RSA
#3 Inquiry Based Learning
3.
<a href="http://cucproxy.cuchicago.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,cpid&custid=s8419239&db=a9h&AN=99171232&site=ehost-live">DESIGNING INQUIRY FOR UPPER
ELEMENTARY STUDENTS: LESSONS LEARNED FROM DRIVER'S ED.</a>
4.
<a href="http://cucproxy.cuchicago.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,cpid&custid=s8419239&db=a9h&AN=100647126&site=ehost-live">Effect of Inquiry-based
Learning Approach on Student Resistance in a Science and Technology
Course.</a>
Module Summary
The first resource from thirteen.org is what I would consider a workshop on Inquiry based learning. This resource breaks down Inquiry based learning into four sections titled Explanation, Demonstration, Exploration and Implementation. Depending on your background knowledge of this educational concept, you can choose where you want to start learning about the model. Personally, being unfamiliar with the topic, I began in the explanation section. This gave me an understanding of the topic so I could grow into deeper ideas in the other tabs. Videos that demonstrate this method being used in the classroom, examples of lesson plans and ideas to put into practice can all be found throughout this resource. The website is laid out in a style which supports inquiry based learning. “No one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives. For modern education, the skills and the ability to continue learning should be the most important outcomes” (Inquiry-based learning, 2004).
The second resource is from the website teachthought.com. This resource provides twenty questions,
which can be used throughout the inquiry-based lesson to help students achieve
outcomes to their original question on the topic. The questions are arranged on a chart that cycles
through each mode of inquiry learning and cycles back. The steps are listed as pose real questions,
find resources, interpret information and report findings. Each section has five questions, which can
aid the learner in their quest for answers. This would be a great resource to pass out to
students or create as a laminated card for students to have as a reference
while taking part in an inquiry based lesson.
The third resource is an article from Knowledge Quest entitled DESIGNING
INQUIRY FOR UPPER ELEMENTARY STUDENTS: LESSONS LEARNED FROM DRIVER'S ED. At
first I thought what did driver’s ed have to do with inquiry-based
learning. Turns out quite a bit. Students are invested in the process because
they value the outcome (Rabbat, 2014).
This makes sense for a sixteen year old getting their license. The article looks at taking this same concept
and applying it to core classes based on relevance, rigor and
relationships. The author gives ideas as
to how we can make inquiry meaningful to students. An example being to create more open-ended
type questions and giving students a chance to wonder about questions they
have. “Real inquiry is
rigorous. It is messy. It can be vague and ambiguous, nudging students toward
alternate routes, prodding them to reflect on the information gathered, urging
them to make connections and draw conclusions. Real inquiry fosters
perseverance, flexible thinking, and metacognition” (2014). This is comparable to taking a student onto a
highway the first time compared to a parking lot. In order to learn they have to attempt
it. The same goes for inquiry
learning. It might not be the neatest,
organized but it will drive students.
This learning also builds relationships among students as a critical
friend who can provide feedback to help achieve success. The examples and simplified explanation makes
this a helpful read to anyone thinking about trying inquiry-based learning.
The fourth resource is an article from
Educational Sciences: Theory & Practice entitled Effect of Inquiry-based Learning Approach on Student Resistance in a
Science and Technology Course. The authors’
goal was to see if students resistant to learning would succeed through lessons
taught on an inquiry-based learning approach.
The authors conducted this research with a control group and two
experimental groups from 95 7th graders. “Among the students showing
resistance behaviors (e.g., not participating in the course, not interested in
the course), a few also showed additional resistance behaviors like not taking
care of their friends, seeking attention, not respecting the teacher, and
providing suggestions to the teacher. Regarding the effect of the inquiry-based
learning approach on students’ academic achievements, there was a significant
difference between the pre- test and post-test mean scores in both the control
and experiment groups. However, the mean scores of the experimental groups
showed a greater increase in comparison to the control group scores” (Sever
& Guman, 2014). The researches were
able to conclude the effectiveness of inquiry-based learning but they
determined the changes in behavior were not persistent following the
lessons. What is the relationship from the ideas from the additional readings? Compare and contrast the ideas to those in an assigned reading. (Do they support each other or do they contradict each other? How?)
The additional readings both look to promote the idea of using inquiry-based learning in the classroom. They both go about it in different ways. The study by SEVER and GÜVEN use evidence from their study to support the use of inquiry-based learning in the classroom especially among students who are resistant or disinterested in the classroom. The article by Rabbat, uses inquiry-based learning as a support to Common Core Standards which by now are in use in most classrooms. She provides examples and resources to use that can help first time instructors of inquiry-based learning or veterans looking to change some things around. All four of these readings support each other overall. They all focus on driving home the idea of inquiry-based learning as a method to involve students in seeking information to questions they have about content. Teachers are the guides to inquiry-based learning and the students are the educator. Questioning methods, student collaboration, understanding of topics and problem solving skills are all benefits each resource mentions as benefits and positives of inquiry-based learning.
Apply the concepts of the reading into an educational setting?
The concept of inquiry-based learning can be applied in many different ways to the education setting. Students should have an understanding of the purpose of inquiry-based learning. As an educator, you could use information from the Concept to Classroom article to show a video and brief students on the purpose, expectations and experience of inquiry-based learning. I think creating a pocket version of the chart from teachthought.com would be a great reference for students to have at home and in school. The article by Suzy Rabbat includes ways for educators to be guides in the classroom. Providing students good examples of questioning, the research process, reflection and collaborating with other students all have suggestions as to how to implement them into the classroom. Creating a journal where students can jot down questions at anytime about what they are thinking or studying can be useful. Finding resources and then validating why those sources were the most beneficial can help. Finally, beginning units with Inquiry-based learning to me seems the smartest route to take. From there you can open up the chapter or unit on all levels to students or suggest topics where they can create a question regarding that topic and pursue their interest in the topic. For instance, when I teach ancient Egypt, the pyramids, Gods, mummies, artwork, writing style are all engaging topics students seem to enjoy. They could choose one of these topics, generate an open-ended question that they want to know or find out and spend time researching and developing it. Once finished they can present their findings. Many different types of media would be needed to help the student develop their findings and could be difficult having on a daily basis.
The practice of using inquiry-based learning I assume can be intimidating. Attempting it the first time and not having the structured control over a class could be alarming for many teachers. I’m sure once it is attempted and success is seen, the positives out weight the negatives.
20 Questions To Guide Inquiry-Based Learning. (2013, October 25). From http://www.teachthought.com/learning/20-questions-guide-inquiry-based-learning/
Inquiry-based Learning: Explanation. (2004). From http://www.thirteen.org/edonline/concept2class/inquiry/index.html
Rabbat,
S. (2014). DESIGNING INQUIRY FOR UPPER ELEMENTARY STUDENTS: LESSONS LEARNED
FROM DRIVER'S ED. Knowledge Quest, 43(2), 34-37.
SEVER,
D., & GÜVEN, M. (2014). Effect of Inquiry-based Learning Approach on
Student Resistance in a Science and Technology Course. Educational Sciences:
Theory & Practice, 14(4), 1601-1605.
doi:10.12738/estp.2014.4.1919
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