INQUIRY-BASED

LEARNING
Gng. AIMIE FE G. RAMOS - DOMINGO
 INQUIRY-BASED LEARNING DEFINITION

TYPES OF INQUIRY

INQUIRY-BASED LEARNING EXAMPLES

ROLE OF THE TEACHER

ROLE OF TECHNOLOGY
CONTENTS: PHASES OF INQUIRY

BENEFITS OF INQUIRY-BASED LEARNING

THEORITICAL BASIS

CRITICISMS OF INQUIRY-BASED LEARNIN

G

CONCLUSIONS
 In inquiry-based
classrooms, students engage
INQUIRY-
in activities that provoke
their curiosity as they go on a BASED
journey of discovery. Through LEARNING
the process, they construct
DEFINITION
knowledge rather than having
it delivered by the teacher.
 The students learn by
exploring a subject, INQUIRY-
experimenting with BASED
concepts or objects, and LEARNING
conducting searches for
DEFINITION
information on their
own.
 Lee et al: “[Inquiry-based
learning is] an array of classroom INQUIRY-
practices that promote student
BASED
learning through guided and,
increasingly, independent LEARNING
investigation of complex questions
and problems, often for which there is
DEFINITION
no single answer ” (Lee et al, 2004, p.
9).
 Pedaste et al: “It can be
defi ned as a process of INQUIRY-
discovering new causal relations, BASED
with the learner formulating
LEARNING
hypotheses and testing them by
conducting experiments and/or DEFINITION
making observations” (Pedaste et
al, 2015, p. 47)
 Although John Dewey is often
mentioned as a forerunner of inquiry- INQUIRY-
based learning, its roots can actually be
BASED
traced as far back as Socrates (470-399
BC), the Greek philosophy that taught LEARNING
his students using the Socratic Method,
which involved him asking his students DEFINITION
questions repeatedly instead of
imparting his wisdom onto them.
 1.Structured Inquiry –
This lets the students follow TYPES OF
the lead of the teacher as INQUIRY
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the entire class engages in
one inquiry together.
 2. Controlled Inquiry–
The teacher chooses topics TYPES OF
and identifies the resources INQUIRY
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that the students will use to
answer questions.
 3. Guided Inquiry -
TYPES OF
The teacher chooses
topics or questions and INQUIRY
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students design the

product or solution.
 4. Free Inquiry-
TYPES OF
Students are allowed to
choose their own topics INQUIRY
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without any reference to a

prescribed outcome.
Self-directed
curriculum: Instead of giving
Inquiry-
students set questions to answer,
the teacher gives the students a
Based
general topic to inquire about and Learning
fi nd an area of interest to explore Examples
within the overarching topic.
Field trips: Students go on
a field trip to collect data by Inquiry-
taking photographs. The Based
students return to the class
Learning
and use the photographs to
compile information about Examples
the topic under study.
Science
experiments: Students
Inquiry-
conduct an experiment
on what plants need by Based
growing seeds in Learning
different conditions and Examples
tracking each plants
progress.
College
Dissertations: Students at Inquiry-
university often need to do
Based
a research study where they
come up with a hypothesis Learning
and conduct a scientific Examples
study to confirm or falsify
their hypothesis.
Community-based
projects: When students Inquiry-
identify a problem in the Based
community and work to
Learning
solve it, they are often
engaging in the phases of Examples
inquiry-based learning.
•Inquiring about a mystery by
using clues: Students in a
kindergarten class see before Inquiry-
and after photos of Based
destroyed habitats as the
teacher asks questions about Learning
what they think happened and Examples
how do they feel.
•Construction activities: A
kindergarten teacher Inquiry-
supplies his students with
Based
paper-towel tubes, tape,
cardboard boxes and other Learning
materials so they can Examples
construct their own unique
marble-runs.
•Investigating the local
environment: Students in a Inquiry-
science class
Based
investigate the water quality
of a nearby creek and Learning
answer the key question: is Examples
the water safe to go tubing?
•Deconstructing
facts: Students are given a
Inquiry-
list of “facts” about different
planets. Some of those facts Based
are actually wrong. The Learning
students work in small groups
and try to identify the different Examples
planets and which facts are
false.
•Gathering resources to
solve a problem: A social
studies class tell the class that
Inquiry-
they have been asked by Based
NASA to make a time-capsule Learning
for aliens. The students work
in small groups and gather Examples
items or create material to be
put in the spaceship.
Coming up with
methodologies for solving
problems: A math teacher uses Inquiry-
3-dimensional objects and asks Based
student teams to choose their
Learning
own methods to calculate its
properties and then take turns Examples
presenting their strategy to the
class.
• The language teacher
needs to look into the
learning competencies ROLE OF
that can be satisfied THE
by a simple inquiry or TEACHER
more complex inquiry.
• He/ She controls and
prepares the topic for
investigation and ROLE OF
guides the learners by THE
setting the questions TEACHER
to be explored.
• It is assumed that the
teacher is
knowledgeable of the ROLE OF
sources of information
THE
and whether the
learners have access TEACHER
to these sources.
1. Prior knowledge and
capacity.
2. Context – Learners require
meaning from experience.
3. Content and learning
ROLE OF
materials THE
4. Process
5. Strategy of reactions and TEACHER
behavior
6. Course Outcome
The internet or the World
Wide Web offers lots of ROLE OF THE
platforms for mining TECHNOLOGY
information.
 Pedaste et al. (2015)
Phases propose five phases of
inquiry that can
Of underpin the design of
an inquiry-based
Inquiry
project:
 1. Orientation: The
teacher stimulates
Phases curiosity by presenting

