problem-based learning, you start by defining a challenging problem.

For instance: What if your privacy is invaded online? How would you protect it?

You can support students with a set of actions they should do to solve the problem. Students work together to understand and investigate it. Then, they present and support the solutions.

No matter what subject or grade level you are teaching, consider integrating inquiry-based learning into your courses. This can be a huge transition for you, as you need to adopt a different role. Yet, IBL will enhance and transform the teaching-learning experience. So, it is worth the effort.

References

Caswell, C. J., & LaBrie, D. J. (2017). Inquiry-based Learning from the Learner’s Point of View: A Teacher Candidate’s Success Story. Journal of Humanistic Mathematics, 7(2), 161- 186.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(23), 87-105.

Gu, X., Chen, S., Zhu, W., & Lin, L. (2015). An intervention framework designed to develop the collaborative problem-solving skills of primary school students. Educational Technology Research & Development, 63(1), 143-159.

Guido, M. (2017). Inquiry-Based Learning Definition, Benefits & Strategies. Retrieved October 26, 2017, from htttps://www.prodigygame.com/blog/inquiry-basedl-learning-defintionbenefits-strategies/

Harlen, W. (2013). Inquiry-based learning in science and mathematics. Review of science, mathematics and ICT education, 7(2), 9-33.

Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.

Levy, P., Little, S., McKinney, P., Nibbs, A., & Wood, J. (2010). The Sheffield companion to inquiry-based learning. Sheffield: Centre for inquiry-based Learning in the Arts and Social Sciences, The University of Sheffield.

Marshall, J. C. (2013). Succeeding with inquiry in science and math classrooms. ASCD.

Zmuda, A., & Harada, V. H. (2008). Reframing the library media specialist as a learning specialist. School Library Media Activities Monthly, 14(8), 42–46.