Table of Contents

Introduction......................................................................................................................................2

Inquiry method and problem solving method concepts...................................................................2

Steps for Inquiry and Problem-Solving...........................................................................................3

Implementation of the Inquiry and problem solving Method..........................................................6

The Role of Teachers in the Inquiry Method...................................................................................7

References........................................................................................................................................8
Introduction

The teaching method is a way for teachers to present their teaching in the classroom. This
method is the essence of teaching and learning in the social science program to develop the
learning skills that are meaningful to students. The inquiry method is a student-centered teaching
and learning method. This method emphasizes knowledge related to “how” and not “about,”
which means how knowledge is acquired and not about knowledge.

The inquiry method is trying to instill curiosity among individuals about something. This
method requires a student to question the truth and accuracy of the information obtained. The
importance of this method requires students to make sense of what they have learned. According
to Beyer B.K, Inquiry is one way of making out of what we experience. It requires thinking....it
requires learners to make their meaning out of what they experience.

Inquiry method and problem solving method concepts

The philosophy of inquiry method is a process rather than content-oriented. It is conceptual

instead of factual emphasis. It is student-centered, not teacher-centered. It is active, not passive.

It can be explained that the inquiry method emphasizes four main aspects, namely, process
oriented-not content, emphasis on concept-not facts, student-centered, and non-passive learning.
The inquiry method also emphasizes reflective investigations and interesting findings in the
teaching and learning process. What is emphasized in this method is that students no longer
accept only what the teacher provides, but instead guide students to learn the right information?

What is important is that the inquiry method involves students as active thinkers, seekers,
inquisitors, and processors of information gathered around them. This method is important for
students to make decisions or find answers related to their guidance. In finding answers to
problems, students need to use their thinking skills to find relevant evidence to conclude.

The inquiry method also involves the process of reasoning. According to Atan Long, this
process is a way of obtaining conclusions or drawing conclusions based on many examples or
related methods found through observation and the collection of details or data. From the details
of the examples, it is possible to conclude or form a concept on the matter.

Through this method, it is hoped that students can instill curiosity among them. Students will
also try to get relevant information about a study or event when they first become interested in it.
They will search for evidence, gather evidence, types of evidence, find relevant information, and
eventually make generalizations. The importance of the inquiry method is to encourage students
to use logical minds on issues, problems, or knowledge and apply the knowledge with the
present situation.

In general, the inquiry method has three important goals. The first is to identify the essential
elements of intellectual inquiry. In this regard, we will look at what a person shows in solving a
problem or the ability to answer questions with systematic thinking. Second, to reinforce the
teaching strategies developed for the process. The goal is to find teaching strategies that can help
create a framework for daily teaching and the preparation of units or courses of teaching. Third,
to analyze some of the implications of using such strategies for teachers, classrooms, and
curriculum appropriateness.

Steps for Inquiry and Problem-Solving

Although problem-solving and inquiry are technically different, they require many of the same
skills. At a minimum, students need to recognize the language that they will need and the
processes involved. Critical thinking skills are also crucial for successful inquiry projects.
Teachers can model some critical thinking skills, such as

 analyzing arguments, claims, or evidence

 making inferences using inductive or deductive reasoning
 judging or evaluating
 making decisions or solving problems
 asking and answering questions for clarification
 defining terms
 identifying assumptions
 interpreting and explaining
  reasoning verbally
 predicting
 seeing both sides of an issue (Lai, 2011, pp. 9-10)

Critical thinking skills do not necessarily come naturally with second language learning, and they
are culturally situated, so students need to learn and practice them before, during, and after each
step in the process. According to Molnar, Boninger, and Fogarty (2011), an environment that
“encourages students to ask questions, to think about their thought processes, and thus to develop
habits of mind that enable them to transfer the critical thinking skills they learn in class to other,
unrelated, situations” is where critical thinking is cultivated (p. i).

Although sources describe the steps in the inquiry process differently, most sources include the
same five basic steps of establishing orientation, conceptualization, investigation, conclusion,
and discussion (Pedaste, et al., 2015). These steps are addressed to the learner and include:

1. What are you interested in? Ask a question that has meaning, define the problem, and
figure out what you need to do to answer it.
2. Investigate by researching. Plan, gather resources and information, and record what you
have found.
3. Create new ideas, thoughts, and directions for action. Make sense of the information you
have gathered by summarizing, synthesizing, and interpreting.
4. Discuss with others. Interaction can shed new light on the question, the investigation, and
the process. Share what you have learned and then use the feedback to return to the
process.
5. Reflect on the inquiry process. Did the process lead to unexpected conclusions? Is there
something else that needs researching? Has the problem been solved?

