inquiry based eman's presentation

PHD COURSESStudent Name: Eman Mohamed Fathy

Professor Name: Dr. Assma Geith

Topic: Inquiry

Introduction

How often do we leave the classroom feeling as if our students did not get the main points, did not understand the concepts, or perhaps, that they had not even read the required material? How often does it seem that they just do not care? How often do we take action to remedy this state of affairs? Do we resort (refuge) to the same old lecture format? Do we ask the same tired essay questions? Tell me all you know about so and so. Is there a better way?

Inductive teaching

inductive teaching encompasses a range of teaching methods including “inquiry based learning” (IBL), problem-based learning (PBL), project-based learning, case-based

teaching, and discovery learning (1) .

Alternative teaching approaches are more inductive. Topics are introduced by presenting specific observations, case studies or problems, and students are helped to discover theories only after the need to know them . Inductive teaching and learning is an umbrella term that encompasses a range of instructional methods,, including inquiry learning, problem-based learning, project-based learning, case-based teaching, and discovery learning (p1). They are all learner centered.(2)

Inquiry-based teaching

inquiry-based teaching is a pedagogical approach that invites students to explore academic content by posing, investigating, and answering questions. Also known as problem-based teaching or simply as ‘inquiry,’ this approach puts students’ questions at the center of the curriculum, and places just as much value on the component skills of research as it does on knowledge and understanding of content(1).


Inquiry teaching builds analytic skills, improves students’ knowledge base, and promotes student engagement. Inquiry students are more likely to build hypotheses, integrate, and apply new knowledge more than students in traditional lecture-format classrooms(2).


Inquiry teaching involves creating, conducting and evaluating learning experiences that require students to go through the same processes and develop or employ the same knowledge and attitudes they would use ifengaged in independent rational inquiry(2).


When teachers choose to use an inquiry-based approach, they commit to provide rich experiences that provoke students’ thinking and curiosity; to plan carefully-constructed questioning sequences; to manage multiple student investigations at the same time; to continuously assess the progress of each student as they work toward their solution or final product; and to respond in-the moment to students’ emerging queries and discoveries(1).

Inquiry-based environment

Inquiry-based environment is one that provides and supports development of learning experiences where learners observe events, ask questions, construct explanations, test those explanations, use critical and logical thinking, generalize observed patterns, and consider alternative explanations.

Inquiry-based environment

In this cyclical process: The learner asks questions. These questions lead to the desire for answers to the question (or for solutions to a problem) and result in the beginning of exploration and hypotheses creation. These hypotheses lead to an investigation to test the hypothesis or find answers and solutions to the question and/or problem. The investigation leads to the creation or construction of new knowledge based on investigation findings. The learner discusses and reflects on this newly-acquired knowledge, which, in turn leads to more questions and further investigation(1).

Inquiry-Based Learning

Inquiry based-learning is a strategy about student exploration of knowledge p66. It is important as a tool for developing systematic and critical thinking skills, problem solving capabilities, and the creativity of students p65. There are at least four critical steps when conducting inquiry learning: generating hypothesis, collecting data, interpreting evidence, and drawing conclusions.

The central goal of IBL is for students to develop valuable research skills and be prepared for life-long learning. Students should achieve learning outcomes that include critical thinking, the ability for independent inquiry, responsibility for own learning and intellectual growth and maturity(1)


inquiry-based emphasizes the importance of students exploring ideas, conducting “hands on” investigations, engaging in projects on topics they choose, working collaboratively, discussing their ideas, and gaining conceptual understanding. In general, these approaches view knowledge as something individuals construct for themselves through action, reflection, and discussion; not as something that can be simply transmitted fromteachers or books to students(1)

Global Steps

inquiry based learning cycle has five global steps: ask, investigate, create, discuss and reflect. One can conclude that the required abilities to do an inquiry include: identifying and posing questions, designing and conducting investigations, analyzing data and evidence, using models

and explanations, and communicating findings.

