RSA #1: Inquiry-Based Learning

RSA #1: Inquiry-Based Learning

Online Link: http://files.eric.ed.gov/fulltext/EJ1001628.pdf

Online Link: http://files.eric.ed.gov/fulltext/EJ976562.pdf

Online Link: http://www.thirteen.org/edonline/concept2class/inquiry/

Online Link: http://www.teachthought.com/learning/20-questions-guide-inquiry-based-learning/

Online Link: http://www.inquirybasedlearning.org/?page=What_is_IBL

Online Link: http://www.teachthought.com/learning/4-phases-inquiry-based-learning-guide-teachers/

Inquiry-based learning can best be described as students seeking information to guide their learning.  The traditional approach does not allow students to dig deeper into the content.  Teachers teach facts but the information is expected to be regurgitated on assignments and tests instead of learning concepts and skills to develop a deeper knowledge of the content.  Inquiry-based learning encourages the “need or want to know” (Workshop: Inquiry-based learning, 2004).  Asking questions is the key to inquiry-based learning.  Students take one main idea find a need to inquire about the topic Heick (2013).  Figure 1 gives examples of twenty questions used to help guide students as they seek out information on a particular topic (20 questions to guide inquiry-based learning, 2013).  With inquiry-based learning, the student and the subject matter, along with the educational interaction is the main focus of the experience.  Other important aspects of inquiry-based learning are engagement throughout the activities and collaborating opportunities (What is IBL? Transformative Experiences for Students, 2013).     

Figure 1.  The inquiry process.

According to Al Musawi, Asan, Abdelraheem and Osman, M. (2012), “A well-designed learning environment can enhance student’s learning experiences” (p. 6).  In this study, it describes what inquiry-based learning is and shows evidence that inquiry-based learning encourages students to seek information to questions by researching and collaborating with peers. It allows students understand skills, not just content. Students develop communication, critical thinking, and problem-solving skills to find answers, not just regurgitating information.  Al Musawi, A., Asan, A., Abdelraheem, A. and Osman, M. (2012) describe inquiry-based learning as “cycle or a spiral, which involves formulation of a question, investigation, creation of a solution or an appropriate response, discussion, and reflection in connection with results” (p. 2).  The cycle is never ending because at no point will all the questions be answered.  If a discussion is done correctly, the discussion will continue, generating more question to seek answers for.  This peer-reviewed article discusses the benefits of inquiry-based learning and how technology can have a great impact on student understanding and student achievement.  This article explains how the UK Open University’s OpenLearn used Moodle and Compendium to implement a web-based inquiry-learning lesson.  They discovered that with appropriate technologies, there is benefit from the collaboration and pedagogical strategies.  Throughout the case study, Al Musawi, Asan, Abdelraheem and Osman (2012) indicated there are five phases when using inquiry-based learning concepts.  The five phases are ask, investigate, create, discuss, and reflect.  In the ask phase, it is important to know what question is being asked.  Students need to indicate what their focus is.  Following the ask phase is the investigation phase where students seek information then the students create (creation phase) some type of presentation.  The class discusses (discussion phase), this is something that can be done through discussion boards, blogs, etc.  The final phase is the reflection phase where students can share their feelings about the process.  Identifying these five phases aids in student success and can “increase students’ ability to apply what they learn to new situations” (Al Musawi, Asan, Abdelraheem, and Osman, 2012, p. 6).

WebQuests are very effective when incorporating inquiry-based learning lessons.  Hakverdi-Can* and Sönmez (2012) indicated not only are WebQuests successful, but they provide a positive experience for the students and teachers.   Hakverdi-Can* and Sönmez (2012) did this by examining the experience and reflections of the teacher participant’s using qualitative research. Teachers specifically indicated they have intentions on using WebQuests in future lessons.  This study used less experienced teachers and asked them to design a WebQuest for middle school students.  Studies support that “students who use these approaches in science achieve significantly higher learning outcomes than those using a traditional textbook approach” (Hakverdi-Can* and Sönmez, 2012, p. 339).  Teachers have a key role when implementing technology into inquiry-based learning environments.  They must fully understand what inquiry-based learning entails prior to implementing the technology so the information known about inquiry-based learning can be transferred into appropriate technology applications.  Teachers can be reluctant to use technology within inquiry-based lessons due to a variety of issues including inability to handle technology issues, the different levels of students, which then causes the inability to differentiate for students due to lack of experience with technology.  Resources are growing online for teachers, but teachers still need to be educated.  It is important to keep in mind the safety of the students when incorporating technology into inquiry-based learning lessons (i.e. chat rooms and inappropriate content on websites). More professional development opportunities are becoming available for teachers (Hakverdi-Can* and Sönmez, 2012).

