INQUIRY

APPROACHES
IN LEARNING

Presented by: Cindy M. Mayor

 Implementation of
Inquiry Approaches In
The Classroom.

Presented by: Cindy M. Mayor

 HISTORY OF INQUIRY-BASED
LEARNING
• Inquiry-based learning is primarily a pedagogical method,
developed during the discovery learning movement of the
1960s as a response to traditional forms of instruction--
where people were required to memorize information
from instructional materials, such as direct instruction and
rote learning.
 HISTORY OF INQUIRY-BASED
LEARNING
• The philosophy of inquiry based learning finds its
antecedents in constructivist learning theories, such as the
work of Piaget, Dewey, Vygotsky, and Freire among
others, and can be considered a constructivist philosophy.
 LEARNING THEORY

Learning theory is a field of study that explores how

individuals acquire knowledge, skills, and behaviors
 BEHAVIORISM

COGNITIVISM

CONSTUCTIVISM

HUMANISM

CONNECTIVISM
SOCIAL LEARNING THEORY

EXPERIENTIAL LEARNING
 CONSTRUCTIVISM
IBL is rooted in constructivism, which is a learning
theory, and states that humans
construct their own knowledge and meaning from their
personal experiences (Tamim & Grant,2013)
JOHN DEWEY
JOHN DEWEY
“If you have doubts about how
learning happens, engage in sustained
inquiry: study, ponder, consider
alternative possibilities, and arrive at
your belief grounded in evidence”
(Dewey, 1998, as cited in Mapes,
2009, p.11).
JEROME
BRUNER
JEROME
BRUNER
Jerome Bruner contributes to constructivism and is primarily
concerned with making education more relevant to student needs at
each stage, and he believes that teachers could accomplish this by
allowing students to actively participate in the learning process
(Roblyer & Doering, 2013). His theory, discovery learning, is a
form of IBL and states that students are more likely to understand
and remember concepts that they discover during their interaction
with the environment (Roblyer & Doering, 2013).
LEV VYGOTSKY
LEV VYGOTSKY
Lev Vygotsky known for his social constructivism
theory explains that social interaction and critical
thinking are two main ingredients of a learning
process (Liu & Chen, 2010). He describes IBL as an
“integral part of creating …. a social constructivist
classroom”
 INQUIRY BASED
Inquiry-basedLEARNING
learning (IBL) is a learner-centred
approach which starts with an essential question.
Learners investigate the topic to find answers to the
question, developing language and skills throughout the
inquiry. The learner plays an active part in both their
learning and the decision-making process.
 TYPES OF INQUIRY BASED
LEARNING

• Structured
• Guided
• Open
 STRUCTURED INQUIRY
Students are engaged with
hands-on investigations. In this inquiry approach, they are able
to develop basic inquiry skills like making
observations, formulating hypotheses, collecting and organizing
data, making conclusions and inferences,
and finding solutions.
 GUIDED INQUIRY
Teachers provide
only research questions, and the students will construct their own
experimental design to answer the
research questions. It is also considered as
an intermediary level that can assist students in shifting from
structured inquiry to open inquiry
 OPEN INQUIRY
Open inquiry is considered to be the most complex
level of inquiry-based learning. This is where the context of the
study is presented by the teacher. But
students will decide on the inquiry questions that they are going to
work on. Students are involved in
identifying their inquiry questions, designing experiments or
procedures, redesigning the experiments, and
making conclusions .
ASPECTS OF PLANNING IN THE INQUIRY
METHOD
a. Planning Behavioral Objective

b. Designing Teaching Materials

c. Designing Questioning Strategies

d. Designing Teaching and Learning Strategies

e. Evaluation
 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 INQUIRY APPROACHES IN THE
CLASSROOM
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.
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
 HOW CAN INQUIRY-BASED TEACHING BE
IMPLEMENTED?
1. starting the inquiry process;

2. promoting student dialog;

3. transitioning between small groups and classroom discussions;

4. intervening to clear misconceptions or develop students' understanding of

content material;

5. modeling scientific procedures and attitudes; and,

6. utilizing student experiences to create new content knowledge.

