Inquiry-Based Learning – Blog #2

Inquiry-based learning is a personalized learning approach that emphasizes consistently questioning and thinking critically about different topics, rather than passively receiving information. This approach encourages students to go deep into the questions rather than just passively answer them. It allows students to explore issues, ask specific, relevant questions, analyze the information, and then develop an understanding of the collective information they have gathered. In my previous EDCI class, I learned about the constructivist learning theory, which is built upon students combining their previous knowledge with new information. The inquiry-based learning theory aligns with a constructivist approach to learning. It has been proven that when students engage in inquiry-based learning, they display deeper conceptual knowledge of the subject (Kirschner et al, 2016). This can be particularly helpful when exploring disciplines such as kinesiology, where learning how to apply and inspect is more important than mastering the topic. After further reflection, this write-up sparked a conversation between my best friend and me about inquiry-based learning; she is in Kinesiology, and I am in Psychology with technology and society, and she stated that she has noticed that she performs the best when she studies with an inquiry-based learning approach. In addition to this, inquiry-based learning makes us feel as though we have autonomy over our learning, which helps us stay intrinsically motivated. It shifts the focus from teacher to student and focuses more on the comprehension of the material, which encourages students to take control of their learning, which increases engagement (Spronken-Smith et al., 2007). However, with that said, inquiry learning is best when used in moderation, as an excessive use of inquiry-based learning can create an overwhelming environment for learners, as if they feel “stuck” or require assistance from an instructor. Overall, inquiry-based learning creates an environment where students learn how to develop critical thinking skills and create a deeper understanding of materials. When used properly, it can be a constructive learning approach for students!

Emily looked into experimental learning, which promotes deeper understanding by involving students in the learning process. Engaging students in the learning process with hands-on experience supports long-term understanding, and they see the results of the experiment firsthand. Bree focused on cooperative learning, which focuses on collaboration by allowing students to work together. By working as a group, students hold each other accountable and learn from one another. Our group believes that our project best aligns with Direct Instruction and Experiential Learning because students require guidance on syllabus expectations and then benefit from hands-on practice, such as a syllabus scavenger hunt and the creation of a weekly study plan! 

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Resources

Kirschner, P. A., Sweller, J., & Clark, R. E. (2016). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1

Spronken-Smith, R., Walker, R., Batchelor, J., O’Steen, B., & Angelo, T. (2007). Enablers and constraints to the use of inquiry-based learning in undergraduate education. Teaching in Higher Education, 12(5–6), 645–658. https://doi.org/10.1080/13562510701595319