Content deleted Content added
m v2.05b - Bot T19 CW#25 - Fix errors for CW project (Heading hierarchy) |
Cleanup/tags |
||
Line 2:
{{Use dmy dates|date=August 2020}}
{{Use American English|date=April 2021}}
{{More citations needed|date=October 2023}}
'''Inquiry-based learning''' (also spelled as '''enquiry-based learning''' in [[British English]]){{efn|The UK dictionaries Collins and Longman list the spelling "inquiry" first, and Oxford simply calls it another spelling, without labeling it as US English.<ref>{{Cite web|title=enquiry (noun)|url=https://www.oxfordlearnersdictionaries.com/definition/english/enquiry?q=enquiry |website=www.oxfordlearnersdictionaries.com |publisher=[[Oxford University Press]] |access-date=2021-04-02}}</ref>}} is a form of [[active learning]] that starts by posing questions, problems or scenarios. It contrasts with [[traditional education]], which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a [[facilitator]] rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes [[problem-based learning]], and is generally used in small-scale investigations and projects, as well as [[research]].<ref>{{cite web |url=http://www.ceebl.manchester.ac.uk/ebl/ |title=What is Inquiry-Based Learning (EBL)? |website=Centre for Excellence in Enquiry-Based Learning |publisher=University of Manchester <!-- |access-date=October 2012 -->}}</ref> The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.<ref>{{citation |author=Dostál, J. |year=2015 |url=https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxkb3MwMDN8Z3g6MmU4MzM5YzA1YzcyNzM4 |title=Inquiry-based instruction: Concept, essence, importance, and contribution |___location=Olomouc |publisher=Palacký University |isbn=978-80-244-4507-6 |doi=10.5507/pdf.15.24445076}}</ref>
Line 55 ⟶ 56:
== Inquiry-based learning in academic disciplines ==
===
==== History ====
Line 72 ⟶ 73:
A catalyst for reform within North American science education was the 1957 launch of [[Sputnik 1|Sputnik]], the Soviet Union satellite. This historical scientific breakthrough caused a great deal of concern around the science and technology education the American students were receiving. In 1958 the U.S. congress developed and passed the [[National Defense Education Act]] in order to provide math and science teachers with adequate teaching materials.<ref name="science.education.nih.gov">National Institute for Health. (2005). Doing Science: The Process of Science Inquiry. [https://science.education.nih.gov/supplements/Process%20of%20Scietific%20Inquiry.pdf http://science.education.nih.gov/supplements/nih6/inquiry/guide/info_process-a.htm]</ref><ref>"National Defense Education Act | US Education Reform, 1958 | Britannica". ''www.britannica.com''. 2023-08-26. Retrieved 2023-10-04.</ref>
==== Science
America's '''[[Next Generation Science Standards|Next Generation Science Standards (NGSS)]]''' embrace student centered inquiry-based pedagogy by implementing a three part approach to science education: Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Cross Cutting Concepts (CCCs).<ref>{{Cite web |title=Home Page {{!}} Next Generation Science Standards |url=https://www.nextgenscience.org/ |access-date=2023-10-24 |website=www.nextgenscience.org}}</ref> The standards are designed so that students learn science by performing scientific practices in the classroom. Students use SEPs such as asking questions, planning and carrying out investigations, collaboration, data collection and analysis, argumentation from evidence, and more to learn the DCIs and CCCs in scientific content areas. These practices are comparable to the [[21st century skills|21st Century Skills]] that have been shown to be indicators of success in modern societies and workplaces regardless of whether that field is science based.<ref>Gewertz, C. (2007, June 8). “Soft Skills” in Big Demand. ''Education Week''. <nowiki>https://www.edweek.org/teaching-learning/soft-skills-in-big-demand/2007/06</nowiki></ref>
==== Pedagogical
