On-demand learning (also inquiry-based learning in English English) is an active form of learning that begins by asking questions, problems or scenarios - instead of presenting factual presentations or describing a smooth path to knowledge. This process is often assisted by a facilitator. The questioner will identify and examine problems and questions to develop their knowledge or solutions. Question-based learning includes problem-based learning, and is commonly used in small-scale investigations and projects, as well as research. Inquiry-based instruction is basically very closely related to the development and practice of thinking skills.
Video Inquiry-based learning
Histori
Question-based learning is primarily a pedagogical method, developed during the 1960s discovery learning movement in response to traditional forms of instruction - where people are required to memorize information from teaching materials, such as direct instruction and rote. The inquiry-based learning philosophy finds its predecessor in constructivist learning theory, such as Piaget, Dewey, Vygotsky, and Freire among others, and can be regarded as a constructivist philosophy. Generating information and making its meaning based on personal or social experience is called constructivism. The learning pedagogy of Dewey's experience (ie, learning through experience) consists of learners who actively participate in personal or authentic experiences to make meaning out of it. Investigations can be made through learning experiences because of the same conceptual values ​​of inquiry, which involve engaging with questionable content/material, as well as investigating and collaborating to make meaning. Vygotsky approached constructivism as learning from experiences influenced by society and facilitators. The meaning built on experience can be summed up as an individual or in a group.
In 1960, Joseph Schwab asked for an investigation divided into four different levels. It was later inaugurated by Marshall Herron in 1971, who developed Herron Scale to evaluate the number of investigations in certain laboratory exercises. Since then, there have been a number of proposed revisions and investigations can take many forms. There is a spectrum of available inquiry-based teaching methods available.
Maps Inquiry-based learning
Characteristics
Specific learning processes involving people during investigations include:
- Create their own question
- Obtain supporting evidence to answer the question (s)
- Explain the collected evidence
- Connect explanations to the knowledge gained from the investigation process
- Make arguments and justifications for explanation
Inquiry learning involves developing questions, making observations, conducting research to find out what information has been recorded, developing methods for experiments, developing instruments for collecting data, collecting, analyzing, and interpreting data, outlining possible explanations and making predictions for future studies.
Level
There are many different explanations for the teaching and learning of investigations and the various levels of inquiry that may exist within that context. The article titled The Many Levels of Inquiry by Heather Banchi and Randy Bell (2008) clearly outlines four levels of investigation.
Level 1 : Confirmation Questions
Teachers have taught specific themes or science topics. The teacher then develops questions and procedures that guide students through an activity where the results are known. This method is great for strengthening the concepts taught and for introducing students into learning to follow procedures, collecting and recording data correctly and to confirm and deepen understanding.
Level 2 : Structured Requests
The teacher gives a preliminary question and an outline of the procedure. Students should formulate an explanation of their findings through the evaluation and analysis of the data they collect.
Level 3 : Guided Inquiry Teachers only provide research questions for students. Students are responsible for designing and following their own procedures to test the question and then communicate their results and findings.
Level 4 : Open Question/True
Students formulate their own research questions, design and follow up with developed procedures, and communicate their findings and results. This type of question is often seen in a fair science context in which students direct their own investigative questions.
Banchi and Bell (2008) explain that teachers should begin their inquiry instruction at a lower level and work their way to open investigations to effectively develop students' inquiry skills. Open inquiry activities are only successful if students are motivated by intrinsic interest and if they are equipped with the skills to conduct their own research.
Open/learn the correct question
An important aspect of inquiry-based learning (and science) is the use of open learning, since evidence suggests that using only a lower-level investigation is not sufficient to develop critical and scientific thinking for its full potential. Open learning does not have a defined target or result that people should achieve. There is an emphasis on individual manipulation information and the creation of meaning from a set of material or specific circumstances. In many conventional and structured learning environments, people are informed of what results are expected, and then they are only expected to 'confirm' or show evidence that this is the case.
Open learning has many benefits. This means students not only experiment in routines like fashion, but actually think about the results they collect and what they mean. With traditional non-open lessons, there is a tendency for students to say that experiments are 'wrong' when they collect results contrary to what they are told. In open learning there is no wrong result, and students should evaluate the strengths and weaknesses of the results they collect themselves and determine their value.
