- http://www.inquirybasedlearning.org/?page=What_is_IBL
- http://www.thirteen.org/edonline/concept2class/inquiry/
- http://www.teachthought.com/learning/20-questions-guide-inquiry-based-learning/
- http://files.eric.ed.gov/fulltext/EJ1001628.pdf
- http://eric.ed.gov/?q=inquiry-based+learning&pr=on&id=EJ761218
Inquiry-based learning is centered around exploration and
involvement. This idea centers around
students being the investigators, rather than just supplying end results to
students which is often done in education. We live in a world where students
operate in is full of interaction and stimulus, from social media, web 2.0 tools, and even the
new Common Core and PARCC testing are directed towards this application and
investigation-style learning.
Inquiry-based learning seems to be more about application, thinking, and
doing rather than filling in a scantron.
A key point the provided material is that “inquiry-based
learning is not a recent or passing movement in mathematics education. IBL is
based on a wide body of research and has a long track record of success” (Schnick
& Obispo, 2011). This is not a new
concept, rather, an extremely important one that needs to be emphasized and
utilized in education. As educators, it
is important to involved students in the learning process by engaging students
and creating an environment where they want to know more.
To inquire is to involve the students by thinking and acting
in the educational process. According to
Workshop: Inquiry-based Learning, “the inquiry approach is more focused on
using and learning content as a means to develop information-processing and
problem-solving skills. The system is more student centered, with the teacher
as a facilitator of learning” (2004).
This requires more than lecturing or handing out worksheets in the
classroom setting. Unfortunately this
happens, and can be seen in any high school setting. Inquiry-based learning pulls a student back
into the process and makes their thinking and journey the focal point of the
process.
In the provided reading
materials, the questions and structure for inquiry-based learning is best
explained by the 20 Questions to Guide Inquiry Learning article. Figure 1
guides teachers and learners through the thought process of this process. As represented in the image below, the
article walks through the process by asking questions such as “What do I want
to know about this topic? How do I know I know it? What kinds of resources might
help? How do I know the info is valid?” (2013).
It starts with a question and beginning spot, asks students to find resources
and continue questioning and thinking about how to best solve the question at
hand, interpret and break down the information found through investigation,
then summarize the findings but still thinking and questioning through the
process. This can be used in business education by telling students to make an
effective advertisement. They will have
to question the components of an effective ad, find tools to produce an ad,
interpret if the ad is in fact effective, then evaluate why this is important.
In the articly by Hakverdi-Can
and Duygu, they make the claim that “in the 21st century, the learner’s role
has become more active and collaborative, and involves being able to access
information from multiple sources and media” (2012). As a business and technology teacher, I can
see the value in teaching these 21st century skills. So far, Common Core Standards have not been
set for the business and technology content area, so we focus on these skill
sets. This article focuses on the
importance of supporting scientifically but more importantly technologically
trained students. The difference between
this article and those provided by the module is that this article is centered
around inquiry-based learning and technology together, rather than
inquiry-based learning and mentioning technology.
A different approach to
inquiry-based learning is to look at it as a structure for questioning and
discussion. I did not consider this to
be a main factor but the point of this method is in fact to continue to
question and make the students continue questioning and searching for answers. Taylor Huber stresses the importance of using
the knowledge and pedagogy of teachers in different content areas. She states that “when faculty members come
together with people from other disciplines, they often find attractive
concepts and useful methods from neighboring (and even distant) fields to
borrow and adapt” (2007). So far, science and math have been referenced in the
provided reading material, but this article notes the benefit of not only
understanding an example, but using the pedagogy in our own content.
While these resources have
different key points and some different viewpoints, overall the importance of
inquiry-based learning is prominent. Certain
information waivers but the overall message is about the importance of encouraging
thinking, discovering, and student involvement in education all together. To apply this in my personal educational
setting, inquiry-based learning is extremely important. Business and technology
education focuses on thinking and real-world skills, rather than common core
and testing. As stated above with Figure
1, creating a project with advertising allows creativity, thinking,
questioning, and analyzing with guidance but freedom.
References
(2013). What
is IBL? Transformative experiences for students. Academy of inquiry-based
learning. Retrieved from http://www.inquirybasedlearning.org/?page=What_is_IBL
(2004). Workshop: Inquiry-based
learning. Concept to classroom. Ed online. Retrieved from http://www.thirteen.org/edonline/concept2class/inquiry/
(2013). 20 questions to guide inquiry-based
learning. Teacher Thought. Retrieved from http://www.teachthought.com/learning/20-questions-guide-inquiry-based-learning/
Hakverdi-Can, M., & Sonmex, D. (2012) Learning how to
design a technology supported inquiry-based learning environment. Science Education International, 23(4),
338-352.
Taylor Huber, M., (2007). Disciplines, pedagogy, and inquiry-based
learning about teaching. New Directions
for Teaching and Learning, 2006(107), 63-72.
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