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Learning through inquiry provides students with the opportunity to construct their own
knowledge through exploration, collaboration using authentic learning tasks (Buchanan, Harlan,
Bruce, & Edwards, 2016). As a teacher-librarian, I work cooperatively with many staff members
to create units of research and inquiry for students. According to Branch (2003), inquiry based
learning is “a process where students formulate questions, investigate widely, and then create
new knowledge” (p. 6). I have witnessed first-hand the positive impact inquiry-based learning
has on student engagement and learning. Inquiry based learning (IBL) helps students to develop
their critical thinking and problem-solving skills, which in turn will better prepare them for
future learning. IBL and the development of critical thinking skills is interwoven into the new
BC curriculum, and it is important for students to begin developing these skills as soon as
possible (British Columbia Ministry of Education, 2016). Creating opportunities for inquiry is a
fundamental part of my teaching practice. I relish the opportunity to engage students in authentic
learning and support them in their development of deep, adaptable, skills and abilities. Students
from very young age can benefit greatly from inquiry-based learning (Buchanan et al., 2016).
The lesson plan I have shared is for Grade 1 students. It is a guided inquiry focusing in
animal adaptations. The content of the lesson is cross-curricular and incorporates aspects of the
Humanities and Science subject areas. Inquiry based learning lends itself well to diverse
learning needs as student outcomes and assessment can be modified and adapted both in
assessment and outcomes. The lesson plan included is part of a larger Science unit on animals,
the local environment, and First Peoples principles of learning. The lesson incorporates many
constructivist strategies for learning. The lesson is student-centered, collaborative, active, and
CONSTRUCTIVISM AND E-LEARNING 3
reflective in its content. Using these strategies, students are able to connect more authentically
with their learning and transfer the new skills and abilities to other areas of their learning journey
In reflecting on the course learnings, I wondered, “how does inquiry fit with the
attainment of knowledge and individual belief systems?” At the very basic level, knowledge is
the acquisition of information through justified, true belief (Pritchard, 2014). The focus of
perspective and it is important for leaners to construct their own knowledge for meaningful
learning to occur (Hmelo-Silver, Duncan, & Chinn, 2009). Inquiry based learning follows many
aspects of constructivism as it pushes students to draw on both their experiences as well as their
epistemic values. An epistemic virtue pushes the learner to make connections and aim for truth in
knowledge (Pritchard, 2014). These epistemic virtues include curiosity, creativity, and critical
thinking. Both constructivism and inquiry-based learning place high value on acquiring and
enhancing these skills. Another aspect where inquiry and knowledge intersect is the
consideration of different kinds of knowledge. Pritchard (2014), states we come to most of our
knowledge through the testimony of others. Most of what we know comes from others, rather
than through research. Part of inquiry is interacting not only with testimonial knowledge from
the teacher and peers, but also with empirical and scientific knowledge acquired through research
and investigation. Inquiry learning creates opportunities for students to extend and enhance
Constructivism is a theory of learning and not a blueprint of how one should teach
(Fosnot, 2005). “Learning” is not a static event; rather it happens through experience, social
interaction and engagement all along the way. The focus of constructivism is the process and not
simply the end assessment or achievement. Constructivist theory views learning as active,
complex and non-linear (Fosnot, 2005). Students are encouraged and guided by their teachers to
strive for understanding of the content through exploration and hands on learning. Inquiry-based
learning engages students in learning with a supportive, inquisitive, and curiosity driven
environment. Students cooperate, collaborate, and explore and connect with the content during
lessons with an IBL framework. The less restrictive environment, paired with greater student
autonomy serves to drive at understanding and the acquisition of transferable skills and abilities
(Buchanan et al., 2016). Collaboration with peers serves to help students construct knowledge
throughout the inquiry process (Lau, Lui, & Chu, 2016). Much like constructivism, inquiry
requires a strong epistemological foundation and the presumption that knowledge is socially
constructed.