Open learning has been developed by a number of science educators including American John Dewey and German Martin Wagenschein. Wagenschein's ideas specifically complement open-minded and inquiry-based learning in teaching work. He emphasized that students should not be taught bald facts, but must understand and explain what they learn. His most famous example was when he asked the physics student to tell him how fast the falling object was. Almost all students will produce an equation, but no student can explain what this equation means. Wagenschien uses this example to demonstrate the importance of understanding knowledge.
Inquisitive learning
The educational sociologist Phillip Brown defined curious learning as intrinsically motivated learning (eg by curiosity and interest in knowledge for his own benefit), as opposed to acquisitive learning that extrinsic motivated (eg by obtaining high marks on the test to obtain credentials). However, sometimes the term learning curious is only used as a synonym for investigation-based learning .
Educational science-based investigation
History of science education
Inquiry Learning has been used as a teaching and learning tool for thousands of years, however, the use of investigations in public education has a much shorter history. The philosophy of ancient Greek and Roman education focused more on the art of agricultural and domestic skills for the middle class and speech for the rich upper classes. It was not until the Enlightenment, or Age of Reason, during the late 17th and 18th centuries that the subject of Science was regarded as a respectable academic body of knowledge. Until the 1900s science studies in education had a primary focus on memorizing and organizing facts. Unfortunately, there is still evidence that some students still receive this type of science instruction today.
John Dewey, a prominent educational philosopher in the early twentieth century, was the first to criticize the fact that science education is not taught by developing young scientific thinkers. Dewey proposed that science should be taught as a process and a way of thinking - not as a subject with facts to be memorized. While Dewey was the first to draw attention to this issue, many reforms in science education followed Joseph Schwab's lifelong work and efforts. Joseph Schwab is an educator who proposes that science need not be a process for identifying stable truths about the world we live in, but science can be a flexible and multi-way process of thinking and learning. Schwab believes that science in the classroom should better reflect the work of practicing scientists. Schwab developed three levels of open investigation that aligned with the details of the inquiry process we see today.
- Students are given questions, methods, and materials and are challenged to find relationships between variables
- Students are asked questions, however, methods for research are up to students to develop
- Phenomena are proposed but students must develop their own questions and methods for research to find relationships between variables
Today, we know that students at all levels of education can successfully experience and develop higher-level thinking skills through scientific inquiry. The graduating level of the scholarly inquiry outlined by Schwab shows that students need to develop skills and thinking strategies before facing higher levels of investigation. Effectively, these skills need to be scaffolded by teachers or instructors until students are able to develop their own questions, methods, and conclusions. The catalyst for reform in the science education of North America was the launch of Sputnik, a satellite of the Soviet Union in 1957. This historical scientific breakthrough caused many concerns about science and technology education received by American students. In 1958 the US congress developed and passed the National Defense Education Act to provide mathematics and science teachers with sufficient teaching materials.
The American National Science Standards (NSES) (1996) describes six important aspects essential to inquiry learning in science education.
- Students should be able to recognize that science is more than just memorizing and knowing facts.
- Students should have the opportunity to develop new knowledge built on their previous scientific knowledge and ideas.
- Students will develop new knowledge by restructuring the understanding of previous scientific concepts and adding new information learned.
- Learning is influenced by the student's social environment in which they have the opportunity to learn from each other.
- Students will control their learning.
- The extent to which students can learn with deep understanding will influence how their new knowledge transfer is a real-life context.
In another discipline/program
Science is naturally suited for investigation and data collection, but it can be applied in other areas where people develop critical thinking and investigative skills. In history, for example, Robert Bain in his article on How Students Learn , explains how to "take issue" with history. The Bain idea is to first set the learning curriculum around central concepts. Furthermore, people who study the curriculum are asked questions and primary sources such as eyewitness history records, and the task of investigation is to create historical interpretations that will answer the main question. It is considered that through investigation, people will develop factual skills and knowledge that support their answer to a question. They will form a hypothesis, collect and consider information and review their hypothesis when they evaluate their data.