For younger or less proficient learners, Freeman and Freeman (1998) present six steps that
follow these same basic guidelines. They call this the “Wonderfilled Way of Learning,” and the
steps are addressed to the teacher:

1. Ask the students: What do we know about ______?

2. Ask the students: What do we wonder about _____?
 3. Ask the students: How can we find out about _____?
4. With the students, work out a plan of action, and, at the same time, work school district
curriculum requirements into the unit.
5. Plan an event to celebrate what you have learned together.
6. Learning is continuous. From any unit, more topics and questions come up. Begin the
cycle again. (pp. 138–139)

Regardless of which set of guidelines you and your students follow, inquiry projects can be used
to support language and content learning.

Aspects of Planning in the Inquiry Method

Before discussing more the implementation of the inquiry method, it is important to know some
aspects that need to be emphasized in the design of the inquiry method. There are five aspects
that need to be emphasized in the planning of the inquiry method.

(a) Planning Behavioral Objective

In the process of planning the inquiry method, teachers should focus on students’ abilities. In
this case, the teacher should be aware of the students’ background and their ability to carry out
the activities in the inquiry method. This is important because each student will go through
specific processes in the inquiry process, and teachers also need to know about the abilities of the
students in their different classes.

(b) Designing Teaching Materials

Teachers should also provide students with appropriate titles. At the same time, teachers should
also ensure that the resources for a title are adequate and provide the resources needed to
implement them. For example, teachers can provide appropriate reference materials to enable
students to gather information. Reference materials may include reference books, textbooks,
newspaper and magazine clippings, documents, maps, electronic media, and others.

(c) Designing Questioning Strategies

In the inquiry method, the questioning strategy is more important than the answer. In this case,
the teacher should plan the questions that can guide the students towards the learning objectives
they want to achieve. The questions submitted must be able to develop critical and creative
thinking among students. Questions that are more complex and challenge students’ thinking.
There are three levels of questions

(i) for information (Recall Questions),

(ii) questions that require interpretation, and

(iii) High-Level questions in which students are required to develop tentative answers. The
questions usually begin with the question of ‘why’ then ‘how’ and so on.

(d) Designing Teaching and Learning Strategies

Before implementing the inquiry method, teachers must be clear about what their students need
to achieve and learn. Next, teachers should plan student activities according to specific steps.
Teachers also need to instruct students to understand what they need to do. In this case, teachers
can also decide whether the inquiry is to be conducted individually or in groups. If it’s group
work, teachers should take into account specific factors such as group size, group members of
the same or different gender, problems to solve, and so on. In this regard, teachers need to be
more democratic in the formation of groups.

Also, teachers should consider the techniques and methods that will be used in teaching and
learning. For example, teachers can use the discussion method within the group they have
formed.

(e) Evaluation

Teachers should also know how to evaluate the inquiry process. Evaluation can be done
through questions that students ask, how they perform in learning activities, and how they handle
information. Evaluation can also be done using media or audio visual tools for viewing,
listening, and analyzing.

Implementation of the Inquiry and problem solving Method

The inquiry method can be implemented in a variety of ways in a classroom. According to
Edwin Fenton (1967), there are six major steps in implementing the inquiry method, as described
below.
1. Identify Problems and Information

2. Design Hypothesis

(a) Design analytical questions

(b) State the hypothesis

(c) Be aware of hypotheses formed

3. Identify the logic of the implications of the Hypothesis to the overall title.

4. Collecting Data and Information

(a) Determine what data is required

(b) Select or reject sources

5. Analyze, evaluate and interpret data or information

(a) Select Relevant Data

(b) Evaluate sources

(c) Interpreting Data or Information

6. Evaluating Hypothesis based on Data

(a) Modify the hypothesis, if necessary

(b) Start or state generalizations

The Role of Teachers in the Inquiry Method

Although the inquiry method is student-centered, it does require a lot of teacher involvement.
The role of the teacher in the inquiry method is to be the primary mentor, advisor, and planner.
In the early stages of the implementation of the inquiry, teachers should provide topics consistent
with students’ cognitive thinking and development so that they understand and are interested in a
topic.

Teachers should also plan the objectives of their students’ goals, looking for resources that can
guide their students toward their goals. In this regard, teachers must also ensure that students use
legitimate resources in their studies. Teachers can tell students where and how a resource is
available for reference. This will help students find the right information if they are having
trouble finding important information; students should do their research.

References
Alper, Christi. “Embracing Inquiry-Based Instruction.” Edutopia, 2016.

Andrini, Vera Septi. “The Effectiveness of Inquiry Learning Method to Enhance Students’
Learning Outcome: A Theoritical and Empirical Review.” Journal of Education and Practice,
vol. 7, no. 3, 2016, pp. 38-42.

Beyer, Barry K. Inquiry in the Social Studies Classroom: A Strategy for Teaching. Charles E.
Mevrell Publishing Co., 1971.

Long, Atan. Pedagogi: Kaedah Am Mengajar. Fajar Bakti, 1980.

MacKenzie, Trevor. “Bringing Inquiry-Based Learning Into Your Class.” Edutopia, 2016.

Massialas, Byron, G. and Chrales Cox. Inquiry in Social Studies. McGraw Hill, New York,
1966.