experiences (Bacon & Matthews, 2014). Teachers draw on their learners’ ideas and help to build
on student’s existing knowledge to create opportunities for more thoughtful curiosity and
understanding (Bacon & Matthews, 2014). When students have some autonomy and freedom
over their learning, the experience becomes more authentic. In the lesson I shared, students work
through a guided process of inquiry that is open to student ideas, makes room for questioning
and encourages explanation. Teacher guidance during a unit of inquiry is a key factor in the
Educational Context
knowledge by the learner (Fosnot, 2005). Constructivist teaching strategies are grounded in
exploration, discovery, accommodation and reflection. Baviskar, Hartle, & Whitney (2009)
Lessons created with IBL in mind seek to engage students, make space for exploration and
explanation, gives students the opportunity to elaborate and then evaluate their own learning
(Baviskar et al., 2009). This mirrors the 5E learning model developed by Roger Bybee (Sahin &
Baturay, 2016). The 5E models encourages learners to construct knowledge through discovery,
questions, and experiences. The five phases of the 5E model include engagement, exploration,
explanation, elaboration, and evaluation. At each stage, students work to conceptualize and
construct their own knowledge (Sahin & Baturay, 2016). Rather than being the expert that
simply disseminates knowledge, the teacher acts as a guide who supports students along the way
we are constantly interacting with the world around us and constructing and transforming the
information we receive (Lau, et al., 2016). Fosnot (2005), points out learning happens during
disequilibrium when students expand and reach beyond their current academic state and grasp
for new knowledge. Vygotsky proposed the zone of proximal development (ZPD) as the place
where students are able to bridge the gap in their knowledge with the assistance of a more
can use to help students bridge the gap between what they know and what they are learning.
Scaffolding consists of hints and props for students to utilize while climbing the ladder to
deeper understanding. Bruner is recognized with identifying and understanding the benefits of
scaffolding with students. During scaffolding, the educator creates an environment in which
learners discover new possibilities and options for consideration (Fosnot, 2005). Several studies
(Lau et al., 2016, van Uum, Verhoeff, & Peeters 2017, and Hmelo et al., 2009) indicate success
in IBL units can be credited to extensive scaffolding of skills and abilities throughout the
process. As students become more confident in their abilities, teachers can move from hard
scaffolds (static support) to soft scaffolds (dynamic and situational). This process requires the
teacher to continually check-in with students for understanding and provide the needed support
(van Uum et al., 2017). Inquiry based learning with the practice of scaffolding, supports students
in developing their understanding of the inquiry process. Throughout my shared lesson students,
have opportunities for extended questioning, exploration, and reflection on their learning.
The lesson plan is below in a template I adapted from SD40 (New Westminster).
CONSTRUCTIVISM AND E-LEARNING 7
Curricular Connections
Big Ideas Essential Questions
What will students remember long after the unit is over? What driving questions will frame the learning? (open-ended;
(enduring understandings) connected to Big Ideas)
Living things have features and behaviors How do animals adapt to their
Understand
Core Competencies
Which core competency or competencies will be focused on in this unit?
Communication Creative Thinking Critical Thinking Positive Personal and Cultural Identity
Personal Awareness and Responsibility Social Responsibility First Peoples Principles of Learning
Communication
While interacting with a variety of texts, students will be able to acquire, interpret and
present Information as well as collaborate, connect and engage with their peers.
Critical Thinking
Students can ask questions, make predictions, and use senses to gather information. The
goal is for students to explore with a purpose in mind and use what is learned.
Students can tell or show something about their thinking. They can contribute to and
use simple criteria.
Students can find evidence and make judgements
Curricular Competencies
Which process skills will students be applying in order to learn the content? List only those that will be assessed.
Content
What knowledge will students learn and be assessed on?
Assessment
Formative
How will information be gathered about what students already know (i.e., pre-assessment/accessing prior knowledge)? What
strategies will be used to evaluate student learning and adjust teaching? Where will students have the opportunity to share their
understanding in order to receive feedback, revise and improve?
Reflective
What opportunities will there be for students to reflect on their thinking and feelings as part of their learning? (e.g., self/peer evaluations, partner talk,
goal setting, journaling, etc.)
