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Inquiry Based Learning Essay

Inquiry Based Learning (IBL) is one of many theories that have been
developed in order to understand how people learn in an educational
setting. In general, IBL is an approach applied directly to student learning
and understanding of material/content through research and self-direction
in the process of research/learning. As such this approach revolves
around the teacher being a facilitator of education rather than the
authoritarian or controlling the direction of learning. While IBL has a lot of
strengths in theory, it also has significant weaknesses in practice.
Therefore, IBL will be examined in regards the theory as well as the
strengths and weakness when put into practice.
IBL is a pedagogical approach to teaching and learning in which the
students' "questions, ideas and observations" are the central focus of
their learning experience (Ontario, 2013, p.2). Although the teacher is the
facilitator, it is an active role as throughout the process of inquiry as they
create a culture in which ideas/beliefs are challenged, redefined and
improved on by placing the students in a position of applying or analysing
their understanding (Ontario, 2013, p. 2). However, IBL or inquiry,
"requires more than simply answering questions or getting a right answer.
It espouses investigation, exploration, search, quest, research, pursuit,
and study. It is enhanced by involvement with a community of learners,
each learning from the other in social interaction" (Kuklthau, Maniotes &
Caspari, 2007, p. 2). This means that in IBL both the students' and the
teacher are responsible for learning in a formal educational setting as well
as placing a focus on the exploration/questioning of knowledge rather
than the 'correctness' of an answer (Freire, 2005; Ontario, 2013, p.2;
Stephenson, n.d). Also the research/exploration is usually directed by
open-ended questions such as inference, interpretation, transfer,
reflective and hypothesis questions. Hence, IBL or the process of inquiry
does not solely involved self-directed research but also student selfreflection of their learning.
Name: Loanna Finch
Student ID: 3917024
Word Count: 1, 134

Moreover, inquiry (IBL) isn't "merely 'having students do projects'

but ratherto nurture deep, discipline-based way of thinking and doing"
as well as allowing students to tackle "real-world questions, issues and
controversies"; "developing questioning, research and communication
skills"; solving problems and/or creating solutions; collaboration in/outside
the classroom; and developing an understanding of the content
knowledge (Stephenson, n.d). In taking this into account, IBL
encompasses a number of teaching approaches such as problem-based,
project-based and design-based learning (Stephenson, n.d). Practically,
problem-based learning may involve an "ill-structured problem or case
study" (e.g. in legal studies), whereas, project-based learning can involve
the creation of a project or presentation (oral/visual) to demonstrate
understanding (e.g. in English or History) (Stephenson, n.d). In
comparison, design-based learning provides the students with a challenge
which integrates "hands-on work, problem solving" and collaboration or
teamwork that is applied through a visual or kinesthetic task (e.g.
building a 3D model of a type of landscape for Geography) (CPP, 2006;
Johnson et al., 2014). Furthermore, these three types of learning may be
integrated into one task or separate tasks in a way that can suit different
learning styles. As such the IBL pedagogical approach places emphasis on
students' self-directing their learning within the curriculum and with only
minimal instruction from the teacher.
IBL has many advantages, two of which are that it involves student
led learning and it is effective for all age groups (Friesen, S & Scott, D
2013, p.13). The fact that IBL and the process of inquiry is directed by the
student instead of the teacher is a strong advantage as it gives them
control over what they learn, research, evaluate and to what extent they
do so. It is this control that the students' have of their learning that
generates curiosity and interest in the focus of their investigation.
Therefore, it is an advantage as students will want to learn the
information that they are researching. Not many other approaches to
Name: Loanna Finch
Student ID: 3917024
Word Count: 1, 134