Of information about the

topic, posing questions,
Inquiry and off ering problem
statements.
 2.Conceptualizatio
Phases n: Students generate
Of research questions
and hypotheses
Inquiry about the project.
Phases 3.Investigation: Student

Of s plan a study, collect

data, and analyze it.
Inquiry
 Discussion: Students
present their findings to
Phases
peers, a teacher, or
Of family members, and
engage in reflective
Inquiry activity to reinforce
knowledge.
 Enhanced critical-
BENEFITS
thinking skills: when
OF
students are asked to
INQUIRY- inquire rather than simply
BASED rote learn information,
LEARNING they have to engage
higher-order thinking skills.
 Greater enthusiasm
BENEFITS
and interest in
OF
learning: Learning
INQUIRY-
through active inquiry is
BASED
believed to enhance
LEARNING intrinsic motivation in the
classroom.
BENEFITS
Connecting learning

OF to the real

INQUIRY- world: Through inquiry,

BASED students don’t just learn
LEARNING theories, but also how to
solve real-life problems.
 Encouraging independent
BENEFITS learning: When students
OF inquire, they make up the

INQUIRY- research questions and

learning outcomes
BASED
themselves, allowing them to
LEARNING
engage in
self-directed learning.
BENEFITS
Helping students learn
OF
to work with others in a
INQUIRY- team: Very often, inquiry-
BASED based lessons take place in
LEARNING groups.
 The theoretical basis of
inquiry-based learning is
constructivism. This is a

THEORITICAL learning theory that

emphasizes the importance
BASIS of constructing knowledge
rather than having
information told to you by an
authority fi gure.
 It is based on the idea that
humans learn through developing
coherent ideas – called schema –
THEORITICAL in their minds. We don’t learn well
BASIS when we’re just told information.
Instead, we need to learn through
trial and error, which helps us to
formulate these cognitive schema.
 In the process of actively
learning, we don’t only come
to know facts, but the
THEORITICAL underlying how and why of a
BASIS fact. This context helps
cognitive recall and ensures
you have deep knowledge of
the topic.
 Inquiry-based learning
embraces this idea of
THEORITICAL
constructing knowledge
BASIS
rather than being told
facts.
 Through an inquiry situation,
students aren’t just learning
from a teacher – they’re
THEORITICAL learning from experience.
BASIS They gather information, try
our diff erent sets of facts, and
find the answers that make
most sense.
 Primarily, it doesn’t achieve
standardization of curriculum for all
student. It necessarily requires
Criticisms Of diff erentiation and allows student-led
study, leading to
Inquiry-Based
diff erent learning experiences for
Learning diff erent students. This undermines the
goal of ensuring all students have the
same strong educational foundations
by the end of compulsory schooling.
 Similarly, it is diffi cult to achieve
standardization of assessment during
an inquiry-based approach. With build-
in student-led learning, students
Criticisms Of aren’t all completing the exact same
task in the exact same way. As a
Inquiry-Based
result, subjective assessment methods
Learning like performance-based assessment
tend to be used, which don’t lead to
normative and standardized grading
standards.
 Inquiry-based learning is a
step away from traditional
educational practices that
disseminated information to
Conclusion passive students. Traditional
pedagogy created learners
that were ill-equipped to
function at a high level in an
increasingly complex society.
 By creating learning
environments that allow
students to be more fully
Conclusion engaged and inquisitive, it
creates learners that are
skilled at critical-thinking
and problem-solving.
 Teachers can implement a wide
range of activities and techniques
that foster creativity,
communication, and teamwork.
The wonderful thing about inquiry-
Conclusion
based learning is that it can be
applied to nearly any subject at
all grade levels, from preschool to
graduate school.