Inquiry Essay & Research Example
Inquiry-based learning is a pedagogical methodology that places the emphasis on the learners. The purpose of this essay is to identify and explore the positive effects that implementing inquiry-based learning techniques have on students. The focus will be on how inquiry-based learning can be integrated into policy and curricula, the effect it has on students with learning difficulties, and how it can best be implemented to enhance the quality of teaching and learning in primary schools. This topic is of great relevance to me as a future teacher. In writing this essay, I hope to develop a greater understanding of the different ways in which I can better support my students and to feel confident that I can offer them the best possible education. At its core, inquiry-based learning is learning that is based on an inquiry. It involves actively exploring the world in a manner where the learner has control of what and how they learn. It allows for a greater depth of understanding and an enhanced capacity to remember the knowledge that has been learned due to the fact that it has been discovered by the learner themselves. Inquiry-based learning is often multidisciplinary and can involve higher order thinking skills. For example, problem-solving, experimental design, investigation, collection and analysis of data, and resource-based learning. In order for inquiry-based learning to occur, it's important that a constructivist pedagogy is used. This pedagogy is designed to make connections between what children already know and the new concepts that are being learned. The new concepts are only retained if the child understands them and can apply them in different contexts.
Inquiry-based learning is a process in which students generate questions, look for resources and other materials that will help them answer the questions that they have generated, then use the information that they have found to answer the questions. Their answers will then lead to additional questions that they will continue to answer for the duration of the learning experience. Inquiry-based learning is often assisted by a teacher, who acts as a guide or facilitator. It can also be done quite successfully by individuals, with a little help from parents. Inquiry-based learning can be a whole class activity, with the class working on a central question or problem, or it can be done by small groups or individuals. Inquiry-based learning covers a range of different activities, all of which have a number of similar qualities. These learning activities have the following in common: - They all derive from questions that the learner identifies. - They are all based on a level of curiosity. - The learner has a sense of ownership over the question and therefore has a greater desire to seek an answer. - They are all self-directed; the learner takes a level of responsibility for their learning.
I believe that inquiry-based learning has its benefits. All too often, to students and teachers alike, "learning" has become synonymous with memorizing facts and regurgitating them. Despite understanding the value of inquiry, teachers may find it daunting to bring into the classroom. The times and reasons for inquiry-based learning may be ambiguous to some, which may deter the utilization of this method. There has been a great deal of research done around inquiry-based learning, and the results have been quite positive. Inquiry-based learning can be of great benefit to all students, it can help students to develop a deeper understanding of the content and cultivate a broad range of skills. Inquiry-based learning can be an effective teaching method for students at every grade level. It can be used to address material at levels ranging from remembering to creating. This means that inquiry-based learning can cater to the needs of all learners, and can be a lifelong learning strategy. Although inquiry-based learning can be a powerful tool for all students, it is an especially effective strategy for gifted students. It is quite common for gifted students to become disengaged and lose motivation due to the lack of mental stimulation with traditional teaching methods. Inquiry-based learning can provide an opportunity for students to explore their own interests and develop their talents. Through engaging in independent investigations and design projects, gifted students can have the freedom to shape their learning experience and achieve success.
[PDF] How to Write a Historical Inquiry Essay
The implementation of Inquiry Based Learning (IBL) engages students in the process of discovery. Teachers must create an environment where students are able to pose their own questions, seek answers, and think critically. The decision to teach through IBL is likely to challenge teachers and students by breaking the mold of traditional schooling. This section provides suggestions for the design of IBL activities, the facilitation of IBL in the classroom, and the assessment of student learning through IBL. 2.1 Designing Inquiry Based Learning Activities A teacher who is used to a more traditional style of teaching may find it difficult to break the mold of predetermined lesson plans. However, many of the activities and worksheets that teachers currently use can be adapted to allow for students to think critically and problem solve. The following list presents some different types of IBL activities along with examples. Open Inquiry: The teacher provides a question for the students to answer, the students design and conduct an investigation to find the answer. Example: What is the effect of exercise on heart rate? Each student designs an individual experiment to answer the question. Focused Inquiry: The teacher provides a question along with the method for answering the question. This method is usually a guided activity that incorporates some independent thinking. Example: What causes the change in seasons? The class constructs a model of the Earth's orbit around the sun. (Teacher provides materials and guides students as needed.)
