Inquiry-Based LearningPresentation

2015 HETL – SoTE Conference

Orem, Utah, USA. January 20-22

https://www.hetl.org/events/2015-hetl-sote-utah-

conference/Patrick Blessinger, International HETL Association and St. John’s University

John M. Carfora, Loyola Marymount University

Inquiry-Based Learning

Inquiry-Based Learning

Findings based on the broad-based research from 80 chapters across four

volumes:

INNOVATIVE APPROACHES IN TEACHING AND LEARNING: AN INTRODUCTION

TO INQUIRY-BASED LEARNING FOR FACULTY AND INSTITUTIONAL DEVELOPMENT

INNOVATIVE APPROACHES IN TEACHING AND LEARNING: AN INTRODUCTION

TO INQUIRY-BASED LEARNING FOR THE ARTS, HUMANITIES, AND SOCIAL

SCIENCES

INNOVATIVE APPROACHES IN TEACHING AND LEARNING: AN INTRODUCTION TO INQUIRY-BASED LEARNING FOR MULTIDISCIPLINARY PROGRAMS

INNOVATIVE APPROACHES IN TEACHING AND LEARNING: AN INTRODUCTION

TO INQUIRY-BASED LEARNING FOR SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) PROGRAMS

Inquiry-Based Learning

In response to Kirschner, Sweller, and Clark (2006), Hmelo-

Silver, Duncan and Chinn (2007) present a substantial body of

evidence to show that IBL can be an effective teaching and

learning strategy if designed and implemented properly

relative to the specific teaching and learning context.

The authors conclude that “…there is growing evidence from

large-scale experimental and quasi-experimental studies

demonstrating that inquiry-based instruction results in

significant learning gains in comparison to traditional

instruction and that disadvantaged students benefit most

from inquiry-based instructional approaches” (p. 104).

Inquiry-Based Learning

IBL recognizes that education is about learning both the epistemic knowledge and the epistemic practices of the domain(s) being studied, which helps prepare the student in a more authentic way to be self-directed and lifelong learners (Bereiter & Scardamalia, 2006; Bransford, Brown, & Cocking, 2000; Sandoval & Reiser, 2004).

IBL is not a specific instructional method. Rather, IBL is an approach to enhance and transform the quality and effectiveness of the learning experience by adopting a learner-centered, learner-directed, and inquiry-oriented approach to learning that puts more control for learning with the learner.

How this is implemented, however, may vary greatly depending on the context of the teaching-learning environment.

Inquiry-Based Learning

While the learner moves from a passive to an active

participant in the learning process, the instructor also moves

from being an isolated subject matter expert to an

instructional leader and learning architect.

IBL is not just about redesigning the logistics and structure of

courses, for equally important are the psychological and

social aspects of IBL - the adoption of a different mindset and

attitude about what the proper roles of the instructor and

learner should be.

Mezirow (1991) states that, “Making meaning is central

to what learning is all about” (p. 11).

Inquiry-Based Learning

Effective IBL environments require more than structure,

content, or technology. Another key element is a nurturing

relationship between the instructors and students and

between the students themselves.

In IBL, the instructor is the guide throughout the learning

experience. The degree of guidance needed depends on

the nature of the course and the needs of the students.

There is no “one size fits all” solution and no one prescriptive

recipe for academic success.

Inquiry-Based Learning

IBL can be adapted to any course at any level because it is

not prescriptive but rather a general approach to learning.

It is thus flexible and operates along a continuum.

The ultimate goal of IBL is to improve learning by developing

more self-sufficient learners who become increasingly

responsible for their own learning.

Since IBL is oriented around inquiry and higher order thinking,

it naturally starts with the creation of relevant questions or

problem scenarios (relative to the scope nature of the course

and the learning objectives) that are also meaningful to the

student(s).

Inquiry-Based Learning

IBL is oriented around process, content, and outcome and is

considered a way of learning that focuses on investigating

authentic (real-world) questions and problems that are

meaningful to learners (Drayton and Falk 2001).

IBL is flexible in that the instructor can design different types of

IBL environments (e.g., confirmation, structured, guided,

open; Banchi & Bell, 2008) along an inquiry continuum that

best fits the context of the learning situation (e.g., grade level,

course topic, needs of students).

Inquiry-Based Learning

IBL can be said to be oriented around at least three main

components:

exploration and investigation (e.g., problem-based

learning, collaborative learning, self-directed learning,

meaningful learning),

authentic inquiries using contextualized and situated

learning (e.g., field learning, service learning , case-based

learning), and

research-based approach (e.g., research-based learning,

project-based learning, scaffolded learning)

Inquiry-Based Learning

Thank you

Questions?