Inquiry-Based Learning In Science And Math 1

Written Assignment Unit 3

Anonymous
University of the People
EDUC 5270
Dr Brian Plush
November 30, 2022

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Inquiry-Based Learning in Science and Math

Introduction

Constructivist learning allows students to construct meaning by connecting information with

their experiences (Gogus,2012). Education is more active than passively listening to a teacher and

receiving information. There are different classroom activities and approaches to creating a

constructivist learning environment. Inquiry-based learning is a practical approach to

constructivism, which centers around encouraging and involving the learner's discovery (Albakri,

Alias, Ismail, 2006). Studnets take the initiative in their education with guidance from the teacher.

Teachers can encourage this approach by providing initial questions that stimulate discussion and

critical thinking. The goal is to get studnets interested, making them want to search and know more

about a piece of lesson content. There are different approaches to inquiry-based learning that are

effective and will promote constructivism in the classroom.

Characteristics of an Inquiry-Based Learning Environment

the inquiry-based learning environment can be seen as a space of choice. Teachers can ask

themselves when preparing a lesson; do students get to choose? Do they have some sense of power

or control over their learning? Engaging in the interest of studnets is essential as it can increase

motivation and makes the experience more meaningful to them (HISD DMOL, 2019). the inquiry-

based learning environment encourages students to explore and ask questions. In a constructivist

learning environment, the role of the teacher is much more hands-free and less direct, as studnets

should be learning actively. In inquiry-based learning, it is best if students come up with their

questions and plan of action for their education. That is why choice and freedom are essential in this

learning approach. For example, during a literacy or English lesson, studnets are tasked to recreate a

scene from a book they choose. The activity can be done in groups. The purpose of the recreation is

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to allow them to decide how they will interpret and present it. The entire process covers terms,

ideas, and concepts discussed throughout the unit or lesson.

Different Approaches and Strategies of Inquiry-Based Learning

An effective strategy that is very effective in my classroom is expedition learning. Inquiry-

based learning can be guided; therefore, the teacher has some form of input and participation in the

student's education. This approach of inquiry can be applied in various contexts. Expeditions begin

when students explore their communities. Through this, students build a connection between theory

and practice. Students learn by doing and develop a relationship between concept and

process(Armstrong et al., 2019). Through self-exploration, students also develop a better

understanding of themselves as learners. They can figure out what works best for them. Curriculum

development under this learning approach is more flexible than linear. Studnets undergo a cycle of

experimentation, reflection, and conceptualization. Through expeditions, students can start at any

entry point as their observations will guide them into asking questions that can further their learning

(Armstrong et al., 2019). An effective expedition learning strategy is fieldwork. Students enter

physical spaces, interact with the environment, and make observations (Mason, Spence, 1999).

Through their experiences in the areas, they can come up with questions. Fieldwork is very

effective in the fields of science. The teacher can provide some ideas to students on what scientific

or mathematical concepts they would like to explore. They can focus on one aspect of science, but

the topic of interest within that area is up to the student. For example, the class focuses on physics,

and the unit is on speed. The teacher can provide some questions that studnets can explore. Are

there cars speeding in the streets of our city? How fast and efficient is ours in our public

transportation? The learning goal is to explain speed, but the student's approach is up to them.

Fieldwork can also be combined with research as students can practice generating initial knowledge

through searching online, verifying sources, and watching videos.

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Inquiry-based learning, as mentioned in the previous approach, can be guided. A guided

inquiry is where the instructor creates an opening and a starting point for discussion and

exploration. Inquiry-based learning can also include a more open approach. An honest investigation

puts the student front and center, and their construction of knowledge is constructed by asking the

questions themselves (Pappas, 2014). The inquiry becomes fully independent. In math and science,

a great example of an open-inquiry approach is making a class period where studnets have complete

freedom. In Elementary education, creating a maker space gets students excited and motivated to

learn. The teacher is still involved but only as an assistant and support to the students. The teacher

explains to the student they are free to choose what they want to make as long as they begin with a

problem or point of interest. After the students develop their chosen issue, they create their own

goals and objectives. The studnets also have complete control over how they would like to respond

and reach their learning objectives and outcomes—having a maker space once every unit, alongside

activities that are also guided, can help them develop independence and skills in self-management.

They genuinely take full ownership of their learning.

