instructional_design:inquiry-based_learning
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instructional_design:inquiry-based_learning [2011/04/27 14:28] jpetrovic [What is inquiry-based learning?] |
instructional_design:inquiry-based_learning [2023/06/19 16:03] (current) |
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| ===== General ===== | ===== General ===== | ||
| - | Inquiry-based learning (also //enquiry-based learning//, //inquiry learning// or //inquiry-guided learning//) is a constructivist instructional strategy widely adopted in the **1970s**(([[http://www.informaworld.com/smpp/content~content=a925982577~db=all~jumptype=rss|Spronken-Smith, Rachel, and Rebecca Walker. Can inquiry-based learning strengthen the links between teaching and disciplinary research?” Studies in Higher Education 35, no. 6: 723-740. September 2010.]])) and based on [[http://dewey.pragmatism.org/|John Dewey]]'s views on learning as **active**, **learner-centered** process which should be based on **real-world examples** instead of rote fact memorization. Inquiry represents questioning which fosters curiosity and questioning by students. During the inquiry-based learning discovery is guided by learners through **forming questions** and **finding answers** to those questions alone or in teams. | + | Inquiry-based learning (also //enquiry-based learning//, //inquiry learning// or //inquiry-guided learning//) is a [[learning_paradigms:constructivism&#Instructional design theories and learning models:|constructivist instructional strategy]] widely adopted in the **1970s**(([[http://www.informaworld.com/smpp/content~content=a925982577~db=all~jumptype=rss|Spronken-Smith, Rachel, and Rebecca Walker. Can inquiry-based learning strengthen the links between teaching and disciplinary research?” Studies in Higher Education 35, no. 6: 723-740. September 2010.]])) and based on [[http://dewey.pragmatism.org/|John Dewey]]'s views on learning as **active**, **learner-centered** process which should be based on **real-world examples** instead of rote fact memorization. //Inquiry// represents questioning which fosters curiosity in students. Although different authors suggest different inquiry-based strategies, they are usually used to promote alone or collaborative, |
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| + | * "//active, and increasingly independent, investigation of questions, problems and issues, often for which there is no single answer.//"(([[http://www.amazon.com/Teaching-Learning-Through-Inquiry-Institutions/dp/1579220819#reader_1579220819|Lee, Virginia S. Teaching and Learning Through Inquiry: A Guidebook for Institutions and Instructors, p5. Stylus Publishing, 2004.]])) | ||
| ===== What is inquiry-based learning? ===== | ===== What is inquiry-based learning? ===== | ||
| - | The idea of inquiry-based learning is to foster characteristics of good learners and encourage them in the educational process. These characteristics(([[http://www.arvindguptatoys.com/arvindgupta/taasa.pdf|Postman, Neil, and Charles Weingartner. Teaching as a subversive activity. Dell, 1980.]])) include confidence in the ability to learn, enjoying problem-solving, trusting one's own judgement, not fearing being wrong, a flexible point of view, and respect for facts. These qualities, according to Postman and Weingartner(([[http://www.arvindguptatoys.com/arvindgupta/taasa.pdf|Postman, Neil, and Charles Weingartner. Teaching as a subversive activity. Dell, 1980.]])) can be fostered through an approach in which the teacher: | + | The idea of inquiry-based learning is to foster characteristics of good learners and encourage them in the educational process. These characteristics include confidence in the ability to learn, enjoying problem-solving, trusting one's own judgement, not fearing being wrong, a flexible point of view, and respect for facts.(([[http://www.arvindguptatoys.com/arvindgupta/taasa.pdf|Postman, Neil, and Charles Weingartner. Teaching as a subversive activity. Dell, 1980.]])) These qualities can be fostered through an approach in which the teacher(([[http://www.arvindguptatoys.com/arvindgupta/taasa.pdf|Postman, Neil, and Charles Weingartner. Teaching as a subversive activity. Dell, 1980.]])): |
| * rarely tells the students what they need to know since that would reduce their excitement in finding things out on their own, | * rarely tells the students what they need to know since that would reduce their excitement in finding things out on their own, | ||
| - | * interacts with students mostly through questioning and encourages interaction among students, | + | * interacts with students mostly through questioning and encourages students to interact among themselves, |
| * does not accept short answers, but rather tries to deepen them by further questioning, | * does not accept short answers, but rather tries to deepen them by further questioning, | ||
| * rarely summarizes what students' discussion and what they have learned since learning is a continuous process. | * rarely summarizes what students' discussion and what they have learned since learning is a continuous process. | ||
