synthesis

A Constructivist Approach to Inquiry-Based Learning 1

A Constructivist Approach to Inquiry-Based Learning

Evangeline Beaver EDTECH 504

Dr. Jennifer Freed Boise State University


Abstract

Constructivism is described as a learning theory based on how students discover new knowledge

that attributes to prior knowledge. Online learning allows students to build their own meaning

by reflecting their own experiences that integrate into communication interface. This paper will

highlight one of the emerging theories of learning and analyze the constructivist theory within

the context of teaching for the 21st Century. This study also outlines the foundation of

WebQuest inquiry-based learning activities. It focuses on college freshman, inquiry to higher

education, creating opportunities to explore vital information to ask questions, and increase

understanding in order to process the learner’s autonomous thinking.


Introduction

What is constructivism? Constructivism is described as a learning theory based on how

students discover new knowledge. According to Molebash (2002), built upon previous

knowledge “Constructivism can represent an epistemological view, a learning theory, a

philosophy of teaching and learning, a general pedagogical approach, or some combination of

these meanings” (p. 434) based on critical inquiry. Students construct their own view of the

world by attributing prior knowledge, reflections of their own experiences, to current knowledge

to create new meaning. The Internet can be an important tool for both teaching and learning.

The dynamically evolving technologies for computer-mediated communication offer

new possibilities for the classroom. WebQuest is one example, an inquiry-based learning

application. The fundamental methods in teaching in higher education will modify existing

practices into a student-centered learning environment via the use of technology, an emerging

trend in education. This is an overview about a constructivist approach to teaching with an

application of WebQuest.

Constructivism

Children construct their own progress through their own actions and usually through

interaction with adults. When they become an adult, they are ready for higher education. In

their research, Engel, Scott and Cole (1992) wrote, “We call that perspective cultural

constructivism; the idea of this approach can be grasped most readily by contrasting it with

Piagetian constructivism” (p. 191). This study is an approach derived from social activity

communicated through a computer inquiry-based learning in a social context. Petraglia (1998)

points out “Most educators easily accept constructivism’s central premise that learners approach

tasks with prior knowledge and expectations based on their knowledge of the world around


them” (p. 53). Therefore, authenticity is the key factor of the constructivist theory, and

important because many individuals interpret understanding differently in order to answer the

problem.

Research shows that the emerging technology trends help to constitute a change in the

21st century. A student-centered learning environment will lead students to improve and

understand a global network perspective and shape their own growth. Anthony (1996) stated,

“Learning is a process of knowledge construction, not of knowledge recording or absorption” (p.

349). Therefore, using current knowledge to construct new knowledge captivates the principle of

constructivism. The learners process inquiry-based learning by a WebQuest application and

interpret the knowledge differently through their own experience. For example, students will be

given a to-do list for the WebQuest by reading the sources, navigating the Web, and completing

a reflection paper.

Through a process of question and discussion, students can become experts, broadening

their skills of lifelong learning. Skills such as navigating the Web and a virtual classroom

provide students' autonomy in the learning environment. We evolve over time and create an

environment where technology integration is expected to help teachers teach. In higher

education, the study suggests that teachers and students emphasize an openness from transiting

from a culture of individualism to collaborative learning environment. Lueddeke (1999) points

out that “the main benefit of arriving at a practical framework for guiding change and innovation

in higher education illuminate a complicated process” (p. 243). Critical thinking skills are

essential for independent thought and problem solving in students’ professional and personal

lives towards a constructivist framework.


Lueddeke (1999) also notes, “Focus on reflective, generative and transformative activity,

stressing the synergy of the creative process itself” (p. 245). In the constructivist theory, students

can adapt an existing practice and change circumstances by demonstrating how to construct

different aspects of human knowledge. Learning is an active process that may enhance

interaction through a constructive approach to inquiry-based learning in a diverse environment.

Inquiry-Based Learning

The students are given autonomy and control of the direction of their learning activities.

They learn by asking questions that engage in intellectual inquiry that activates meaningful

learning and metacognition through experimental design using a constructivist approach

(Anthony, 1996, p. 350). The learners vigorously clarify meaning through their own prevailing

knowledge, which encompasses the notions of mental effort or meaningful intellectual

experiences. According to Correiro, Griffin, and Hart (2008), during inquiry-based activities,

students are encouraged to assume responsibility for their own learning (p. 457). For example,

diverse environments encourage inquiry and help build new knowledge, allowing students to

recognize change, which promotes high-level thinking and relate educational technology such as

online discussion. Essentially, having more access to the Internet increases global networking

and therefore enhances practices in teaching and methods for learning.