Effectiveness in a constructivist Classroom

Expeditionary learning is relevant and effective in a constructivist classroom because

students actively learn through exploration. The students go out into the community and gain

knowledge from first-hand experiences. For example, through the physics activity on speed, the

students are not just learning the concept by listening to the teacher. Instead, they are learning about

speed through real-life observations.

A maker space or open inquiry is beneficial in a constructivist classroom because students

can make their own choices. The learning process is fully active as they are dictating on their terms

how they would approach the task. Exploration and trial and error are embodied in these activities

as studnets will take the time to try things out, fail and learn from their first-hand experiences.

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Students assimilate new information through their attempts, and accommodation occurs when the

studnets make the changes to improve their output.

The Challenges and Benefits of Inquiry-Based Learning in Math and Science

Inquiry-based learning provides many benefits for students in math and science. First,

students can connect theory and concepts and put them into practice. The approach is very effective

in science classes. Studnets start with a problem that kickstarts their scientific investigation. The

scientific process is essential as it helps students structure their inquiry process. Inquiry-based

learning also allows students to foster a growth mindset, as the practice of trial and error is

celebrated in the classroom (Jones, 2018). In maker space, teachers need to help students realize the

goal is to try and make attempts. If an effort does not go their way, students are asked to reflect on

the experience. Students find ideas for how to approach the activity moving forward through

reflection. Students are not only learning new knowledge and lesson content, but they are also

developing critical skills that will be useful in a variety of contexts post-schooling. When studnets

are working or further in their academic career, they can look at the scientific process and use it as a

base structure to begin any inquiry.

Inquiry-based learning is effective, but there are also difficulties. A challenge for inquiry-

based learning is the accessibility to resources. Inquiry-based learning does not always need

technology or different kinds of materials to occur. The extent to how effective and far learners can

explore may depend on the accessibility to resources. (Edelson, 1999) For example, I am working in

a learning environment with lots of materials ranging from technology to a variety of equipment

that allows studnets to create and make. Before working at my current workplace, I worked at a

learning center with a smaller budget and finances. Activities such as maker space or fieldwork

would have been more complex in my previous working place. Inquiry-based learning can also

cause students to be overwhelmed by the teaching potentially. Therefore the teacher needs to know

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their students and their learning needs. Some students may be hesitant to try things out because they

may feel scared or anxious as they might make mistakes during the process. The teacher would

have to reinforce the idea of a growth mindset so that students know that mistakes are part of the

process. Inquiry-based learning can also feel overwhelming because studnets may not know where

to start. Overcoming this scaffolding is a great technique used in an inquiry-based learning

environment. Scaffolding is when teachers provide initial support and guides when studnets are

learning a new piece of information. Thus inquiry-based learning is not going to be effective

immediately when implemented. Though the teacher has a more hands-off approach, teachers

would need to guide studnets first before the knowledge becomes independent. (Koomen et.al,

2018). Scaffolding will help provide initial assistance and help students with unique learning needs

or struggle with the task. The goal in scaffolding will assist until the student can do the job

individually. To relate it to the open inquiry and the maker space, the teacher could create a starting

point or references, such as a design cycle or a scientific method template, to help studnets develop

an idea of what is expected of them. Later on, in future activities and maker spaces, they may

present in other ways as long as they reach learning goals and objectives.

Conclusion

Inquiry-based learning is an approach that will help challenge students and grow. Through

processes such as expeditionary learning, students put their learning into practice. They develop

skills in self-management and personal discovery. The goal is to have students ask thought-

provoking questions that will lead to critical thinking and discussions. Not only do studnets learn

new information and develop essential skills that will help them as they advance to higher grade

levels and when they enter a professional working space. Inquiry-based learning is an effective

strategy that fully embodies constructivism as students construct knowledge actively through

exploration.

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References:

3-2-1 Feedback Plan. (2022, September 11). Teach Starter. https://www.teachstarter.com/us

teaching-resource/3-2-1-feedback-plan-us/?utm_campaign=mkus

Armstrong, T., Brown, D. E., Burton, W., Dueck, J., Ferguson-Baird, B., Fulford, K., Lake, T., &

Law, D. (2019). Catch a fire : Fuelling inquiry and passion through project-based learning.

Portage & Main Press.

Dhull, Poonam & Verma, Gunjan. (2019). Jigsaw Teaching Technique for Teaching Science. 6.

809-815.