When an inquiry-based approach is used, the role of the teacher becomes that of a facilitator. The learning taking place both individually and within groups becomes more pupil-oriented, and greater autonomy and self-regulation are fostered. Effective inquiry learning is often more complex, which makes it more difficult to design learning activities that are successful in terms of student learning. Learning how to learn, metacognition, and general reflection on the quality of the learning strategies are often important learning goals, and it is necessary to monitor these processes in addition to the understanding of subject material. Many traditional learning activities may need adjusting or they may need to be supplemented with new activities that are designed with inquiry-based goals in mind. For example, a didactic teaching session may be transformed into a guided discovery session relying on heuristic questions, where the teacher's role is to act as a coach. Alternatively, it may be more appropriate to use role play, simulation, case study, or an apprenticeship where the focus is more on understanding through the imitation of an expert. This first apprenticeship phase will, of course, need careful teacher scaffolding and effective modeling from the part of the teacher. An inquiry approach to learning may still make use of direct instruction and drill and practice, as there are occasions where certain skills will need introducing and reinforcing before learners can discover concepts on their own. Take, for example, the teaching of basic algebra to a group of high school students. A teacher might think it's a good idea for them to discover the rules of algebra for themselves, yet after a series of lessons, they may still be at a loss as to how to approach the topic. Preceding this topic, there may be a short series of direct instruction learning activities on how to construct and solve simple equations.
2. 2.2. Facilitating Inquiry Based Learning in the Classroom The activity in which facilitators facilitate is known as more active than teaching because facilitators will intervene to give explanation in every student experience. Therefore, implementation adults act as a facilitator is very suitable with Inquiry Based Learning. Inquiry Based Learning is learning based on experience which focused at students. It's very different with the traditional ones which are focused on teaching and giving knowledge from adults to students. Teaching is giving everything to ensure student understands exactly what given by the end. Than to making student finding their own conclusion. On the other side, Inquiry Based Learning is providing a condition which lets students discover something and complete their understanding by making a conclusion from what they have been through. According to our yoga books, to be an effective facilitator in Inquiry Based Learning we must know "The right questions should be the only intervention and the information should be shared at last resort" this principle arose from the assumption that mind works most effectively in the process of answering questions. And that the most lasting things people learn are those that they have discovered for themselves. This principle is very hard because sometimes as a teacher we still feel that we must give explanation because to many consideration of giving learned, time efficiency and less conviction in lets students finding their own conclusion. Wisni this, a facilitator must provide a learning experience that encourages the learner to plan and conduct their own investigations. A good facilitator will also ensure that the environment for his Inquiry Based Learning is challenging enough to motivate learners to seek new knowledge, but not so difficult as to discourage them. By creating this positive learning environment, the facilitator help to ensure that the learner is an active participant in the inquire process.
The assessment process of inquiry-based learning is different from that of traditional school experiences, where testing is often the sole form of assessment. The nature of inquiry learning suggests that assessment of process is a better indicator of how well a student is doing than testing the results of their learning. In traditional learning, the "results" are usually considered to be the right answer to a given problem. In comparison to this, inquiry learning seeks a deeper understanding by the learner. Therefore, assessment of process is a vital aspect of inquiry learning, often taking the form of formative assessment where the feedback from the assessment helps the learner to improve. The regular feedback of formative assessment is vital to good inquiry. Students need a clear understanding about their ongoing work and its direction as part of their planning and reflection. Reflection activities are usually self-assessment activities which help the student, and in many cases the teacher, understand how much learning has taken place. These activities can be interviews, discussions, presentations, debates, diaries, reports, or projects and demonstrations, including creating a multimedia presentation. As well as assessing process, it is still important to assess the student's knowledge and understanding of a topic or subject. Traditional testing is not the best way to carry this out as it does not encourage a deep understanding. And because inquiry learning seeks a deeper understanding, deep understanding should be assessed by deep testing. This does not mean harder tests, but tests which test for understanding. Some ways of doing this are through essays, debates, discussions, and open-ended questions.
Scientific Research and Inquiry Essay Examples, page 7
Students can carry out in-depth studies of scientific topics through the development of inquiry projects. They can carry out these science activities in various ways: - Experiment: This is the classic "scientific method" at work. Students identify questions, research, and then design an experiment which will help them explore and understand the topic in depth. This can be done individually, or in small groups. - Model: Sometimes real world experiments are impossible (e.g. can global warming be reversed?). In this case, students can read up about an issue and design a computer or physical model of the situation. This can be very effective and encourages thinking and understanding that goes beyond simple recall of information. Simulation is a good variation on this. - Field work: There are many topics in natural and human sciences which cannot be fully understood without experiencing and analyzing the real world environment. Study of ecosystems, local history and geography, and social issues all lend themselves to field work projects. This can take the form of simple data collection, or more sophisticated ethnography and case study. - Extended Essay: This is excellent preparation for the kind of research and writing required by the IB Philosophy essay. Students identify a narrowly focused topic which interests them, and then delve into it, producing a research paper which can sometimes be thousands of words long. This is demanding but rewarding and can help develop a range of valuable skills.