In addressing student learning networks, Engel et al. (1992) suggests the following

pedagogical and social context oriented curriculum: “Indicate some strategies for the creation of

genuine collaborative interaction in the cross-cultural context, in a discussion of projects, and the

exchange between cultures serve to promote intercultural understanding through student learning

networks” (p. 230). Learning in the multicultural environment construct to inquiry-based

education human interface promotes a combination of social awareness and autonomous


operation. Based on data about constructivist learning and inquiry-based learning, I have

developed new understanding and discover WebQuest inquiry-based learning perhaps evolve a

terrific knowledge in students’ critical thinking skills and develop community practice. As an instructor,

teaching that involves students in identifying questions and engaging with peers in critical

conversation results in increasing students' experience with inquiry-based learning where

knowledge is constructed.

One could view this conversation that constructivism argues to learn by social practice.

In reading Chapter 5 of Theoretical Foundations of Learning Environment, Nussbaum details

how argumentative or persuasive discussion is an important component of a learning

environment. The constructivist argumentative discussion is putting pieces together that will

develop students’ ability to think critically and in a constructive way. For example, the use of

Facebook helped improve social interaction in global perspectives and students became

productively engaged in their learning environment.

In discussion three of EDTECH 504 class, the three emerging theories such as

behaviorism, cognitivism, and constructivism are critical features from an instructional model

perspective, which provide rigorous fundamentals for planning and conducting instructional

strategies interact with learners. The study suggested behaviorism underlies cognitivism as the

notion of hierarchy in an educational environment. Connectivism connects the acquired

information that is processed into new information, which branch out to constructivist learning.

The cognitive system is memory. The information employed into memory and restored

effectively is the structure of processing, control, and the flow of all information. Gagne (1992)

theory of instruction states cognitive processes:

• Gaining attention


• Informing learners of the objective

• Stimulating recall of prior learning

• Presenting the stimulus

As a teacher, I found that learning proposed by Gagne that the brain schema enables any person

to be consistent in cognitive learning.

Data reveals that some teachers and students have the opinion that one emerging theory

might be wrong to apply in their teaching or learning. In addition, this data could be applied in

all situations by individual-based learning on how an individual processes information. An

educator’s function is to support what the learners choose to do in an inclusive way of

understanding. According to Engel et al. (1992), “In the years before World War II, the word

computer referred to a person who computed numbers and modern computer born from the

womb of military” (p. 192). The evidence shows that inquiry-based learning is a cultural

constructivist theory perspective. The transformation of prior knowledge is to bring a

technology integrated world into school life from multiple perspectives similar to own

experiences. Correiro et al. (2008), states, “Diverse environments encourage inquiry and build

new knowledge, allowing students to recognize the need for change” (p. 457). Moreover,

“Encouraging students to apply knowledge while practicing skills promotes higher-level thinking

and fosters a greater understanding of major concepts” (p. 457). Therefore, the effective

application of constructivism to student learning ability entails prior knowledge, conceptual

meaning, articulation, sufficient organization, and exercise to incorporate constructivist

principles into a culture of familiarity.

Although researchers disagree about the organizational and pedagogical development of

online education practices in regards to the constructivist approach, they stay biased by not being


empirical and not signifying the assessment tool for the effectiveness of the practices (Gazi,

2011, p. 14).

In addition, the courses need to be designed collaboratively in learning to the constructivist

approach based on inquiry-learning development. In this process, students will be able to

comprehend the knowledge they gain with multiple perspectives and apply their own experiences

in life. However, Gazi (2011), points out, “In respect to the dynamics of the critical success

factors within the online pedagogy for implementing a constructivist approach into online

education practices and evaluating effectiveness of practices based on learner satisfaction is an

imperative hot issue within the literature” (p. 15). Therefore, this study is important as it exposes

the improvement and authentication for further assessment of the emerging theories, which have

impact on developing skills within a collaborative learning environment.

Jonassen and Rohrer-Murphy (1999) notes, “Any activity is the individual or group of

actors engaged in the activity that shapes the way people act and think” (p. 63), an ideal for

optimal student learning. This is social-cultural perspective that focuses on people’s interaction

and learning how it occurs in a meaningful activity. This motivates a person in a new likelihood

to use a constructivist-learning environment and engage with meaningful learning activities.

Significantly, Gazi’s (2011) notion is that “Learner’s prior knowledge has to be taken into

account and the content of the course should be convenient to the learners” (p. 13). Ultimately,

prior knowledge on the number of lectures, readings, and group discussion, learners will gain

value through using a constructivist approach to inquiry-based learning. Correiro et al. (2008)

states that the learning experience is assessed at both a group and individual level. Class-wide

comparisons of the data may greatly enhance learning and provide the instructor with a useful

group assessment tool (p.460). For example, students can be motivated with a simple question.


Why is it important to create balance in daily life, school, work, relationships, and hobbies? In

addition, inspiring students to connect their prior knowledge can further develop the learning

experience.