Inquiry-based pedagogy in science education has been shown to increase students' scientific knowledge and literacy when compared to when students are taught using more traditional pedagogical methods.<ref name=":02">{{Cite thesis |title=Lego TC logo as a learning environment in problem-solving in advanced supplementary level design & technology with pupils aged 16-19 |url=http://dx.doi.org/10.5353/th_b3862630 |publisher=The University of Hong Kong Libraries |first=Ting-kau |last=Lo}}</ref><ref name=":1">{{Cite journal |last=Gormally |first=Cara |last2=Brickman |first2=Peggy |last3=Hallar |first3=Brittan |last4=Armstrong |first4=Norris |date=2009-07-01 |title=Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence |url=http://digitalcommons.georgiasouthern.edu/ij-sotl/vol3/iss2/16 |journal=International Journal for the Scholarship of Teaching and Learning |volume=3 |issue=2 |doi=10.20429/ijsotl.2009.030216 |issn=1931-4744}}</ref><ref name=":3">{{Cite journal |last=Nichols |first=Kim |last2=Musofer |first2=Reshma |last3=Fynes-Clinton |first3=Liz |last4=Blundell |first4=Rosanne |date=November 2022 |title=Design thinking and inquiry behaviours are co-constituted in a community of inquiry middle years’ science classroom context: Empirical evidence for design thinking and pragmatist inquiry interconnections |url=https://link.springer.com/10.1007/s10798-021-09711-4 |journal=International Journal of Technology and Design Education |language=en |volume=32 |issue=5 |pages=2527–2551 |doi=10.1007/s10798-021-09711-4 |issn=0957-7572}}</ref> However, even though students in inquiry-based classrooms are shown to have higher scientific knowledge, they have also been shown to have increased frustration and decreased confidence in scientific ability when compared to their peers taught using traditional methods.<ref name=":1" /><ref name=":2">{{Cite journal |last=Makkonen |first=Taina |last2=Tirri |first2=Kirsi |last3=Lavonen |first3=Jari |date=November 2021 |title=Engagement in Learning Physics Through Project-Based Learning: A Case Study of Gifted Finnish Upper-Secondary-Level Students |url=http://journals.sagepub.com/doi/10.1177/1932202X211018644 |journal=Journal of Advanced Academics |language=en |volume=32 |issue=4 |pages=501–532 |doi=10.1177/1932202X211018644 |issn=1932-202X}}</ref> In cases where students' scientific knowledge in an inquiry based classroom was not significantly different than their peers taught in traditional methods, student problem solving ability was found to be improved for inquiry learning students.<ref name=":02"/> Inquiry as a pedagogical framework and learning process fits within many educational models including Problem Based Learning and the 5E Model of Education.
===== Problem-based learning =====
Inquiry as a pedagogical framework has been shown to be especially effective when used along [[Problem-based learning|problem based learning]] (PBL) assignments.<ref name=":02" /><ref name=":42">{{Cite journal |last=Saleh |first=Asmalina |last2=Phillips |first2=Tanner M. |last3=Hmelo‐Silver |first3=Cindy E. |last4=Glazewski |first4=Krista D. |last5=Mott |first5=Bradford W. |last6=Lester |first6=James C. |date=September 2022 |title=A learning analytics approach towards understanding collaborative inquiry in a problem‐based learning environment |url=https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13198 |journal=British Journal of Educational Technology |language=en |volume=53 |issue=5 |pages=1321–1342 |doi=10.1111/bjet.13198 |issn=0007-1013}}</ref><ref name=":52">Quitadamo, Ian J, and Ryan Campanella. “Cougars, Curriculum, and Community.” ''The Science Teacher'', vol. 72, no. 4, 1 April 2005, pp. 28–31. Accessed 24 September 2023.</ref> As a student-centered strategy, PBL fits well within an inquiry based classroom. Students learn science by performing science: asking questions, designing experiments, collecting data, making claims, and using data to support claims. By creating a culture and community of inquiry in a science classroom, students learn science by working collaboratively with their peers to investigate the world around them and ways to solve problems affecting their communities.<ref name=":52" /> Students confronted with real world problems that affect their everyday lives are shown to have increased engagement and feel more encouraged to solve the problems posed to them.<ref name=":52" />
