Inquiry-Based Learning – 101

Educators are often looking for ways to ensure that students are attentive and engaged in class. One of the key strategies to achieve this is to tap into student-centric learning techniques. Student-centric learning techniques put the student at the centre of the learning experience. Instead of being passive receivers of information, students are encouraged to actively participate in their learning process. One of the ways educators can do this is by utilising Inquiry-Based Learning (IBL).

IBL works by tapping into the curiosity of young minds. It advocates inquiry as an empowering tool for students to find answers to complex real-world problems.

What is Inquiry-Based Learning?

As the name suggests, Inquiry-Based Learning uses the scientific principle of inquiry to help students self-direct themselves, finding answers to real-life problems. It follows a stepwise structure of Inquiry, Research and Reflection, Evaluation and Constructing the solution. IBL helps students develop and apply the skills of logical reasoning, problem-solving and concept application to devise creative solutions in a hands-on manner.

The Core Structure of Inquiry-Based Learning:

• Orientation & Observation – In this first stage students orient themselves to a new topic introduced by the teacher. They absorb and observe it via direct instruction from the teacher or hands-on research and activities.
• Question & Conceptualise – Having interacted a little with the concept, in the second stage, students develop a hypothesis or direction of inquiry. Sometimes they might even conceptualise solutions or predict outcomes.
• Investigation – The third stage is that of investigation. This step is the locus of this learning strategy and one that requires the most time. In this stage students undertake inquiry-based activities, experimentation or research under the teacher’s guidance, to gather evidence that proves or disproves their hypothesis.
• Conclusion – This stage is all about synthesising the findings. The students discover if their original premise and the hypothesis stood the rigour of research and experimentation or if it fell short. They analyse the information gathered to see if they need more data to arrive at a conclusion.
• Discussion & Sharing – In this last stage, students discuss their findings and share the outcome of their investigations. They learn from each other’s experiences. The discussions, questions and debates at this stage help consolidate the learnings for an in-depth learning experience for all.

Types of Inquiry-Based Learning:

• The Open-Ended Approach – The open-ended inquiry approach, ideal for humanities subjects, is characterised by its open and free flow. Students choose their topics of interest and explore the various aspects through the structure of questions and investigations. Teachers support the learning process by setting parameters and providing guidance.
• The Guided Inquiry Approach – This method is suited for younger students who might need more educator involvement and direction to apply the inquiry route to concepts. Here the teacher provides the questions for students to work on, supervising the investigation process and providing prompts and direction where required. Sometimes also referred to as the Conformation Approach as it teaches students to hone their critical thinking skills, even though the questions, investigation method and conclusion are already given.
• The Structured Inquiry Approach – A structured approach is one where both the question or topic of investigation and the method of inquiry are set down for the students. Students follow a scientific process of research and elimination to arrive at the outcome. Useful for running science experiments, this method teaches students to apply evidence to back their conclusions.
• The Problem-Based Inquiry Approach – In this approach, students are usually given a real-life problem to work on. By using analytical thinking, the students come up with a hypothesis and premise for investigation. Next, they use their problem-solving and logical reasoning skills to explore the topic for possible solutions. Then comes the conclusion through the creative application of solutions based on the research.

Advantages of Inquiry-Based Learning:

