There has been a lot of talk of “inquiry” in the past few
weeks, specifically in the science emphasis student’s Hilsman class. We’ve been
asked what we think inquiry-based learning is, how, and why we might use it in
our classrooms. Many definitions have been thrown out there but to my
understanding, inquiry-based learning and instruction promotes creativity and
curiosity. It’s a way of pushing students to explore unknown or unfamiliar
ideas and concepts by asking solution-probing questions. Presenting problems,
scenarios, and questions leads students to ask their own questions, reflect on
what they know is true by experience, research further information and/or
compare data to then develop a solution or idea to their problem.
Inquiry-based instruction does not have to be a strategy
used only for special occasions. I’m sure you find it simple to remember
interesting conversations you’ve had with your friends and classmates,
right? I view them much like a friendly
class or small group discussion mixed with strategic problem solving. Learning
material through these types of strategies helps alter a negative learning
environment into discovery. In my opinion, discussion has far more potential
for student engagement than textbook reading. Through inquiry-based learning,
text is not eliminated. Questions and problems are introduced first to help
give meaning to readings – reading to answer these questions and reading to
better understand.
Using these types of projects also helps the teacher learn
how their students view the world and how much they understand about your
subject. Teaching by giving students fact after fact and asking them to run
with it is far less impactful and enjoyable than leading them to ask their own
questions and pushing them to discover ways to investigate and find answers or
solutions. [287 words]
Claire,
ReplyDeleteI appreciate the way you addressed the use of both discussion and textbook reading in inquiry based instruction. I don’t know if I completely agree that discussion is more important than textbook reading. However, that is a side tangent. Either way, what I DO find to be beneficial about inquiry based learning is its incorporation of both- introducing the learning experience through discussion, pushing them towards to the text for more answers.
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Hey there, Claire!
ReplyDeleteI love how you also connected this chapter to our recent discussions in our science-ed class; I did the same in my blog. Inquiry-based instruction is so beneficial, arguably necessary, to science education. The more we allow our students to discover our content, as opposed to reading it out of a book, the more that the information is going to sink in and engage them. But like you discussed, inquiry-based learning can be done in a variety of different ways and in different content areas. Let’s use inquiry-based instruction as much as possible! :)
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Emily
Hi Claire,
ReplyDeleteI love your point about inquiry based-learning helping us, as the teacher, to see how our students are thinking; because often enough traditional exams and quizzes do not reveal our students' thought processes (which I think is pretty important to be aware of). Also, as someone who is not a science specialty (and also someone who didn't love science in school), I love hearing about your class's experience with inquiry based learning at Hilsman. It sounds like it has been successful, even with the unruly students you guys deal with.
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Thanks, Claire! After witnessing your impressive skill with a Rubik's cube the other day, I began wondering if that could make a cool inquiry unit. Could students develop their own algorithms--and thereby learn what that word means--for solving the different layers. Could be fun and instructive.
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