 BENEFITS OF INQUIRY APPROACHES IN
CLASSROOM
Guido (2017) identifies seven benefits of IBL, arguing
that it:

1). reinforces curriculum content,

2). warms up the brain for learning,
3). promotes a deeper understanding of the content,
4). helps make learning rewarding,
5). builds initiative and self- direction,
6). works in almost any classroom, and
7). offers differentiated instruction.
Carin, Bass, & Contant (2005) provide two models for inquiry instruction (Models 1
and 2).

MODEL 1: INQUIRY INSTRUCTION MODEL—GUIDED

DISCOVERY
MODEL 2: INQUIRY INSTRUCTION MODEL—THE 5-E MODEL
MODEL 1: INQUIRY INSTRUCTION MODEL—GUIDED DISCOVERY
MODEL 2: INQUIRY INSTRUCTION MODEL—THE 5-E MODEL
 Seven Benefits Of Inquiry-Based Learning (IBL)

1. Reinforces Curriculum Content

2. Warms Up the Brain for Learning
3. Promotes a Deeper Understanding of the Content
4. Helps Make Learning Rewarding
5. Builds Initiative and Self-Direction
6. Works in Almost Any Classroom
7. Offers Differentiated Instruction
 Seven Benefits Of Inquiry-Based Learning (IBL)

1. Reinforces Curriculum Content

 IBL reinforces curriculum content by actively involving

students in the learning process. Instead of passively receiving
information, students engage with the curriculum through
inquiry, helping to solidify their understanding of the subject
matter.
 Seven Benefits Of Inquiry-Based Learning (IBL)

2. Warms Up the Brain for Learning

 IBL serves as a cognitive warm-up for the brain. When

students actively participate in inquiry, it stimulates their
thinking processes and prepares them for more in-depth
learning experiences. It sets a positive tone for the learning
environment.
 Seven Benefits Of Inquiry-Based Learning (IBL)

3. Promotes a Deeper Understanding of the Content

 One of the key advantages of IBL is its ability to promote a
deeper understanding of the content. Through inquiry, students
go beyond surface-level knowledge, exploring concepts in
greater detail and making meaningful connections. This depth
of understanding contributes to long-term retention of
information.
 Seven Benefits Of Inquiry-Based Learning (IBL)

4. Helps Make Learning Rewarding

 IBL makes learning rewarding by turning it into a dynamic

and engaging experience. When students actively explore,
question, and discover, they find the learning process more
enjoyable and fulfilling. This positive experience fosters a
sense of accomplishment and intrinsic motivation
 Seven Benefits Of Inquiry-Based Learning (IBL)

5. Builds Initiative and Self-Direction:

 Engaging in inquiry cultivates students' initiative and self-

direction. They learn to take ownership of their learning, ask
questions, and seek answers independently. This aspect of IBL
supports the development of critical thinking skills and a sense
of responsibility for one's own education.
 Seven Benefits Of Inquiry-Based Learning (IBL)

6. Works in Almost Any Classroom:

 IBL is versatile and can be implemented in various classroom

settings. Whether in science, literature, mathematics, or other
subjects, the inquiry approach can be adapted to suit different
topics and grade levels. This flexibility makes it a valuable
method across diverse educational contexts.
 Seven Benefits Of Inquiry-Based Learning (IBL)

7. Offers Differentiated Instruction:

 IBL provides differentiated instruction by allowing students to

explore topics at their own pace and in their own way.
Educators can tailor the inquiry process to accommodate
different learning styles, interests, and abilities, ensuring that
each student's needs are addressed.
 Other Benefits Of Inquiry-Based Learning (IBL)

• Open Inquiry Learning Model Is Effective In Improving The Conceptual Understanding, 21 St Century Skills, And
Learning Attitudes Of Students

Reference: Abaniel A. (2020). Enhanced Conceptual Understanding, 21st Century Skills And Learning Attitudes Through An Open
Inquiry Learning Model In Physics. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1303228.pdf