• Helps Develop Critical Thinking – In this learning strategy students are asked to critically examine the problem and the information available to come up with possible solutions.
• Alignment with Curriculum – Even though it might appear very open with chances to digress from grade curriculum, IBL can be designed to be in sync with the curriculum requirements and enhance subject expertise. It provides students with an immersive experience that helps them internalise and retain the curriculum concepts in-depth and with ease.
• Teamwork and Collaboration – Whether students use the inquiry-based learning approach for group project work or form groups to solve problems using this method they develop good teamwork and ease of collaboration, questioning, learning and examining information and inputs to learn from each other.
• Develops Problem-Solving – Due to its inherent premise of solving a given problem, inquiry-based learning gives students the opportunity to hone their logical reasoning and creativity to find effective solutions. This helps them learn the essential skill of problem-solving and all that goes into it.
• Builds Creativity – Because students are in real-life scenarios that need novel and effective solutions, creativity becomes an essential aspect of coming up with solutions. Working without any pre-established constraints students learn to think outside the box, question the status quo and think independently.
• Drives Initiative and Self-Direction – With inquiry at the centre of this learning technique, students learn to seek information and look for solutions. When their interest is piqued, students find it easier to continue pursuing topics to their rightful conclusion
• Improved Communication Skills – The aspect of presenting, discussing and defending their hypothesis and findings helps students sharpen their communication skills. They develop the ability to articulate their thoughts effectively.
• Real-World Learnings – Especially useful to work on real-world challenges, IBL helps students apply their classroom learnings to develop a personal approach to some of the largest issues facing humankind. Additionally, this technique equips them with higher-order skills they will need in the world beyond their classroom.
• Stimulates Curiosity – Leading students with questions and areas to investigate, and encouraging them to apply themselves to seek answers, naturally stimulate their curiosity. With no specified right or wrong approaches, students are free to explore all ideas.
• Works in Every Classroom – IBL helps teachers adapt topics to suit student interests, offering personalised learning to all. It also works perfectly to teach the same concept from different perspectives, especially for students who might respond better to one aspect of it over another. Another advantage of this learning technique is that it never seems boring even when applied repeatedly for the same topic. Every group of students will discover different aspects that resonate with them.
• Helps With Complex Topics – Especially useful for complex topics, inquiry-based learning helps break topics down in ways that are easier for students to explore. Being able to work with different extensions of the same challenge provides a holistic perspective for the students. They develop better knowledge of topics with high information retention.
• Engaged Learning Experience – Providing students with an immersive experience, IBL requires students to be active participants in their learning process. They interact with the topic at a personal level leading to a joyous, deeply engaging learning experience.

Strategies, Activities, and Examples for Inquiry-Based Learning:

Now that you know the structure and benefits of Inquiry-Based Learning, let us see how you can apply it in the classroom.

• Strategies & Activities of Inquiry-Based Learning:

  • Show Them How to Participate – Use a mock drill to show students the possibilities of the method. Take them through the method in a stepwise manner demonstrating how they can come up with ideas, investigate them, design solutions, and share their findings with the class.
  • Start With a Question or A Surprise – Ask students a question that gets them thinking and involved in the topic and they begin to explore its many facets. You can also open the activity by sharing information in a unique way such as showing a documentary or a video, sharing an interdisciplinary problem, or requiring them to solve a puzzle. Students are intrigued and engage differently when the class doesn’t follow a set pattern.
  • Make Room for Exploration – After you’ve shared the starting point and shown students how to work using IBL, share the guidelines or parameters you want them to keep in mind while exploring the topic. Divide them into groups if you want them to work together and allocate timelines. Let them now explore the concept and its context on their own.
  • Promote Collaboration – An essential element of the inquiry-based learning model is collaboration and idea exchange. Encourage students to discuss the problem, the challenges they are facing in finding solutions as well as their ideas on solutions. This helps give them a nuanced understanding of the topic.
  • Provide a Resource Bank – Provide the students with varied resources and options to gather information. Looking at multiple resources such as texts, videos, documentary material, research papers, online educational platforms etc. adds to the holistic understanding of the topic. Students also have the liberty to choose resources that suit their style of learning.
  • Post Activity Discussion – Close the activity with open discussion for the benefit of the whole class. When students share their challenges and big moments from the activity, it becomes a learning experience for the whole grade. This reflection also gives students valuable insights into different methods of inquiry and paths to discovery.
  • When to Choose IBL Over Traditional Methods – This method is a great aid for complex, multi-faceted topics. It also works well for topics containing practical knowledge or scientific concept application. Students learn these concepts best via experience and might not grasp the full extent through theoretical knowledge shared in traditional methods. If you want to promote classroom collaboration and bonding amongst students, this method is a great tool to get it going. Another time to choose IBL over traditional methods is when you have a class with highly varied learning styles. IBL allows you to let students work with their preferred style of learning under your guidance without allotting extra teaching time. IBL is also a great technique that gives the teacher an insight into how students perceive certain aspects of information, what their strengths are and areas they need to work on.
  • When not to choose IBL – As an educator, it is as important to know when not to use IBL. Some topics might be too complex for students to work on without adequate handholding. Other times, an IBL activity might not be the most effective way to promote student learning such as in a Physical Education lesson where the students might injure themselves. Yet other times, the topic might not lead to a productive IBL activity. Use your discretion to understand class dynamics and curriculum requirements before using IBL as an instruction device.