teaching allow students' this much movement in their learning/education

as it can potentially result in the students' not understanding the task or
what is expected of them if it is not directed or facilitated properly. The
reason that student led learning can also be a weakness is on the part of
the teacher due to a common misconception that IBL involves "letting go
of the class and allowing students to self-direct all aspects of their
learning" (Ontario, 2013, p. 5). This can be a problem as students'
"thinking can be limited...to their own experiences" and they may not
have the base knowledge necessary to investigate a set task or line of
inquiry (Ontario, 2013, p. 5). As such the teacher needs to be able know
when to intervene in order to redirect learning or to introduce students' to
new ideas/concepts that they might not have been able to discover on
their own (Ontario, 2013, p. 5). Furthermore, in order for IBL to be
effective on all age groups, the complexity and sophistication of the task
or inquiry needs to be adapted to suit not only different age groups but
also different levels of ability. For example, in a Year 8 History medieval
unit of study a set IBL task might be the construction of an annotated
timeline. The students' are given a series of inquiry questions that are
intended to direct their general learning and are instructed to select a
topic or area of interest that they want to focus their research on. In this
instance, students are able to direct their learning towards areas/topics in
the Medieval ages within the parameters of the set criteria. However, this
task needs to be flexible/adaptable as all students in a class have varying
levels of ability and in some cases a few students may find completing
the task at a certain level of complexity extremely difficult or impossible.
While the process of inquiry through IBL can be a significant advantage as
it allows students' control over the direction of their learning and it can be
used in all age groups, in order for it to be effective the theory needs to
be applied properly.
Inquiry Based Learning, is a student centred and led pedagogical
approach with minimal direction from the teacher, towards student
learning that can be effectively applied in a variety of subjects and
Name: Loanna Finch
Student ID: 3917024
Word Count: 1, 134

different ages/year levels. However, this theory involves more than just
inquiry through research resulting in an understanding of the content
knowledge but also inquiry through student collaboration, discussion,
problem solving and creative/innovative application of that knowledge. In
practice, for this approach to be effective there needs to be some
direction and/or the introduction of new ideas or concepts by the teacher
as student learning cannot be completely self-directed. In conclusion,
Inquiry Based Learning is an effective teaching and student learning
approach that, in practice, requires careful application to increase its
effectiveness in a variety of learning environments and a diverse student
body.

Name: Loanna Finch

Student ID: 3917024
Word Count: 1, 134

References:
CPP 2006, How does design-based learning work?, California State
Polytechnic University, viewed 8 June 2015, <
https://www.cpp.edu/~dnelson/methodology/index.html>
Freire, P 2005, Pedagogy of the Oppressed, Continuum International
Publishing Group, New York.
Friesen, S; Scott, D 2013, Inquiry-Based Learning: A Review of the
Research Literature, Paper prepared for the Alberta Ministry of Education,
viewed 8 June 2015, <http://galileo.org/focus-on-inquiry-lit-review.pdf>
Kuklthau, C.C., Maniotes, L.K., & Caspari, A.K. (2007). Guided inquiry:
Learning in the 21st century. Westport, CT & London: Libraries Unlimited.
Johnson, T; Chen, H; Suh, E.K.; Kim, P 2014, Design-Based Learning (DBL)
to Innovate STEM Education, Stanford University, viewed 8 June 2015,
< https://gse-it.stanford.edu/research/project/dbl>
Medies 2011, Inquiry-based Learning, Medies, viewed 8 June 2015,
<http://www.medies.net/_uploaded_files/2011%20rucas/l_04_inquiry_base
d_learning.pdf>
Ontario 2013, Inquiry-based Learning, Secretariat Special Edition, No. 32,
Viewed 20 April 2015,
<http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_In
quiryBased.pdf>
Pauli, G. (2009). How can we use finite resources to propel ourselves in
the future? TEDxTokyo, Viewed 8 June 2015,
<http://www.tedxtokyo.org/en/event/tedxtokyo-2009/>
Stephenson, N n.d, Introduction to Inquiry Based Learning, Teaching
Inquiry, Viewed 20 April 2015,
<http://www.teachinquiry.com/index/Introduction.html>

Name: Loanna Finch

Student ID: 3917024
Word Count: 1, 134