• Increase Student Achievement And Conceptual Comprehension

Reference: Aktamis H. (2016). Effects Of The Inquiry-based Learning Method On Students' Achievement, Science Process Skills
And Attitudes Towards Science: A Meta-analysis Science. Retrieved from:
https://www.researchgate.net/publication/316504732_Effects_of_the_inquiry-based_learning_method_on_students%27_achievem
ent_science_process_skills_and_attitudes_towards_science_A_meta-analysis_science
 ISSUES ABOUT IMPLEMENTING INQUIRY-BASED
APPROACH IN THE CLASSROOM

• Resources Constraints
• Teacher Preparedness
• Classroom Management
• Students have difficulties with collaboration and
teamwork
 ISSUES ABOUT IMPLEMENTING INQUIRY-BASED
APPROACH IN THE CLASSROOM

• Challenges in Implementing Inquiry-Based Learning(IBL) in Physics Classroom

https://www.academia.edu/97944764/Challenges_in_implementing_inquiry_based_learning_IBL_in_physics_classroom

Inquiry based learning (IBL) is a learning approach that has been advocated for science education especially in
Physics education. Based on the social constructivist view, the role of teachers is crucial in guiding and
helping the students to construct their own knowledge. Although the use of IBL has been proven to impact
positively on the students' achievement, interest, conceptual understanding and 21st century skills, there is still
a lack of implementation of IBL in Physics classrooms. This study explored the challenges faced by Physics
teachers in implementing IBL using qualitative inquiry approach. Three Physics teachers from different
schools participated in this study through semi-structured interview. The findings showed that the Physics
teachers faced both intrinsic (lack of experience and lack of pedagogical content knowledge) and extrinsic
challenges (students' lack of self-efficacy in using IBL, time restrictions, and limited resources) in using IBL
to teach Physics. They are still struggling in implementing IBL due to the challenges. Hence, paradigm shift,
training and supports on practice of IBL should be given to Physics teachers through professional
development to overcome the challenges.
 ISSUES ABOUT IMPLEMENTING INQUIRY-BASED
APPROACH IN THE CLASSROOM

• The Effects of Inquiry-Based Learning and Student Achievement in the Science Classroom

https://scholar.umw.edu/cgi/viewcontent.cgi?article=1391&context=student_research
Research has demonstrated inquiry-based learning (IBL) engages students in the processes of scientific discovery and can make
science relevant toward their real-world concerns. However, in most science classrooms, teachers still use traditional learning, or
direct methods of instruction for scientific terminology and other types of discrete knowledge students need to master for
standardized testing. Existing research and studies have identified the various impacts of inquiry-based learning in the science
classroom and its relationship between student achievement, student motivation and long-term knowledge retention.
Research has shown implementation of inquiry-based learning has a positive and direct relationship to student achievement.
Planning and developing inquiry-based learning lessons can be time consuming and resources can be limited. However, students
can make direct connections and experience deeper learning through hands-on and experiential learning which has an overall
positive benefit for student achievement, knowledge recall and retention. This research study examined existing studies and
research to understand the relationship between inquiry-based learning and student achievement and success in the science
classroom and the varying benefits and methods to implement inquiry-based learning in the classroom.
 ISSUES ABOUT IMPLEMENTING INQUIRY-BASED
APPROACH IN THE CLASSROOM

• Impact of Inquiry Based Learning on Students’ Motivation, Engagement and Attitude in Science