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| Advantages of inquiry-based learning are **increase in students motivation**, active approach to learning, academic skills and intellectual habits(([[http://academics.georgiasouthern.edu/ijsotl/v3n1/articles/PDFs/Article_JusticeRiceWarry.pdf|Justice, C., J. Rice, and W. Warry. Academic skill development–inquiry seminars can make a difference: evidence from a quasi-experimental study. International Journal for the Scholarship of Teaching and Learning 3, no. 1. 2009.]])). Students are also encouraged to develop of critical thinking, **reflect on their learning**, use different learning resources and gain **deeper understanding of the course concepts**.(([[http://www.schreyerinstitute.psu.edu/pdf/ibl.pdf|Lane, J. Inquiry-based Learning. Schreyer Institute for Teaching Excellence, Penn State. 15th September 2007.]])) | Advantages of inquiry-based learning are **increase in students motivation**, active approach to learning, academic skills and intellectual habits(([[http://academics.georgiasouthern.edu/ijsotl/v3n1/articles/PDFs/Article_JusticeRiceWarry.pdf|Justice, C., J. Rice, and W. Warry. Academic skill development–inquiry seminars can make a difference: evidence from a quasi-experimental study. International Journal for the Scholarship of Teaching and Learning 3, no. 1. 2009.]])). Students are also encouraged to develop of critical thinking, **reflect on their learning**, use different learning resources and gain **deeper understanding of the course concepts**.(([[http://www.schreyerinstitute.psu.edu/pdf/ibl.pdf|Lane, J. Inquiry-based Learning. Schreyer Institute for Teaching Excellence, Penn State. 15th September 2007.]])) | ||
| - | Various areas in which inquiry-based learning has been applied include ecology, endocrinology, political communication, engineering and sociology(()). | + | Various areas in which inquiry-based learning has been applied include ecology, endocrinology, political communication, engineering and sociology(([[http://www.informaworld.com/smpp/content~db=all~content=a932476124~frm=titlelink|Spronken-Smith, Rachel, Rebecca Walker, Julie Batchelor, Billy O’Steen, and Tom Angelo. Enablers and constraints to the use of inquiry-based learning in undergraduate education. Teaching in Higher Education 16, no. 1: 15-28. February 2011.]])). |
| ===== What is the practical meaning of inquiry-based learning? ===== | ===== What is the practical meaning of inquiry-based learning? ===== | ||
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| ===== Criticisms ===== | ===== Criticisms ===== | ||
| + | See: [[learning_paradigms:constructivism&#Criticisms|criticisms of constructivist approach to learning]]. | ||
| + | ===== Keywords ===== | ||
| - | ===== Keywords and most important names ===== | + | * **Inquiry-based learning** |
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| ===== Bibliography ===== | ===== Bibliography ===== | ||
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| [[http://www.schreyerinstitute.psu.edu/pdf/ibl.pdf|Lane, J. Inquiry-based Learning. Schreyer Institute for Teaching Excellence, Penn State. 15th September 2007.]] | [[http://www.schreyerinstitute.psu.edu/pdf/ibl.pdf|Lane, J. Inquiry-based Learning. Schreyer Institute for Teaching Excellence, Penn State. 15th September 2007.]] | ||
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| - | [[http://www.cultural-connections.org/programs/meeting_notes/What_is_IBL.pdf|Cultural Connections - What is Inquiry Based Learning.]] | ||
| [[http://inquiry.illinois.edu/|Inquiry Page. University of Illinois.]] Retrieved April 26, 2011. | [[http://inquiry.illinois.edu/|Inquiry Page. University of Illinois.]] Retrieved April 26, 2011. | ||
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| [[http://books.google.hr/books?id=ybNL93nrtwwC&printsec=frontcover&dq=Inquiry+in+education&hl=hr&ei=XR64TaucJcaSOo3O3PgO&sa=X&oi=book_result&ct=book-preview-link&resnum=1&ved=0CCsQuwUwAA#v=onepage&q&f=false|Johnston, James Scott. Inquiry and education: John Dewey and the quest for democracy. SUNY Press, 2006.]] | [[http://books.google.hr/books?id=ybNL93nrtwwC&printsec=frontcover&dq=Inquiry+in+education&hl=hr&ei=XR64TaucJcaSOo3O3PgO&sa=X&oi=book_result&ct=book-preview-link&resnum=1&ved=0CCsQuwUwAA#v=onepage&q&f=false|Johnston, James Scott. Inquiry and education: John Dewey and the quest for democracy. SUNY Press, 2006.]] | ||
| + | [[http://books.google.com/books?id=6byksA2b9_YC|Benson, Chris, and Christian, Scott. Writing to make a difference: classroom projects for community change. Teachers College Press, 2002.]] | ||
| - | Benson, Chris, and Christian, Scott. Writing to make a difference: classroom projects for community change. Teachers College Press, 2002. | + | [[http://books.google.hr/books?id=fsSPnW9jxbEC|Brew, A. The nature of research: Inquiry in academic contexts. New York : Routledge/Farmer. 2001.]] |
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| - | Brew, A. The nature of research: Inquiry in academic contexts. New York : Routledge/Farmer. 2001. | + | |
| - | Allen, P. and Greeves, H. Inquiry-based learning: A case study in Asian Studies. HERDSA News, 21-23. April 2005. | + | [[http://trove.nla.gov.au/goto?i=x&w=153076977&d=http%3A%2F%2Fwww.herdsa.org.au%2Fwp-content%2Fuploads%2F2007%2F06%2F1_herdsa_news_april_2005.pdf|Allen, P. and Greeves, H. Inquiry-based learning: A case study in Asian Studies. HERDSA News, 21-23. April 2005.]] |
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