Three Types of Inquiry Based Learning

ICCTE Conference5/24/12

HeeKap Lee, Ph.D.Ie May Lim, Ed.D.

Three Modes of Constructivist Methods

Learners’ Responsibility Low High

Com

ple

xity of th

e ta

sk

Low

High

Inquiry-based

Learning

Discovery

Learning

Problem-

based Learnin

g

Levels of Constructivist Methods

Level Description Methods

1Limited learner responsibility

The problem and procedure are provided to the learner. The learner interprets the data and resources in order to propose viable solution

Inquiry-based learning

2Moderate Learner responsibility

The problem is provided to the learner. The learner develops a procedure for investigating the problem, decide what data to gather and interprets the data in order to propose viable solution

Discovery learning

3Full learner responsibility

A raw phenomenon is provided to the learner. The learner constructs the problem to explore, develop a procedure, decides what data to gather and interprets them in order to propose viable solution

Problem-based learning

Three Modes of Constructivist Teaching

Modes

Purpose Method Evaluation

IBL Expanding learners’ knowledge by well-organizing inquiry process

Connecting the new knowledge/experiences to the previous one, mainly individualized format

Checking for understanding, formative evaluation

DL Challenging learners’ worldview and leading a personal transformation

One to one or group debate with reflective thinking procedures

Learners’ self-realization and reflection, life transformation

PBL Solving a real/authentic problems and issues through a collaborative process

Team/collaboration for solving the real-life problems

problem-solving, peer-evaluation and impact evaluation, team effectiveness

Inquiry-Based Learning

Characteristics: Open-ended, learner-centered, hands-on activities Teacher’s facilitation is essential Guided vs. Unguided

Teacher’s behavior: Ask open-ended, divergent questions Allow wait time Repeat and paraphrase Avoid telling students what to do

Jesus’ Teaching Using IBL

Examples Teaching disciples on the road to Emmaus (Luke 24) Teaching Nicodemus (John 3) Teaching disciples about the kingdom of heaven

through parables (Matthew 18-22) Jesus taught Zacchaeus (Luke 19)

Purpose To be understood things/facts clearly the learners may

not know through a well-planned discourse Final results

“were not our hearts burning within us while he talked with us…?” (Luke 24:32)

Inquiry-Based Learning

Unguided- effective

Guided-efficient

GOAL

Guided- Efficient

Unguided-

Effective

Jesus’ Teaching with Inquiry-Based Learning

Inquiry Based Learning

Rule

Truth

Theory

Regularities

Knowledge JeromeBrunner

Jesus’ Teaching Through Discovery Learning

Examples Prodigal son (Luke 15) A Good Samaritan (Luke 10)

Process Disequilibrium (cognitive dissonance) Equilibrium Transform a personal worldview by creating a new set

of understandingResult

The one who had mercy on him (Luke 10:37) Go and do likewise

Discovery Learning

Characteristics Present a problem and develop a rule. Identify learner’s background knowledge before

engaging in the discovery process.

Discovery learning process Identify teachable moments Guide inquiry with intriguing questions Allow learners to explore hypotheses Encourage application

Jesus Teaching Through Problem Based Learning

Examples He asked the disciples to feed 5, 000 (John6) Jesus sent his disciples 2 by 2 70 disciples were sent by 2 by 2

Process Jesus affirms the place of PBL learning when difficult

situations are faced, when perplexing questions are raised

Disciples engaged in dialogue and in developing a sense of balance between personal agency and community in the learning environment

Problem-Based Learning

Process: Identify and clarify unfamiliar terms. Define the problem. Initiate a brainstorming session. Suggest explanations utilizing prior knowledge. Formulate learning objectives through discussion. Gather information and share the results.

Problem-Based Learning

Characteristics: Full learner responsibility Teachers are present to support students with:

-critical skills-self-directed learning skills-content knowledge