Concept-inquiry Learning

FOUNDATIONS OF CONCEPT-BASED INQUIRY

Concept-based inquiry links inquiry-based learning and concept-based learning.

Inquiry-based learning uses active questioning. This is done by both the teacher AND the student.

This drives the learning.

Concept-based learning organizes learning around the development of transferable ideas.

Concept-based inquiry is a hybrid of BOTH of the above methods.

Concept-based inquiry supports students in transferable conceptual understandings AND develops active questioning at the SAME TIME.

INQUIRY-BASED LEARNING

In this model of learning, students take an active role in asking questions and answering questions to construct meaning.

This differs from passive learning found in direct instruction such as IGCSE courses, lectures, tutorials or demonstrations.

Direct instruction can be seen as a structured approach.

Discovery learning which is facilitated by inquiry is an open approach.

Structured and open learning means that the student has the ability to work on the design of a unit alongside the teacher and has some degree of control over the amount of structure that the teacher provides. This is known as co-construction.

Open approaches are characterized by high amounts of student interactions and low amounts of teacher control.

During open learning, students create their own questions / design ways to questions usually with minimal direction from the teacher.

The teacher does still provide support, usually by designing scaffolding activities to allow students to raise their conceptual thinking.

Discovery learning is more open than even open inquiry as the child directs their learning with the bare minimum of teacher guidance. (Bruner, 1961)

Discovery learning is completely self-directed. The child discovers the concepts themselves.

This approach has been very widely criticized as ineffective. It places a high cognitive load on the learner and can lead to many errors and misconceptions.

If you are an inquiry teacher, you do not need to use an inquiry approach for all lessons.

The diagram above shows a continuum of inquiry from more teacher directed learning through a range of approaches leading to more student directed activities.

Structured, semi-structured (guided) and open inquiry are constructivist approaches.

This means that knowledge is constructed by the student as empowerment of their learning.

This type of inquiry allows development of curiosity, problem-solving, development of a hypothesis and generation of solutions to problems.

The continuum is separated by the amount of teacher direction (and student engagement) that exists within the scheme of work and program of study.

SUMMARY OF STRUCTURED, GUIDED AND OPEN INQUIRY

TYPE OF INQUIRY

COMMON CHARACTERISTICS

BENEFITS

DRAWBACKS

STRUCTURED Teacher controls route, schedule and entire curriculum

Students follow teacher-constructed guiding questions

A prescribed procedure

Students make sense of information provided for them

Students may ask questions on work given to them

Students are guided to articulated conceptual understandings governed by a curriculum given by a nation, state or exam board.

Students have guided learning experiences

Students are taken through a connected sequence of lessons governed by the syllabus

Students can easily identify patterns in the information provided

Students who benefit are those who prefer a structured approach

Students go through a research cycle

Often more time efficient than open or guided inquiry

Reduced student ownership

Teacher drives the inquiry

Less flexible structure

The pace of the lessons are important

Often opportunities for consolidation of information or transfer of information are lost

Promotes a high degree of tangential learning -the process by which people self-educate if a topic is exposed to them in a context that they already enjoy

GUIDED Teacher is a strategic facilitator who creates the route bust listens and observes students throughout the curriculum

Teacher questions are usually used to focus investigations

Promotion of questioning by independent learning or group work

Teacher supports student investigations and research skills

Students gain independence needed for guided inquiry

Discovery procedures are guided by the teacher due to student input

Students encouraged to make choices and communicate ideas to others

Students take greater ownership over their learning

Students identify personal interests

students generate individual questions relating to an inquiry

Supports student engagement

Supports critical thinking

Allows multiple approaches for discovery and communicating ideas

Allows students to move from structured inquiry to open inquiry

Increased skill development and structure

High degree of teacher flexibility required during the planning process

Inquiry skills are promoted so the pace of a unit may be a lot slower

Students who find self-direction difficult will need additional support and scaffolding materials developed by the teacher.

Additional staff members may be required to implement individual needs or group needs

OPEN Teacher is a mentor and regularly asks where students go and how they get there. They ask questions and provide suggestions throughout the curriculum

Focus on student questions or student-designed procedures

Teacher poses the problems

Examples include project-based learning, maker movement, personalized inquiry approach

Use of Google s 20% time development of autonomy, mastery and purpose

High levels of student ownership and engagement

Children direct their learning as they explore personal interests and questions

Students view teachers and peers as learning resources to move an inquiry forwards

Students may select topics not traditionally found in school curricula

Students understanding usually becomes broader

A very broad set of skills are needed during an inquiry

This could overwhelm the less experienced students

High levels of ambiguity caused by high levels of student freedom throughout the inquiry

This can lead to a lack of clarity for both students and teachers

Inquiry questions chosen by the students may not address curricular outcomes

Open inquiry can sometimes run the risk of superficial understanding due to lack of structure.