Inquiry-based learning: Difference between revisions

Revision as of 14:40, 6 January 2025

Revision as of 22:09, 12 February 2025

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#Phenomena are proposed but students must develop their own questions and method for research to discover relationships among variables

The graduated levels of scientific inquiry outlined by Schwab demonstrate that students need to develop thinking skills and strategies prior to being exposed to higher levels of inquiry.<ref name="Schwab, J 1966" /> Effectively, these skills need to be scaffolded by the teacher or instructor until students are able to develop questions, methods, and conclusions on their own.<ref name="Ban chi, H. 2008:4">Ban{{Cite chi,journal |last=Banchi |first=H., & |last2=Bell, |first2=R. (|date=October 2008). |title=The Many Levels of Inquiry |url=https://www.michiganseagrant.org/lessons/wp-content/uploads/sites/3/2019/04/The-Many-Levels-of-Inquiry-NSTA-article.pdf |journal=[[Science and Children,]] |volume=46( |issue=2), 26–29.|pages=26—29}}</ref>

== Characteristics ==

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=== Levels ===

There are many different explanations for inquiry teaching and learning and the various levels of inquiry that can exist within those contexts. The article titled ''The Many Levels of Inquiry'' by Heather Banchi and Randy Bell (2008)<ref>Bell, R.,name=":4" Banchi, H. (2008). The Many Levels of Inquiry. Science & Children, 46(2), 26–29.</ref> clearly outlines four levels of inquiry.

'''Level 1''': Confirmation inquiry<br />

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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">National Science Education Standards. (1996). National Academy Press. Washington, DC.</ref> Additionally, not every hands-on lesson can be considered inquiry.

Some educators believe that there is only one true method of inquiry, which would be described as the level four: Open Inquiry. While open inquiry may be the most authentic form of inquiry, there are many skills and a level of conceptual understanding that the students must have developed before they can be successful at this high level of inquiry.<ref name="Ban chi, H. 2008:4" /> While inquiry-based science is considered to be a teaching strategy that fosters higher order thinking in students, it should be one of several methods used. A multifaceted approach to science keeps students engaged and learning.

== Criticism ==