AS Learning
Students will share their completed concept maps with their peers and indicate which
they were most excited or surprised to learn about (reflect)
Teacher will circulate and prompt students to extend their thinking through open-
ended questioning - evaluate (5E model)
CONSTRUCTIVISM AND E-LEARNING 9
Summative
How will students demonstrate their understanding of the curricular connections listed above (e.g., performance task, project, portfolio, test, etc.)?
How will the assessment criteria be communicated to or created with students?
Researching Information
Use a variety of information (websites, short film, non-fiction texts) (empirical knowledge,
scientific knowledge)
After interacting with the resources students will be able to identify salient information (main
idea, supporting sentences)
Creating an Artifact
Sort and classify data and information using drawings, pictographs (curricular competency,
OF Learning
Science)
Plan and create a variety of communication forms for different purposes and audiences
(curricular competency, ELA)
Create artistic works collaboratively and as an individual, using ideas inspired by imagination,
inquiry, experimentation, and purposeful play
Assessment Criteria
Assessment will be based on how well students are able to demonstrate their understanding of
the inquiry questions. (concept map – done pictorially or with Pictures and labels)
Teacher observation, student sharing, class discussions, extending questioning, collaboration
between peers,
At the end of research – students are able to Organize and connect their information – from
graphic organizer into concept map
Guided concept map will be create by each student – using the information gathered during
inquiry
Unit At a Glance
BEFORE – elicit prior knowledge
Planning Essentials: Begin unit with a reading of Taan’s Moons (book with focus on bears,
Extensions and changing of the seasons, and first peoples principles of nature)
adaptations
Aligns with o Read story and provide time for questions and connections
assessment
with the students – ensure lots of think time for students to
Timelines
make connections (engage, prior knowledge)
o narrow our research list to 3-5 local animals – students are able
to make a choice on which animal they want to focus on
Revisit concept map from previous lesson – have students focus on the
questions they are trying to answer – teacher will move around the
room questioning and guiding students through this process
(scaffolding, drawing on epistemic virtues)
Small group work – students will work together in their animal groups
to research facts
Students will have access to both electronic and print resources for
their research.
Research will come from graphic organizer and it will help with the
creation of the concept map - teacher will demonstrate (scaffold)
Guided process – students will have a template concept map to fill in.
Students will do a pictorial concept map and labels added for clarity
Students will share their completed concept maps with their peers
and indicate which they were most excited or surprised to learn about
Students will create a piece art using their researched animal in the
same style as the pictures in Taan’s Moons.
Resources
References
Baviskar, S. N., Hartle, R. T., & Whitney, T. (2009). Essential criteria to characterize
constructivist teaching: Derived from a review of the literature and applied to five
31(4), 541-550.
Bacon, K. & Matthews, P. (2014). Inquiry based learning with young learners: a Peirce-based
model employed to critique a unit of inquiry on maps and mapping. Irish Educational
Branch, J. (2003) Inquiry-based learning: the key to student success. School Libraries in
British Columbia Ministry of Education. (2016). BC’s new curriculum guide: English language
language-arts/5
Buchanan, S, Harlen, M.A., Bruce, C., & Edwards, S. (2016) Inquiry based learning models,
Fosnot, C.T. (2005). Constructivism: Theory, Perspectives, and Practice, (2nd ed). Kindle Ed.
Hmelo, C.E., Duncan, R.G., & Chinn, C.A. (2007) Scaffolding and achievement in problem-
based and inquiry learning: a response to Kirschner, Sweller and Clark (2006).
Lau, W. F., Lui, V., & Chu, S.K., (2017). The use of wikis in a science inquiry-based project in a
Pritchard, D. (2014). What is this thing called knowledge? (3rd ed.) New York: Routledge
Sahin, S.M., & Baturay, M.H., (2016). The effect of 5E-learning model supported with
van Uum, M.S., Verhoeff, R.P., & Peeters, M (2017). Inquiry-based science education: