INQUIRY

Objectives:
• It helps students develop problem-solving skills.
• Help student to develop intellectually disciplined
and thinking skills by providing questions and get
answers on the basis of curiosity.
Introduction:
• Inquiry-based learning is a student-centered teaching method that
encourages students to ask questions and investigate real-world
problems. In this type of learning environment, students are actively
engaged in the learning process and are given the opportunity to
explore their natural curiosities. This type of learning is often hands-
on and allows students to connect what they learn in the classroom.
This has been shown to improve critical thinking skills, problem-
solving skills, and creativity. Inquiry is also a central to science
learning. When engaging in inquiry, students describe objects and
events, ask questions, construct explanations, test those explanations
against current scientific knowledge, and communicate their ideas to
others.
 Inquiry is the dynamic process of being open to wonder and
puzzlements and coming to know and understand the world. (Galileo
Educational Network, 2004)
Inquiry-based learning is a process where students are involved in
their learning, formulate questions, investigate widely and then build
new understandings, meanings and knowledge.
Focusing of Inquiry
• It is an interdisciplinary approach that uses questions to organize
learning and crosses conventional knowledge boundaries.
• The teacher guides learners to discover answers to questions,
whether or not answers pre-exist.
• Learners become creators of knowledge rather than recipients.
What is Inquiry Project Based Learning?
• The aim here is that students gain and develop their knowledge and skills through
working extensively to investigate and respond in detail to an issue that’s engaging and
complex, rather than clear-cut. For that reason, Project Based Learning is often used with
literature, social and historical topics. It’s also – in terms of outputs – a great opportunity
for your students to create visual or multimedia material.
• Project-based learning is a great way for students to explore a topic in depth. This model
involves giving students a project to work on that is related to the topic you are teaching.
• Project-Based Inquiry (PBI) Global is a collaborative, inquiry-based instructional process
that connects students around the world through interdisciplinary inquiry projects that
require students to ask compelling questions, gather & analyze sources, creatively
synthesize claims & evidences, critically evaluate & revise, and share, publish & act.
• Project-based inquiry has its roots in problem-based learning (Boss & Krauss, 2007; Buck
Institute for Education, 2009), building on a strong orientation to real-world problems.
The inquiry approach allows a rich set of technology tools and resources to be put into
play as students explore and create new knowledge by answering a compelling question.
Project-Based Learning Example
One example of PBL in a K-12 classroom might be an activity on environmental pollution.
Students might be asked to research different types of pollution, create a presentation
about their findings, and then design an action plan for reducing pollution in their
community.
From this project, students might learn the following:
•Research skills, such as locating and evaluating reliable sources
•Information literacy, such as understanding how to organize and present data.
•Environmental science concepts, such as the sources and impacts of pollution.
•Creative problem-solving and critical thinking skills when designing an action plan.
•Communication and collaboration skills when presenting their findings and working
together on the project.
Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL) are both
student-centered teaching pedagogies that encourage active learning
and critical thinking through investigation. Both methods offer students
interesting problems to consider. And research shows that both PBL and
IBL are effective models of learning.

According to Banchi and Bell [4], there are four different levels of inquiry.
1.Confirmation Inquiry: Students confirm a principle through an activity
when the results are known in advance.
2.Structured Inquiry: Students investigate a teacher-presented question
through a prescribed procedure.
3.Guided Inquiry: Students investigate a teacher-presented question
using student designed or selected procedures.
4.Open Inquiry: Students investigate questions that are student
formulated through student designed or selected procedures.
• Most academics define Inquiry-Based-Learning as a pedagogy that is based on one of
these levels. So IBL can be as methodical as guiding students through a procedure to
discover a known result or as free-form as encouraging students to formulate original
questions. For example, in a Physics laboratory, suppose the topic is Newton’s Second
Law of Motion. The lab instructions could define a procedure to record the mass and
impact force of various objects. Multiplying the mass by the acceleration due to gravity,
the students should recover the force they recorded, thus confirming Newton’s Second
Law.
• Problem-Based-Learning can be classified as guided inquiry where the teacher-
presented question is an unsolved, real-world problem. For example, in a Middle
Eastern Studies course, the main problem posed by the instructor could be “Propose a
solution to the Israeli–Palestinian conflict.” This question will motivate the study of the
history of the region, the theological differences between Judaism and Islam, and
current events. At the end of the semester, students would be expected to present and
justify their solution.
Examples of problem-based learning in the classrooom
These are short one to two week projects that can sometimes be expanded into longer
projects or even turned into a Project-Based-Learning (PBL) project.
1) Social media influencer
In a 6th grade Technology class on Digital Leadership students learn about the power of
a digital footprint and posting on social media.
2) Create a food truck
In a math class learning about ‘area’, students could design a kitchen for a food truck.
Collaborating with classmates, students would research and decide on a type of food
truck, learn about the kitchen needs and equipment for their particular truck, learn about
scale drawing, and then begin to design the interior to scale.
3) Design a Mars wrench
In technology and math class students were given the scenario of being on Mars and
having to unscrew a bolt but the wrench was lost. Students had to design and 3D print a
new wrench with the printer taken on the Mars Mission. Students had to learn and
understand precise measurements, learn about 3D printing and design, and ergonomics.
4) Be a game designer
Students in 4th grade were tasked with designing a video game using Microsoft
Makecode Arcade. They were given the challenge of being video game designers hired by
a polar bear research and conservation non-profit to design and code video games that
would bring awareness to the problems polar bears are facing.
5) All terrain wheelchair challenge
In this 7th grade project students are tasked with collaborating in a team as part of
“Warrior Sports” a fictitious outdoor mobility solutions company. They choose from 4
stakeholders and design all terrain wheelchair prototypes with them. Students must
interview the stakeholder, an AI chatbot, research about the injury of their stakeholder,
research about wheelchair design and comfort, then they must create sketches of designs,
build and test their prototype, evaluate how the prototype worked, iterate, and present
their solution.
Considerations for using problem-based-learning
• In a world where knowledge is abundant and readily accessible, the shift from
traditional education to fostering critical thinking, innovation, and problem-solving
skills becomes imperative. Problem-Based-Learning (PrBL) or Project-Based-Learning
emerges as a perfect educational strategy, offering a dynamic approach to teaching that
goes beyond rote memorization. As we explore PrBL, bridging the distinctions between
Project-Based-Learning (PBL) and Problem-Based-Learning (PrBL), it’s clear that both
share a common goal – to engage, empower, and inspire students.
• The examples provided showcase the versatility and impact of PrBL. From cultivating
digital leadership through social media advocacy aligned with the United Nations
Sustainable Development Goals to designing all-terrain wheelchairs in a collaborative
and immersive Project-Based-Learning experience, these projects reflect the essence of
educating students for the future.
• As educators, embracing PrBL opens avenues for students to delve into real-world
scenarios, fostering independence, inquiry, and application of 21st-century skills.
Whether it’s designing a food truck, crafting a Mars wrench, or becoming game
designers advocating for polar bear conservation, PrBL transcends traditional
classroom boundaries.
 How can we apply Inquiry in Technology and Livelihood Education
• Technology can helps to support inquiry by providing access to information tools and resources that keep students
actively engaged.
• Students can interactive games to reinforce math, spelling, phonetic, and reading skills.
Example:
The wrath of the pandemic penetrated all sectors of society, including education. The educational
system in the Philippines utilizes different modalities according to the Basic Education Learning
Continuity Plan (BE-LCP) in order to make quality education equitable and accessible. The Department
of Education (DepEd) uses modular instruction across all learning areas as stipulated in DepEd Order
number 018 series of 2020. With this, the teachers are forced to embrace the changes and the
challenges. Accessing teaching- learning resources typically found a challenge in discussion setting -
insufficient interaction with teachers, a shortage of materials, and a sense of isolation are significant
challenges for teachers of Technology and Livelihood Education (TLE). Asio et al. (2020) expounded
that the strategized methods form as research and innovation (Perez et al., 2022), learning
interventions, and remediation practices to expand learning in the scope of student retention were
evident in assessing the student's performance tasks. Various studies have been conducted on the
teacher’s experiences in modular instruction. However, there is no particular study on the lived
experiences of high school TLE teachers in modular instruction.
This study would like to explore the world of TLE teachers utilizing the new learning
modality. Competent teachers create learning environments that increase students'
motivation to learn TLE competencies (Yunos 2020). Pardjono et al. (2018) concluded
that schools and industries could collaborate to put learning in the workplace by
developing a formal collaboration framework. Learning in vocational education provides
learners with a variety of competencies that prepare them for employment, including
information technology skills. Thus, teachers should be provided with technical support,
including software and hardware services, in order to expand the possibilities of
Information and Communication Technology (I.C.T.) integration in the educational
system. The 21st century teachers face new technological education challenges
(Akturk and Ozturk, 2019) wherein the students are well-equipped of. This paves the
way to making the classroom a collaborative in nature. The COVID-19 pandemic
changed many outside-the-home activities, including students' learning. In these trying
times, everyone must adapt, especially in education (Alam,2021). It follows trends
because the world is developing quickly, especially in technology and livelihood
education (TLE) (Padullo et al., 2021). TLE is a subject that requires more skills that a
student must learn in order to be more competent in the future. Since the pandemic, TLE
teachers have been tested to be as flexible as possible to deliver the quality and equitable
education that the learners are expected to experience.
• Technology and Livelihood Education is one of the academic
disciplines taught in Philippine secondary schools under the K-12
Basic Education Curriculum (DepEd, 2012).
• Schools face a challenge in TLE, where performance is heavily
weighted. TLE is widely acknowledged as a highly skill-based subject in
which teachers must expose their students to pragmatic, firsthand,
and authentic teaching learning experiences. technicalities encountered
in people's daily lives.
• TLE subjects improve student achievement based on social
constructivism and activity theory in an online platform.
Thank you
Prepared by:
BAHIWAG MADONNA
HEPPOG JULIEVER
BANGNGON NESLENE
PUGUON VIVIAN
DULNUAN SHARMAINE
KINDIPAN MARITES