Reflection 2: Views of learning

Inquiry Based Learning

Reporting:
Describe the concept or event

Inquiry based learning is a process of learning developed through student discovery

by asking questions, solving problems or evaluating scenarios. It is a collaborative learning
experience in which students answer a question by analysing information themselves
(Blessinger & Blessinger, 2015). It draws on constructivist ideas of learning where students
construct new ideas or concepts based upon their experiences and prior knowledge (Olagoke
et al., 2014). Inquiry based learning ranges from a rather structured and guided activity,
where beginner inquiry skills are developed, to the advanced independent research (Olagoke
et al., 2014).

Responding:
React to the concept or the event. What do you think or feel about the concept?

I believe Inquiry Based Learning is an effective learning process as it encourages

students to construct their own understanding about topics, ideas, or concepts they are
genuinely interested in (Chin & Chin, 2007). I feel that by placing student ideas and
questions at the centre of the learning experience will result in increased engagement,
participation and motivation which leads to deeper understanding, a higher degree of
reflection, and the achievement of higher order learning (Berg et al., 2003).

Relating:
Connect the concept to past experiences, other concepts and/or author’s ideas

Inquiry Based Learning (IBL) is a constructivist approach to learning as it draws on

generating information and developing one’s own understanding based on personal or
societal experiences (Bächtold & Bächtold, 2013). The collaborative nature of IBL to
promote the construction of knowledge through interaction with others is a social
constructivist approach to learning (Bell et al., 2010). Inquiry based learning also aligns with
concepts of Metacognition such as Regulation of Cognition and Knowledge of Cognition as
students are assumed to undergo processes such as self-reflection, self-regulation and
metacognitive judgements throughout inquiry activities (Bannister-Tyrrell et al., 2014).
Inquiry based learning also aligns with the cognitive domain of Bloom’s taxonomy, which
separates into major subcategories: knowledge, comprehension, application, analysis,
synthesis and evaluation (Berg et al., 2003).

Reasoning:
Evaluate and analyse how the concept or the event is challenging your existing framework of
understanding

After researching into Inquiry Based Learning I felt a sense of excitement and
motivation to use Inquiry activities within my classroom. The thought of getting students
engaged in learning through invoking their own questions and ideas about topics, ideas and/or
concepts of their own interests aligns well with my approach to teaching. Upon further
reading I came to realise that implementing IBL in the classroom would not be an easy or
quick task. IBL requires students to have the fundamental Inquiry skills before progressing to
the more advanced stages of Inquiry learning (Wu & Hsieh, 2006). IBL will also take
thorough planning before implementation (Blessinger & Blessinger, 2015). As a teacher, it is
vital that student’s ideas and interests are placed at the centre or learning. This requires an
extensive understanding of student’s needs, and strong student-teacher relationships which
can only be developed with time (Olagoke et al., 2014). Now, I wonder, how much time will
it take to progress through the stages of Inquiry learning before meaningful and authentic
learning begins?
As Inquiry Based Learning has a strong focus on western scientific processes of
learning. I am also questioning its applicability to a classroom in which students’ ways of
knowing and learning may be diverse. How does IBL fit in with Indigenous student’s way of
learning?

Reconstructing:
Discuss how the concept or event will impact on your future practice or how the concept has
impacted on your viewpoint or understanding
 To engage students in Inquiry based learning, it is apparent that student ideas and
questions must be placed at the centre of the learning experience. As a teacher, I must be
highly aware of students needs to cater for a wide range of abilities and a wide range of
interests in the classroom. Students must be strongly supported. To support students in their
own learning, comes with an appropriate level of scaffolding. For example, dialogic, critical
and thought-provoking questions will give students time to think and answer (Chin & Chin,
2007). According to Olagoke et al. (2014) the teacher is a key factor in a classroom and must
possess certain attitudes and skills to encourage student success in the inquiry-based
classroom. My efforts will ensure that subject matter is of interest to my students and that the
subject matter will offer “inquiry potential” in terms of opportunities for students to engage in
sustained inquiry of their own.

References

Bächtold, M., & Bächtold, M. (2013). What Do Students "Construct" According to

Constructivism in Science Education? Research in Science Education, 43(6), 2477-
2496. doi:10.1007/s11165-013-9369-7
Bannister-Tyrrell, M., Smith, S., Merrotsy, P., Cornish, L., Bannister-Tyrrell, M., Smith, S., .
. . Cornish, L. (2014). Taming a 'many-headed monster' : Tarricone's taxonomy of
metacognition. TalentEd, 28(2014), 1-12.
Bell, T., Urhahne, D., Schanze, S., Ploetzner, R., Bell, T., Urhahne, D., . . . Ploetzner, R.
(2010). Collaborative Inquiry Learning: Models, Tools, and Challenges. International
Journal of Science Education, 32(3), 349-377. doi:10.1080/09500690802582241
Berg, C. A. R., Bergendahl, V. C. B., Lundberg, B., Tibell, L., Berg, C. A. R., Bergendahl, V.
C. B., . . . Tibell, L. (2003). Benefiting from an open-ended experiment? A
comparison of attitudes to, and outcomes of, an expository versus an open-inquiry
version of the same experiment. International Journal of Science Education, 25(3),
351-372. doi:10.1080/09500690210145738
Blessinger, P., & Blessinger, P. (2015). Inquiry-Based Learning for Multidisciplinary
Programs : A Conceptual and Practical Resource for Educators. Bradford: Emerald
Group Publishing Limited.
Chin, C., & Chin, C. (2007). Teacher questioning in science classrooms: Approaches that
stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815-
843. doi:10.1002/tea.20171
Olagoke, A., Mobolaji, O., A, D., Olagoke, A., Mobolaji, O., & A, D. (2014). INQUIRY-
BASED LEARNING APPROACHES:THE BEST PRACTICE FOR BASIC
SCIENCE TEACHERS. International Journal of Current Research and Review,
6(15), 15-19.
Wu, H. K., & Hsieh, C. E. (2006). Developing Sixth Graders’ Inquiry Skills to Construct
Explanations in Inquiry‐based Learning Environments. International Journal of
Science Education, 28(11), 1289-1313. doi:10.1080/09500690600621035