https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=8358&context=etd
This mixed-methods survey and open response design study explored the impact that Inquiry Based Learning
(IBL) had on students' attitudes towards science. Students completed the Scientific Attitude Inventory II (SAI
II) both at the beginning of the study and after the study. Furthermore, students were asked to respond to open-
ended journal questions. The participants included 49 grade 7 students (22 males and 27 females) in
Southwestern Ontario who responded to both survey entries and journal response. The teacher implemented an
IBL teaching style in science class. The quantitative findings sh- owed a significant trend where students did
not agree with statements regarding the importance of society understanding and learning about current
scientific efforts. Other quantitative survey findings that were approaching statistical significance involved
students being less likely to believe that science had all the answers and that students were less likely to
believe that science's main purpose is to develop theories. This may be in part due to the lack of social
constructs in the population sampled. Qualitative data gathered through open-ended questions included
students finding the hands-on nature of IBL to be very enjoyable; while other students found the lack of
structure of the IBL method to be distressing. This brings to attention the need to further understand the
inquiry method and how it can benefit learners but also how it may be ineffective with certain learners or in
certain circumstances.
 ISSUES ABOUT IMPLEMENTING INQUIRY-BASED
APPROACH IN THE CLASSROOM
• Examining Factors Affecting Implementation Of Inquiry-based Learning In Finland And South Korea
https://www.scientiasocialis.lt/pec/files/pdf/vol74/31-48.Kang_Vol.74_PEC.pdf
Using inquiry has become a universal factor in science education, but teachers often face challenges in implementing inquiry-based learning
(IBL) because of, for instance, teachers' low confidence in conducting inquiry or insufficient school resources. Much research has been
conducted to identify the barriers that impede inquiry practice. However, most studies have employed small-scale qualitative methods from a
single-country sample, and, thus, the effects of each factor on conducting inquiry in different educational systems have yet to be measured in
one statistical model. Accordingly, this research was aimed to explore the extent to which various teacher- and school-factors have
respectively affected teachers' implementation of inquiry-based learning at lower secondary schools. To examine this issue, samples of 496
Finnish teachers in 135 lower secondary schools and 184 Korean teachers in 147 lower secondary schools were selected from the TIMSS
2011 science data set. The findings reveal that teachers' confidence in teaching science and their collaboration to improve science teaching
were strongly associated with facilitating inquiry in both countries, and these two factors' positive effects on the implementation were
partially derived from inquiry-related professional development in the Finnish sample. In addition, class size and school resources were also
significantly related to inquiry practice in Finland, and the teachers' education levels were negatively correlated with the frequency of
inquiry practice in Korea. However, in both countries, the teachers' emphasis on exams was indicated as a non- significant factor in
predicting inquiry frequency. The results have implications in respect of the roles of professional development and school environment in
increasing IBL practice in school science.
 ISSUES ABOUT IMPLEMENTING INQUIRY-BASED
APPROACH IN THE CLASSROOM
• Collaborative professional learning through lesson study: Identifying the challenges of inquiry-based teaching
https://www.researchgate.net/publication/277137815_Collaborative_professional_learning_through_lesson_study_Identifying_the_challenges_of_inquiry
-based_teaching

In the Philippines, inquiry-based teaching has been promoted and implemented together with recently instigated curriculum reforms.
Serious teacher professional development efforts are being used extensively to properly orient and present the benefits of inquiry-based
teaching. Despite these efforts, there still exists a big gap in the effective implementation of inquiry-based teaching in the classroom. Lesson
study, a professional development model which started in Japan, has increased in popularity among education specialists as they recognise
its capabilities in building a sustainable, collaborative, and reflective professional development for in-service teachers. In this study, the
lesson study framework was used to identify three challenges in implementing inquiry-based teaching in elementary school science
education in the Philippines, namely, a lack of support, training, and availability of inquiry-based materials; an overemphasis on assessing
content learning rather than learning through inquiry; and the difficulty and time consuming nature of inquiry approaches.
 REFERENCES
• https://files.eric.ed.gov/fulltext/EJ1303228.pdf
• https://files.eric.ed.gov/fulltext/EJ1241559.pdf
• https://files.eric.ed.gov/fulltext/EJ1256067.pdf
• https://edis.ifas.ufl.edu/publication/WC076
• Guido, M. (2017). Inquiry-Based Learning Definition, Benefits & Strategies. Retrieved
October 26, 2017, from htttps://www.prodigygame.com/blog/inquiry-basedl-learning-
defintiionbenefits-strategies/
• https://www.prodigygame.com/main-en/blog/inquiry-based-learning-definition-benefits-
strategies/
• https://www.researchgate.net/publication/261913972_Implementing_Inquiry-
Based_Learning_An_Innovative_Method_For_Proactive_Students
“Tell me and I forget, show me
and I remember, involve me
and I understand.”
THANK YOU FOR LISTENING!