Both Hakverdi-Can* and Sönmez (2012) and Al Musawi, Asan, Abdelraheem and Osman (2012) supported inquiry-based learning and have great supporting evidence demonstrating inquiry-based learning is successful.  Hakverdi-Can* and Sönmez (2012) suggested the five phases of inquiry-based learning, which is very similar to the four phases of inquiry-based learning as mentioned in Heick (2013).  Heick’s (2013) four phases included interaction, clarification, questioning and design.  There are multiple inquiry-based learning models.  The difference between these two phase processes is the reflection phase and discussion phase that Hakverdi-Can* and Sönmez (2012) explained.  This process is elaborated and geared more towards using technology to aid in inquiry-based learning.  Al Musawi, Asan, Abdelraheem and Osman (2012) and Hakverdi-Can* and Sönmez (2012) discussed more in-depth how technology can help inquiry-based learning and what technology to use when implementing technology in inquiry-based lessons.  The WebQuest used in Hakverdi-Can* and Sönmez (2012) gives the students an adventure when learning instead of step by step instruction.   What is IBL? Transformative Experiences for Students (2013) supports the WebQuest (Hakverdi-Can* and Sönmez, 2012) and adventure by having teachers as facilitators and guides versus one who shows them the facts.  Teachers using the WebQuest are motivated to take the inquiry-based learning approach as mentioned in Hakverdi-Can* and Sönmez (2012).  When teachers use the inquiry-based learning approach, the classroom begins to look different.  One identifier is the teacher is no longer sitting behind a desk, but instead up and moving around the classroom engaging in the content and students (Workshop: Inquiry-based learning, 2004).  These are motivated teachers acting as facilitators for their learners.   All the articles supported each other when referring to the concepts of inquiry-based learning. There was a lot of overlap in concepts and an ample amount of evidence showing that inquiry-based learning, when supported with technology and educated technology savvy teachers, is successful and can benefit student learning.

Inquiry-based learning using technology can be implemented in the health classroom by creating a WebQuest for any of the units (i.e. nutrition, fitness, environmental health, etc.).  This would be a great introduction activity to get the students introduced to the topic.  The students are exposed to the topic on a broader spectrum but still get exposed to detailed information regarding the topic.  The information learned is sought out by the learner and not dictated by the teacher.  A WebQuest is appropriate when learning about the Digestive system because it is a great way to introduce all the organs in a fun and engaging way.  The WebQuest is a great resource for any culminating project because it exposes the students to a variety of organs as well as multiple websites for the students to continue seeking knowledge.  As mentioned in Hakverdi-Can* and Sönmez (2012), teachers are motivated to use WebQuests and have positive experiences using them.  

References

(2004). Workshop: Inquiry-based learning.  Concept to classroom. Ed online. Retrieved from http://www.thirteen.org/edonline/concept2class/inquiry/

(2013). 20 questions to guide inquiry-based learning.  Teacher Thought.  Retrieved from http://www.teachthought.com/learning/20-questions-guide-inquiry-based-learning/

(2013). What is IBL? Transformative experiences for students. Academy of inquiry-based learning. Retrieved from http://www.inquirybasedlearning.org/?page=What_is_IBL

Al Musawi, A., Asan, A., Abdelraheem, A. & Osman, M. (2012).  A case of web-based inquiry learning model using learning objects.  The Turkish Online Journal of Educational Technology, 11(1).  

Hakverdi-Can*, M. & Sönmez, D. (2012).  Learning how to design a technology supported inquiry-based learning environment.  Science Education International, 23(4), 338-352.

Heick, T. (2013).  4 Phases of inquiry-based learning: a guide for teachers.  Te@chTought. Retrieved from http://www.teachthought.com/learning/4-phases-inquiry-based-learning-guide-teachers/