Ontario Ontario Childrens Program
Following Charles Pascal's report in 2009, the Canadian province of the Ontario Department of Education decided to adopt an all-day kindergarten program focusing on inquiry and play-based learning, called the Early Learning Kindergarten Program. As of September 2014, all primary schools in Ontario started this program. The curriculum document outlines the core philosophy, definitions, processes and concepts of learning for the program. The Bronfenbrenner ecological model, Vygotsky's proximal developmental zone, Piaget's child development theory and Dewey's learning experience are at the heart of program design. As the study shows, children learn best through play, either independently or in groups. Three forms of play are recorded in curriculum documents, pretending or "pretending" to play, socio-dramatic dramas and constructive games. Through play and authentic experience, children interact with their environment (people and/or objects) and question things; thus leading to inquiry learning. The chart on page 15 clearly outlines the process of inquiry for children, including initial engagement, exploration, inquiry, and communication. The new program supports a holistic approach to learning. For more information, please see the curriculum document.
Because the program is so new, there is limited research on the success and areas of improvement. A government research report was released with a group of early children in a new kindergarten program. Final Report: Evaluation of Full-Day Ontario Early Childhood Education (PAUD) Program from Vanderlee, Youmans, Peters, and Eastabrook (2012) concludes with a major study that children who are in need are better than those who do not attend Ontario new kindergarten program. As inquiry-based learning in all divisions and fields of study, longitudinal research is needed to fully examine this teaching/learning method.
Misconceptions about the question
There are some common misconceptions about the science of inquiry, the first being that inquiry science is only instruction that teaches students to follow the scientific method. Many teachers have the opportunity to work within the constraints of the scientific method because the students themselves and the learning of figures should be identical. The science inquiry is not only about solving problems in six simple but much broader steps focusing on intellectual problem-solving skills developed throughout the scientific process. Moreover, not every direct lesson can be considered a question.
Some educators believe that there is only one correct method of inquiry, which will be described as level four: Open Questions. Although open investigation may be the most authentic form of inquiry, there are many skills and levels of conceptual understanding that students must develop before they can succeed at this high level of inquiry. While science-based inquiry is considered a teaching strategy that fosters high-level thinking in students, it must be one of several methods used. A multifaceted approach in science keeps students engaged and learning.
Not every student will learn the same amount of inquiry lessons; students should be invested in learning topics to achieve authentically defined learning objectives. Teachers should be prepared to ask questions to students to investigate their thought processes to assess accurately. Science-Inquiry takes a lot of time, effort, and expertise; however, the benefits outweigh the costs when true authentic learning can occur.
The complexity of neuroscience
The literature states that investigation requires many processes and cognitive variables, such as causality and co-occurrences that enrich with age and experience. Kuhn, et al. (2000) used explicit training workshops to teach children in grades six through eight in the United States how to ask through quantitative studies. By completing an investigation-based task at the end of the study, the participants showed an improvement in mental models by implementing different inquiry strategies. In a similar study, Kuhan and Pease (2008) completed a longitudinal quantitative study following a series of American children from grades four to six to investigate the effectiveness of a scaffolding strategy for investigation. The results show that children benefit from scaffolding because they outperform the seventh grade control group on investigative work. Understanding the neurosciences of the inquiry who study the scaffolding process associated with it should be strengthened for the major Ontario teachers as part of their training.
Notes for educators
Question-based learning is the basis for the development of higher-order thinking skills. According to Bloom's Taxonomy, the ability to analyze, synthesize, and evaluate new information or understanding shows a high level of thinking. Teachers should encourage different thinking and allow students the freedom to ask their own questions and learn effective strategies to find answers. The high-level thinking skills that students possess have the opportunity to develop during the inquiry activities will assist in critical thinking skills that will be transferable to other subjects.
As shown in the above section on neuroscience inquiry, it is important to scaffold the students to teach them how to ask and ask through four levels. It can not be assumed that they know how to ask without basic skills. Scaffolding students at a younger age will result in learning to ask the rich later.
Question-based learning can be done in a variety of formats, including:
- Field work
- Case study
- Investigation
- Individual and group projects
- Research project
Remember to remember...
- The teacher is a Facilitator in an IBL environment
- Place students' needs and their ideas in the center
- Do not wait for perfect questions, keep some questions open.
- Work towards a common goal to understand
- Be faithful to the student's question path
- Teach directly based on need to know
- Encourage students to show lessons using various media
Need for teacher training
There is a need for professional collaboration when running a new inquiry program (Chu, 2009; Twigg, 2010). Teacher training and the process of using inquiry learning should be a common mission to ensure the maximum amount of resources used and that teachers produce the best learning scenarios. The scientific literature supports this idea. Twigg (2010) educational professionals who participate in their experiments emphasize year-round professional development sessions, such as workshops, meetings and weekly observations, to ensure that investigations are conducted in the classroom correctly. Another example is Chu's (2009) study, in which participants appreciate the collaboration of educator professionals, information technicians and librarians to provide more resources and expertise to prepare structures and resources for inquiry projects. To build the professional collaboration and training methods under study, administrative support is required for funding.