Types of Inquiry-Based Learning

Inquiry learning encompasses a variety of techniques that differ from one another in

significant ways. According to structured inquiry students are given a problem and an outline for how to solve it, but in guided inquiry , students must also figure out the solution method. For open inquiry, students must formulate the problem for themselves. teacher inquiry, in which the teacher poses questions, and learner inquiry, in which questions are posed by the students. In process-oriented-guided-inquiry-learning (POGIL), students work in small groups in a class or laboratory on instructional modules that present them with information or data, followed by leading questions designed to guide them toward formulation of their own conclusions. The instructor serves as facilitator, working with student groups if they need help and addressing class-wide problems when necessary(3).


Instruction should begin with content and

experiences likely to be familiar to the students, so they

can make connections to their existing knowledge structures. New material should be presented in the

context of its intended real-world applications and its relations hip to other areas of knowledge, rather than being taught abstractly and out of context.

Students should develop research skills and be prepared for life-long learning. They should achieve outcomes that include critical thinking, the ability for independent inquiry, responsibility for own learning and intellectual growth and maturity. Strong support for an IBL approach comes from constructivism, cognitive research on motivating learners, intellectual development, approaches to learning and learning cycle-based teaching.

IBL

Furthermore, there has been a recent movement towards

strengthening teaching and research links and IBL is an enticing and convincing pedagogy that offers a way for teaching and research to be strongly integrated to the benefit of all stakeholders (students, teachers and institutions). However, the research on learning styles gives rise to caution, as many students may be uncomfortable with inquiry approaches and

thus need adequate support to make the transition.

CONSTRUCTIVISM AND INQUIRY-BASED LEARNING

Learners actively construct and reconstruct their own reality in an effort to make sense of their experience. New information is filtered through mental structures (schemata) that incorporate the student’s prior knowledge, beliefs, preconceptions and misconceptions, prejudices, and fears. If the new information is consistent with those structures it may be integrated into them, but if it is contradictory, it may be memorized for the exam but is unlikely to be truly incorporated into the individual’s belief system—which is to say, it will not be learned(3).


According to constructivist view of learning, learners construct their own understanding of the content under investigation. To achieve this end, learners will need learning environments supporting investigation,

insight, reflection and discovery .


The constructivist perspective is based on the premise that we all construct our own views of the world around us, through integrating our individual experiences and schema with new knowledge. Therefore, constructivism focuses on preparing the learner to solve problems in ambiguous situations. From a constructivist perspective, knowledge is not independent of the knower; knowledge consists of physical and

abstract objects in our experience.


Constructivists point that it is impractical for teachers to make all the instructional and learning decisions and give the information to students without involving students in the decision making process and assessing students' abilities to construct knowledge. In other words, guided instruction through questioning and inquiry is suggested where students are considered as the heart of learning process, and provided with guidance and concrete teaching whenever necessary(1).


Constructively communicating ideas is central to the whole inquiry process. At this point in the cycle of inquiry, learners share their new ideas with others. The learner begins to ask others about their own experiences and investigations. Shared knowledge is a collaborative process, and the meaning of their investigation begins to take on greater relevance in the context of the learner's society. Presenting their ideas to classmates, comparing notes, discussing conclusions, and sharing experiences are all examples of this process in action.

Conclusion According to the constructivist theory of learning,

effective teaching must offer experiences that build on what students already know so they can make connections to their existing knowledge structures; encourage students to become active, self-directed learners; provide authentic learning opportunities; involve students in working together in small groups (i.e. in collaborative or cooperative learning) (1).

Conclusion

People learn by making connections from principle to practice and by collecting pertinent facts in a logically-ordered way. Inquiry requires the identification of facts and assumptions, the use of critical thinking, consideration of a range of alternatives, and stimulates the mental processes toward synthesis of information, application of principle, and evaluation of what has been done. Students become more engaged in their learning by taking an active role(3).

References

1. Center for Inspired Teaching (2008). Inspired Issue Brief: Inquiry-based teaching, Washington, DC 20009.

2. Neuby, B. (2010). Inquiry Teaching in the College Classroom, The Journal of Effective Teaching, Vol. 10, No. 1, pp4-21.

3. Michael, J; Richard M. (2006). Inductive Teaching And Learning Methods: Definitions, Comparisons, and Research Bases, J. Engr. Education, 95(2), pp123–138.