RSA#1 Inquiry-Based Learning
Inquiry-based learning (IBL) is a student centered
approach that asks students to answer their own questions and gain knowledge
through experiences, but how can teachers utilize this method in their
classroom and move away from a traditional approach to learning and can it be
successful?
One way to shy away from a traditional approach to
education is for teachers to utilize an inquiry-based learning approach.
Teachers need to move away from asking students “what” to asking “how”. According to Workshop: Inquiry-based learning
(2004), “inquiry implies involvement that leads to understanding. Furthermore,
involvement in learning implies possessing skills and attitudes that permit students
to seek resolutions to questions and issues while students construct new knowledge.”
The overall goal of IBL is for students to develop problem solving skills. The
Workshop: Inquiry based Learning website focuses on changing students’ ways of
viewing and communicating about the world by focusing on what questions are
being asked and how students can investigate these questions. They key to IBL
for students to understand different perspectives and make education not about
the correct answer, but the process of problem solving.
Crombie (2014) takes a similar approach to
inquiry-based learning. He too focuses on educators changing their style from a
traditional approach to a more student centered approach. He too uses the analogy
that if a teacher involved students in the learning process they will
understand. As with all IBL approaches, Crombie (2014) breaks his approach down
into different parts. The first four are similar to other approaches in the
sense that students are building their own knowledge through open ended
questions, discussion and searching for resources, synthesizing resources, and
presenting findings, but Crombie takes if a step further. According to Crombie
(2014), another step to an effective IBL lesson is reflection. Having students
reflect on their findings and the process helps develop the problem solving
skills.
As with all other sources focusing on IBL,
Stephenson (2008) too explains the positive effects of IBL on student learning.
Stephenson’s website provides a more practical approach to IBL. Besides just
taking the theory of IBL, it describes how to take IBL into practice using
technology. One of the key elements is for students to use technology to
collaborate in learning communities and to utilize technology outside of class.
Students can use a variety of resources to synthesize information such as Google Docs or Glogster. They can also collaborate outside of class using Diigo
or Facetime. Stephenson (2008) explains that students need to incorporate
technology and collaborate to develop the skills needed to be effective.
Inquiry-based learning has been promoted to increase
skill development and literacy among students. Brickman, Gormally, Armstrong, &
Haller (2009) conducted a study to test such measures. The focus of the study
was to see if IBL increased student literacy and confidence through inquiry laboratories
in non-science majors general biology classes at the university level. The
experiment lasted two years and had over 1300 participants (Brickman et al.,
2009). Through assessments, self-reflection, interviews, and course evaluations
the experimenters were able to analyze the effects of IBL versus traditional
teaching methods. The results show that IBL help students gain literacy and
skills needed in science education by 2-4% (Brickman et al., 2009). This
experiment shows the effectiveness of inquiry-based learning. Although this
study focuses on laboratory science, IBL can be used in every classroom and
have dramatic positive effects on student learning.
As seen by Brickman et al. (2009) inquiry-based
learning will lead to student centered learning. Although educators and researchers
utilize IBL, their approaches differ from one another. At the root, each
approach is focused on the same principles and ideas. That is, posing
questions, gathering information, utilizing the information, and presenting
findings. Some researchers and educators may add more elements such as gaining
feedback through reflection or focus on building comradery and establishing a learning
profile. The goal for educators when using the IBL approach is actually utilize
the IBL approach themselves. Pose a question of what makes IBL successful?
Gather information by reading different research, synthesize different types of
IBL models to make IBL their own.
References
(2004).
Workshop: Inquiry-based learning. Concept to classroom. Ed online.
Retrieved from
http://www.thirteen.org/edonline/concept2class/inquiry/
Brickman, P., Gormally, C., Armstrong, N., Hallar,
B. (2009). Effects of Inquiry-based Learning
on Students’ Science
Literacy Skills and Confidence. International
Journal for the
Scholarship
of Teaching and Learning , 3(2), 1-22.
Crombie, Scott. (2014, May 26). What is Inquiry
Based Learning? Inspiring Science
Education
Project. Retrieved from http://www.youtube.com/watch?v=u84ZsS6niPc
Stephenson, Neil. (2008). Introduction to Inquiry
Based Learning. Retrieved from
http://www.teachinquiry.com/index/Introduction.html