In Bloom’s Taxonomy (1956), constructivist theory creates critical thinking skills by

discussing questions to ensure the students progress to a higher level of thinking and effectively

engage in critical communication skills. Asking questions to generate higher thinking is an

excellent way to motivate students’ thought processes. Thinking skills can be broken down into

the following categories according to Bloom’s Taxonomy:

Knowledge: remembering prior learned information

Comprehension: understanding the meaning of information (explain or describe)

Application: applying prior learned information

Synthesis: applying prior knowledge and skills to combine or rearrange

Evaluation: deciding according to a set of criteria.

Therefore, the list of verbs used for learning objectives and discussion questions relate to

constructivist theory and an approach to inquiry-based learning. This implores the use of

Bloom’s taxonomy based on higher-order thinking. According to Anthony (1996),

“The ability to look forward with such intentionality and to adapt to changing

circumstances sometimes necessitate leaving behind old ways of doing things.

Learning organizations are those in which people continually expand their capacity

to create the results they truly desire, where new and expansive patterns of thinking

are nurtured, where collective aspiration is set free, and where people are

continually learning how to learn together” (p. 350).


Correiro et al. (2008) states that we have designed this experience primarily for college

courses and it may also be adaptable to certain high school curricula. This laboratory experience

is aligned with the “Science as Inquiry” standard in that students are exposed to the basic

elements of the scientific method within a constructivist framework. The students are required to

formulate a hypothesis and to adapt and execute the experimental design to address the

hypothesis (p. 457). The fundamental educational problem of a changing world is neither one of

knowledge nor of skills, but is one of being. In other words, the educational challenge of a world

of uncertainty is ontological in nature. It is clear from this work that participation and

persistence goes hand in hand and, of course, these are in turn related to engagement,

empowerment and ultimately student retention (Jonassen and Rohrer-Murphy, 1999, p.70).

According to Jonassen (1999),

“The focus on Graduate for the 21st Century has permitted a re-evaluation of the

nature of higher education. In this respect, we have moved away from a focus on

course content towards one of learner capabilities. There are still challenges

ahead, principally in terms of how we reconcile the increasing trend in

personalization of the learning experience with that of an ‘industrial model’ of the

structuring that experience. This is something that will increasingly impact on the

First Year given the diversity of learner backgrounds and qualifications” (p. 80).

This study examines the new possibility to apply constructivism in the classroom.

Perhaps, unlearning to learn can challenge our own critical thinking and put things into a new

perspective. The notion of emerging theory is to focus on an application and transformation as

related to our own experiences. What is the purpose of theory if we do not use one of the


emerging theories such as the constructivist theory? Theory is only theory if we only know how

it works but not in community practice, teaching, and learning.

The learning theory of constructivism is worth exploring in my future teaching career.

This study also demonstrates thinking is beyond simple linear models and learning unfamiliarity.

The notion of first-year students is that as they apply their learning by constructing their own

meaning based on prior knowledge and their learning styles. As previously mentioned, I pointed

out that a constructivist approach in inquiry-based learning application enhances students’

critical thinking skills and communication skills as they construct the new information in their

own learning knowledge. This study encompasses 21st Century nature of higher education is to

focus on first-year students in the college level. The main point is that this kind of emerging

theory is turning to an issue of how we foster development for learners. I plan to use

constructivist theory in my class, which aligns with the Boise State University core course (UF

100). One of the learning outcomes is to engage effectively in critical thinking skills and to

communicate effectively. It is interesting to note that the constructivist theory links to our daily

learning styles as well as student learning styles. Therefore, it is clear that in a new era it is more

likely achievable to apply emerging theories by the degree of choice to use in the classroom or

online.

Conclusion

The purpose of writing this paper was to examine the emerging learning theories and how

all theories have application in the classroom. Constructivism helps to broaden the learners’

innovative and critical thinking skills and create a positive impact to any classroom. Therefore,

after studying the constructivist theory, I better understand the importance of utilizing it in an


approach to inquiry-based learning when students are actively engaged in acquiring knowledge

via a framework of online discussion.

As Teale, Hester, and Owens (2011) states, “Freshman in the college level and inquiry to

higher education has traditionally focused on having students answer questions; inquiry-based

learning formulate an engaging questions and they participate in various critical reading skills

what they find on the Internet” (p. 624).

Metaphorically, asking questions acts as a mechanism to understand analytical and

critical discussion. Knowledge is significantly improved when we support students’ educational

needs and add into the curriculum the practice of critical thinking skills by being actively

engaged in the learning process. A constructivist approach to inquiry-based learning for college

freshman will help students gain a better understanding of complexity in higher education.

Previously, as pointed out, education involves exposure to the unfamiliar and challenges

students. I believe a constructivist approach implemented with inquiry-based learning via

WebQuest will engage students intuitively and will be key in challenging their critical thinking.


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