The 5E Model of Science Education is a planning structure that helps science teachers develop student centered inquiry-based lessons and units. In the 5E model, students learn science by exploring their questions using the same approach scientists explore their questions. By using this approach, science teachers help their students connect scientific content learned in the classroom with phenomena from their own lives and apply that learning to new areas, in science and beyond. <ref name=":8">{{Cite web |title=How to Use the 5E Model in Your Science Classroom |url=https://www.edutopia.org/article/how-use-5e-model-your-science-classroom/ |access-date=2023-10-05 |website=Edutopia |language=en}}</ref>
Line 94:
* <u>Evaluate</u>: In this stage students evaluate their own learning and the teacher evaluates student understanding and ability to apply knowledge to multiple areas. This can be done in a formal assessment, a project, presentation, paper, or any other type of culminating assessment. <ref name=":8" />
==== Collaboration and
Effective collaboration and communication is an integral part of scientists' and engineers' everyday lives and their importance is reflected in the representation of these skills in he SEPs of the NGSS. Inquiry education supports these skills, especially when students take part in a ''community of inquiry''.<ref name=":3"/><ref name=":52"/> Students who are actively collaborating and communicating in an inquiry based science class exhibit and develop many of these skills.<ref name=":42"/><ref name=":52" /><ref name=":3"/><ref name=":02"/> Specifically, these students:
Line 103:
* support their peers' growth and search for knowledge
===
The College, Career, and Civic Life (C3) Framework for Social Studies State Standards was a joint collaboration among states and social studies organizations, including the National Council for the Social Studies,<ref name=":0" /> designed to focus social studies education on the practice of inquiry, emphasizing "the disciplinary concepts and practices that support students as they develop the capacity to know, analyze, explain, and argue about interdisciplinary challenges in our social world."<ref name=":0" /> The C3 Framework recommends an "Inquiry Arc" incorporating four dimensions: 1. developing questions and planning inquiries; 2. applying disciplinary concepts and tools; 3. evaluating primary sources and using evidence; and 4. communicating conclusions and taking informed action.<ref name=":0">{{Cite web|url=https://www.socialstudies.org/c3|title=College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History|date=2013}}</ref> For example, a theme for this approach could be an exploration of etiquette today and in the past. Students might formulate their own questions or begin with an essential question such as "Why are men and women expected to follow different codes of etiquette?" Students explore change and continuity of manners over time and the perspectives of different cultures and groups of people. They analyze primary source documents such as books of etiquette from different time periods and form conclusions that answer the inquiry questions. Students finally communicate their conclusions in formal essays or creative projects. They may also take action by recommending solutions for improving school climate.<ref>{{Cite book|url=https://teachingwiththemes.com/index.php/book-1-info/|title=Exploring Vacation and Etiquette Themes in Social Studies: Primary Source Inquiry for Middle and High School|last=Resor|first=Cynthia Williams|publisher=Rowman and Littlefield|year=2017|isbn=978-1-4758-3198-6|___location=Lanham, Maryland}}</ref>
Line 109:
Robert Bain in ''[[How Students Learn]]'' described a similar approach called "problematizing history".<ref>Bain, R.B., Donovan, M.S. & Bransford, J.D. (Eds). (2005). "They thought the world was flat?": Applying the principles of How People Learn in teaching high school history. How Students Learn. Washington, D.C.: The National Academies Press. http://www.nap.edu/openbook.php?isbn=0309074339</ref> First a learning curriculum is organized around central concepts. Next, a question and primary sources are provided, such as eyewitness historical accounts. The task for inquiry is to create an interpretation of history that will answer the central question. Students will form a hypothesis, collect and consider information and revisit their hypothesis as they evaluate their data.