Criticism
Kirschner, Sweller, and Clark (2006) review the literature found that although constructivists often cite their respective works, empirical evidence is not often quoted. Nonetheless, the constructivist movement gained immense momentum in the 1990s, as many educators began to write about this learning philosophy.
Hmelo-Silver, Duncan & amp; Chinn cites several studies that support the success of problem-based learning methods and constructivist inquiry. For example, they describe a project called GenScope, an inquiry-based science software application. Students using GenScope software showed a significant improvement over the control group, with the greatest improvement shown in students from the basic courses.
In contrast, Hmelo-Silver et al. also cited a large study by Geier about the effectiveness of science-based inquiry for high school students, as demonstrated by their performance on high-risk standardized tests. The increase was 14% for the first cohort of students and 13% for the second cohort. The study also found that the inquiry-based teaching method greatly reduced the achievement gap for African-American students.
Based on their research in 2005, Thomas B. Fordham Institute concludes that while inquiry-based learning is good to some extent, this has been over-done.
Richard E. Mayer of the University of California, Santa Barbara, wrote in 2004 that there is sufficient research evidence to make anyone sensible skeptical about the benefits of discovery learning - practiced under the guise of cognitive constructivism or social constructivism - as a preferred instructional method. He reviewed research on the discovery of problem-solving rules that culminated in the 1960s, the discovery of conservation strategies that culminated in the 1970s, and the discovery of the LOGO programming strategy that culminated in the 1980s. In each case, guided discovery is more effective than pure discovery in helping students learn and transfer.
It should be cautioned that inquiry-based learning requires a lot of planning before implementation. This is not something that can be done in class quickly. Measurements should be applied to how the students' knowledge and performance will be measured and how standards will be incorporated. The teacher's responsibility during the inquiry exercise is to support and facilitate student learning (Bell et al., 769-770). A common mistake teachers make is the lack of vision to see where students are weak. According to Bain, the teacher can not assume that students will hold the same assumptions and thought processes as a professional in that discipline (p.Ã, 201).
While some see inquiry-based teaching as increasingly mainstream, it can be regarded as contrary to testing of common standards in a standards-based assessment system that emphasizes the measurement of student knowledge, and meeting predetermined criteria, eg a shift toward "facts" in changes to the National Assessment of Progress Education as a result of the US Childless Unemployed program.
Programs such as the Baccalaureate International Year Program (IB) can be criticized for their claim as an inquiry-based learning program. While there are different types of inquiry (as mentioned above) the rigid structure of this inquiry-based learning style almost completely excludes real-world question-based learning in lower classes. Each "unit of inquiry" is given to students, structured to guide them and not allow students to choose the path or topic of their questions. Each unit is carefully planned to connect to the topics that students are required to study in school and leave no room for open questions in the chosen topics of the students. Some may feel that until the inquiry process is an open question it is not true on demand-based learning at all. Instead of opportunities to learn through open and student-led investigation, the IB program is seen by some as just another set of additional learning requirements for students to complete.
Additional scientific research literature
Chu (2009) used a mixed-method design to examine the results of a student-completed inquiry project in Hong Kong with help from many educators. The results of Chu (2009) show that children are more motivated and academically successful than the control group.
Cindy Hmelo-Silver reviews a number of reports on various studies into problem-based learning.
Edelson, Gordin and Pea describe five significant challenges to implementing inquiry-based learning and current strategies to address them through technological design and curriculum. They present a design history that includes four generations of software and curriculum to show how these challenges arise in the classroom and how design strategies respond to them.
See also
- Action learning
- Design-based learning
- Discovery lesson
- Integrated Science McMaster
- Networked learning
- Learning by phenomenon
- POGIL
- Problem-based learning
- Progressive Requests
- Project-based learning
- Scientific literacy
- Lesson three sections
References and further reading
External links
- My inquiry-based secondary school design: "Born to Run: Artificial Selection Lab"
- Teaching Science Based Inquiry
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Source of the article : Wikipedia
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