• Inquiry-Based Learning Examples:

  • Field Trips – A great way to introduce students to IBL is through field trips. Students can gather sensorial and real-life inputs while applying their classroom learning to solve real problems.
  • Group Work – Another great way to foster dynamic IBL among students is to have them work in groups. They can pose questions, work together to come up with solutions, collaborate to find information and use healthy debates to analyse their findings.
  • Projects – Open projects allow students the space to explore topics of their interest, sometimes in much greater depth than their peers. Students can use multiple lines of inquiry to come up with holistic solutions creating their personal masterpieces.
  • Science Experiments – The simplest way to introduce IBL is through science experiments. This helps them understand the concepts practically and aids in processing and retaining new information easily.
  • Classroom Discussions – Classroom debates and discussions can also benefit from following IBL. Students can discuss, question and open up topics to incorporate multiple viewpoints while working out solutions to complex real-world problems.

Equipped with this detailed understanding, you can now confidently begin to introduce elements of IBL to drive student engagement and grasp of concepts in your classroom. This will not only aid student learning but also facilitate a more one-on-one interaction with your students, helping you connect more meaningfully with your pupils. Edtech platforms like Extramarks can make this experience even more seamless by assisting you with some of the latest teaching and planning tools. Extramarks also helps you support your students with the most up-to-date and engaging resources while helping you deliver optimised learning experiences through its various offerings.

To Conclude: Inquiry-based learning is a key student-centric learning technique that puts the student into the driving seat. With the agency to dissect topics, access new information and craft novel solutions, students develop the skills and the confidence to work on some of the most complicated challenges faced by mankind. They develop a learning, scientific temperament that assists them not just in the classroom but prepares them for the challenges of the world beyond. They imbibe deep conceptual knowledge, transferable skills like communication and presentation as well as high-order skills like analytical thinking, problem-solving, and creative application. All these make IBL a great tool for any educator to leverage in a classroom.

Frequently Asked Questions

What is the meaning of inquiry-based learning?

As the name suggests, Inquiry-Based Learning uses the scientific principle of inquiry to help students self-direct themselves, finding answers to real-life problems. It follows a stepwise structure of Inquiry, Research and Reflection, Evaluation, and Constructing the solution. IBL helps students develop and apply the skills of logical reasoning, problem-solving, and concept application to devise creative solutions in a hands-on manner. 

What are the four types of inquiry-based learning?

1. Confirmation Inquiry: The teacher provides a question and method to confirm existing knowledge.
2. Structured Inquiry: The teacher provides the question, but students design their investigation process.
3. Guided Inquiry: The teacher offers a broad topic and students formulate their own questions and some procedures.
4. Open Inquiry: Students drive the entire process, from question to investigation and communication of findings.

How to apply inquiry-based learning in the classroom?

1. Start with a question or problem. Spark curiosity with real-world scenarios or open-ended questions.
2. Research and investigate. Provide resources and guide students in research skills.
3. Analyze and interpret. Facilitate discussions and help students draw conclusions from their findings.
4. Communicate and reflect. Encourage presentations or projects to share learnings and reflect on the process.

What are the 5 characteristics of inquiry-based learning?

1. Student-Centered: Students’ interests and questions are the main focus of student-centered learning.
2. Active Learning: Engages in exploration and practical activities.
3. Research and Problem-Solving: Students are encouraged to do research and work through problems by using problem-solving techniques.
4. Collaboration: Teamwork and discussion are encouraged among students through collaboration.
5. Reflection and Critical Thinking: Requires students to reflect on their learning process and outcomes.

Last Updated on June 29, 2024