===
After Charles Pascal's report in 2009, the Canadian province of [[Ontario]]'s Ministry of Education decided to implement a full day kindergarten program that focuses on inquiry and play-based learning, called The Early Learning Kindergarten Program.<ref>{{cite web|last1=Pascal|first1=Charles|title=With Our Best Future in Mind|url=http://ywcacanada.ca/data/research_docs/00000001.pdf|access-date=11 October 2014|archive-date=20 October 2016|archive-url=https://web.archive.org/web/20161020211653/http://ywcacanada.ca/data/research_docs/00000001.pdf|url-status=dead}}</ref> As of September 2014, all primary schools in Ontario started the program. The curriculum document<ref name="MoE"/> outlines the philosophy, definitions, process and core learning concepts for the program. Bronfenbrenner's ecological model, Vygotsky's zone of proximal development, Piaget's child development theory and Dewey's experiential learning are the heart of the program's design. As research shows, children learn best through play, whether it is independently or in a group. Three forms of play are noted in the curriculum document, pretend or "pretense" play, socio-dramatic play and constructive play. Through play and authentic experiences, children interact with their environment (people and/or objects) and question things; thus leading to inquiry learning. A chart on page 15 clearly outlines the process of inquiry for young children, including initial engagement, exploration, investigation, and communication.<ref name="MoE">{{cite web|author=Ministry of Education|title=Early Learning Kindergarten Program|url=http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_english_june3.pdf|access-date=11 October 2014}}</ref> The new program supports holistic approach to learning. For further details, please see the curriculum document.<ref name="MoE"/>
Since the program is extremely new{{As of?|date=October 2023}}, there is limited research on its success and areas of improvement. One government research report was released with the initial groups of children in the new kindergarten program. The Final Report: Evaluation of the Implementation of the Ontario Full-Day Early-Learning Kindergarten Program from Vanderlee, Youmans, Peters, and Eastabrook (2012) conclude with primary research that high-need children improved more compared to children who did not attend Ontario's new kindergarten program.<ref>{{cite report |last1=Vanderlee |first1=Mary-Louise |last2=Youmans |first2=S |last3=Peters |first3=R |last4=Eastabrook |first4=J |title=Final report: Evaluation of the implementation of the Ontario full-day early-learning kindergarten program |url=http://www.edu.gov.on.ca/kindergarten/FDELK_ReportFall2012.pdf |url-status=dead |archive-url=https://web.archive.org/web/20140325185736/http://www.edu.gov.on.ca/kindergarten/FDELK_ReportFall2012.pdf |archive-date=2014-03-25 |date=Fall 2012}}</ref> As with inquiry-based learning in all divisions and subject areas, longitudinal research is needed to examine the full extent of this teaching/learning method.
===
Since 2013 Dutch children have the opportunity of inquiry learning to read. The program is from the Dutch developmental psychologist Ewald Vervaet, is named {{lang|nl|Ontdekkend Leren Lezen}} (OLL; 'Discovery Learning to Read') and has three parts.<ref>{{cite web|url=https://ontdekkendleren.nl/boeken |title= There is a fourth book. It is for children who are not reading mature and generally in kindergarten: Klank- en vormspel (Sound and form play)|access-date=2019-04-27|author=Ewald, Vervaet }}</ref> As of 2019, OLL is only available in Dutch.
Line 163:
#'i(consonant)e' – 'jibe', 'nice', 'tide', 'life', 'oblige', 'bike', 'file', 'time', 'fine', 'ripe', 'wise', 'kite', 'dive', 'size'.
== Misconceptions
There are several common misconceptions regarding inquiry-based science, the first being that inquiry science is simply instruction that teaches students to follow the scientific method. Many teachers had the opportunity to work within the constraints of the scientific method as students themselves and assume inquiry learning must be the same. Inquiry science is not just about solving problems in six simple steps but much more broadly focused on the intellectual problem-solving skills developed throughout a scientific process.<ref name="National Science Education Standards 1996"/> Additionally, not every hands-on lesson can be considered inquiry.
| |||