Edelson, D., Gordin, D., & Pea, R. (1999). Addressing the challenges of inquiry-based learning

through technology and Curriculum Design. Journal of the Learning Sciences, 8(3), 391

450. https://doi.org/10.1207/s15327809jls0803&4_3

Gogus, A. (2012). Constructivist Learning. In: Seel, N.M. (eds) Encyclopedia of the Sciences of

Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_142

HISD DMOL. (2019, August 6). Developing higher-order thinking skills (1-4) [Video]. YouTube.

Ismail, Noriah & Alias, Suhaidi & mohd ariff albakri, Intan. (2006). Inquiry-Based Learning: A

New Approach to Classroom Learning. English Language Journal. 2. 2006.

Jones, Jennifer. (2018). Exploring the role of mindset in shaping student perceptions of inquiry

based instruction in mathematics.

Koomen, M., Kahn, S., Atchison, C. L., & Wild, T. A. (Eds.). (2018). Towards inclusion of all

learners through science teacher education. BRILL.

Mason, J., and Spence, M. (1999). Beyond mere knowledge of mathematics: The importance of

knowing to act in the moment. Educational Studies in Mathematics, 38, 135-161.

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Pappas, C. (2021, May 12). Instructional design models and theories: Inquiry-Based Learning

Model. eLearning Industry. Retrieved November 30, 2022, from https:/

elearningindustry.com/inquiry-based-learning-model

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Sample Unit/Lesson Plan

Grade Level: Middle School

Subject: Philosophy and Debate

Title: Understanding Religion

Situation This situation aims to make students aware of other forms of religion and ways of
knowing. Many students in the classroom come from different backgrounds and
upbringings. The surrounding community that the students live in is very international.
The goal is to encourage students to be open-minded about other belief systems. Students
will answer the “What is the purpose of Religion.” The studnets will also take part in a
pair project where they can choose a religion of their choice and an interest that is present
in the local community. Religion can be a delicate topic; therefore, it should be clearly
explained that the purpose of this activity is to learn and expand our worldview, not to
convert or impose a set of beliefs.
Groups The studnets will be put into pairs. The students will take part in a pair research and
presentation project. They will participate in a Jigsaw activity where they will create a
visual presentation about their religion (Dhull, Verma, 2019). They can use resources such
as videos, interviews, and physical artifacts to help them teach the rest of the class. One
of the major components is to highlight a unique practice that is done under that religion.
Bridge To engage in the prior learning and the personal experiences of the students, the teacher
will pose the question, “What do you believe in”? The students will then share their ideas
on a post-it note and post it on the whiteboard. The teacher will go over the answers to
express the different ideas that students already have.
Task The pairs will take on fieldwork and research activity and partake in expeditionary
learning by going into the local community to get insight into different religions. The
local community has Christian and Catholic churches, Buddhist Temples, Shinto Shrines,
Muslim Mosques, and other religious-affiliated establishments.

The pairs will choose a religion of their choice. It would be advisable to avoid having
teams choose the same faith. However, if it does occur, it will still be feasible as they may
discuss the practices and experiences of a specific establishment in the local community.
The goal would be to conduct at least two interviews with members of the religious
establishment. The interview questions are up to them, but the teacher may provide initial
support and scaffold questions.

The End-goal is to create a visual presentation. They may choose to create a deck or a
poster. The graphic has to cover three main components and respond to the following
questions

1. “What is their definition of religion”?

2. What is the purpose and objective of the religion they have chosen?
3. Explain any unique practices and activities that are done under the chosen religion.
4. What aspects of life or concepts would you apply to your own life?
Exhibit Each group will present their visuals to the class and run their student-led lesson with the
rest. The task would also include an interactive activity that stimulates discussions.
Studnets will have to come up with questions they will pose to the rest of the class.

After all the groups have finished, there will be a gallery walk where students can take
one last view of the different posters.

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The reflection will continue the gallery walk, where the students will write their thoughts
about the contents of each visual. To close the activity and the unit, the students will
participate in an exit ticket where they will reflect and express what they have learned.
The exit tickets will also act as an opportunity to give feedback regarding the presentation
and output of other groups.

For the reflective activity, the students will take on the 3-2-1 approach (Jill, n.d.). On a
piece of paper or through open class discussion, they will discuss three things they
learned throughout the experience, following two fun facts. Finally, they will close with at
least one more question about religion. For peer evaluation, they will be assigned a pair
and will be tasked to give insight into what was done well and also what could be
improved upon in future outputs.