Inquiry-Based Approach

Inquiry-based Approach – The basic principle of inquiry-based approach is that the learners’ take
ownership of a problem or a need and the desire to solve it. Inquiry-based approach is anchored on the
idea of seeking for truth, information or knowledge. Memorizing facts and information is not as useful as
asking questions that will lead to the understanding of such data and information. It is not looking for
the right answer but seeking the appropriate solution. No one can learn everything, but everyone can
learn the skills of an inquiring attitude. Skills and ability and habits of the mind to continue learning
through inquiry-based approach teaching-learning.

9 advantage

1. Encourages critical thinking

Inquiry-based learning encourages students to think critically about the information they are presented
with. They are asked to question the information and develop their own solutions. This type of learning
helps students develop problem-solving skills and critical-thinking skills.

2. Improves problem-solving skills

Inquiry-based learning helps students develop problem-solving skills. When they are given the
opportunity to explore real-world problems, they are forced to think outside the box and come up with
their own solutions. This is an important skill that will help them in their future careers.

3. Encourages creativity

This concept of learning encourages creativity. When students are given the opportunity to explore a
problem independently, they often come up with creative solutions. This is due to the fact that any
particular way of thinking does not restrict them.

4. Improves communication skills

It also helps students improve their communication skills. When working on a problem, they often have
to explain their thoughts and ideas to others. This helps them learn how to communicate effectively
with others.

5. Connects learning to the real world

Inquiry-based learning helps connect learning to the real world. When students are allowed to explore
problems that exist in the real world, they can see how what they are learning in the classroom is
relevant. This also helps them develop a better understanding of the material.
6. Helps students understand complex topics

Inquiry-based learning can also help students understand complex topics. When they are allowed to
explore these topics in a hands-on environment, they can learn about them more meaningfully.

7. Encourages engaged learning

Finally, this type of learning encourages engaged learning. When students are actively involved in the
learning process, they are more likely to retain the information. This is due to the fact that they are
invested in what they are doing.

These are some disadvantages to this style of instruction, and the measures you can take to overcome
them.

1. Testing performance

When teachers focus learning time on learner-led inquiries, it is important that no area of the
curriculum is left behind. As we operate in a space where standardized testing is the norm, this could
impact performance in this area. Without key learnings, students are unprepared for their exams. In a
STEM learning environment, this could be detrimental.

The workaround: The role of the teacher in connecting curricular outcomes to the line of inquiry is the
fundamental solution to this problem. By modeling effective questioning techniques, teachers are able
to guide their learners to find the answers they need while engaging in the relevant curriculum areas.

2. Reluctance to participate

This teaching and learning style requires total learner engagement and participation. Learners will be
asked to speak up and immerse themselves in the activity. While this could help enhance their public
speaking skills and also promote teamwork, it could be daunting for those learners who have issues with
speaking out. Additionally, it could be challenging for those who do not think quickly on their feet.
Comprehension and learning disabilities must be considered, which could become problematic.

The workaround: The solution is found initially in the kinds of questions that teachers ask throughout
any inquiry. Purposeful questions that are big enough and open enough for anyone to answer from their
own perspective, experience, or level of ability provide an entry point for every learner into a
conversation that is relevant to them. Enabling learners to share in small group sessions with their
friends is another way to support reluctant speakers. Above all, inquiry-based learning is designed to be
responsive to learner interest, ability, and pace.

3. Teacher Mindset and Preparedness

If teachers do not completely understand or embrace this concept, they are unprepared and unable to
engage with their learners on a deeper level. This creates a disconnect, which in turn leaves the students
unprepared and at risk. Teachers must have a clear understanding of the value of creating a learner-
centered classroom, and develop the essential skills to facilitate inquiry-based learning.

The workaround: A key factor is understanding that great classroom inquiry is guided and supported by
the teacher, through questioning and by providing formative feedback. Learners are never left to their
own devices; rather, the teacher facilitates and guides each step of the inquiry process, ensuring that
learners are on the right track as they develop the higher-order skills of critical and creative thinking.

4. Learner Readiness

Learners involved in this type of setting must have the capacity to inquire and make decisions on their
own. As inquiry is a self-directed form of learning, they must be comfortable with taking responsibility
for their own learning, without relying on someone telling them what to do on a continuous basis. While
this does provide for learner agency and voice, learners may not work well in an unstructured
environment if they are unprepared or unequipped for this shift.

The workaround: The critical solution to this potential problem is to teach the skills of the inquiry
process to learners. All learners have the capacity to ask great questions, and to make judgements about
the information they are researching. However, they must be taught these skills. When teachers base
their classroom inquiry on a structured inquiry process and teach learners how to use this process, they
provide a scaffold for self-directed learning that enables all students to feel supported along the way.

5. Assessments

The nature of inquiry-based learning does not lend itself to traditional models of assessment. The
teacher-centered paradigm of pre-preparing assessments that are designed to confirm retention of pre-
determined knowledge will not work well in an inquiry setting. This model will standardise and
effectively limit the levels of achievement to those that have already been decided by the teacher.
When this happens, individual pathways and potential for personalised learning goals are lost.

The workaround: The solution is for the teacher to work from within the process, capturing evidence of
learning and higher-order thinking as learners are developing these skills. From the very beginning of a
unit of inquiry, teachers create an opportunity for diagnostic assessment by asking an essential question.
Listening to learner voice through their responses will provide a wealth of information about prior
knowledge and experience, perspective, ability, and interest while engaging all learners in a
conversation that builds curiosity. Ongoing, real-time formative assessment is the answer here, and
requires an interactive role from the classroom teacher, to provide formative feedback and support
students to develop their learning goals.

6. Questioning

Asking questions to drive learning is at the heart of the inquiry model. When teachers are unsure of how
to manage this process, they may default to asking closed, content-specific questions, and the rigour of
authentic inquiry is lost. It is important for the teacher to have a proper grasp of how to ask effective
questions to guide their learners towards curricular outcomes, while still enabling learners to think
deeply and critically about their own learning. If the teacher is lacking in this area, it has a trickle-down
effect on the students as they will not learn the basics of effective questioning, reasoning, and problem-
solving.

The workaround: The solution is to ask questions that connect to the essential understandings and deep
concepts of the curriculum, rather than to specific areas of surface-level content. These questions are
open to a range of perspectives and inspire a range of responses. Learners will discover the content
more readily when they understand and explore the purpose and relevance of learning it.

7. Portfolios

Learner portfolios become the collection point for evidence of learning in an inquiry-based classroom, as
they work at their own pace and level. Portfolios showcase progress and accomplishments and reinforce
the teacher’s grading, but most importantly they provide an ongoing opportunity for feedback, enabling
learners to improve and progress as they build upon previous learning. If teachers do not manage this
process well, they may revert to relying on summative assessment tasks to determine progress. This is
very time-consuming as these assessments are usually large pieces of work that must be individually
graded.

The workaround: The solution for teachers is to focus on collecting evidence of learning against
achievement standards throughout the learning process. When teachers are able to assign a level of
achievement and provide formative feedback in the moment, they add this to the learner portfolio,
which becomes a progressive report of achievement rather than a filing cabinet to be sorted out later.

8. Checklists & Ratings

Teachers may use checklists, a learning continuum, or rubrics to guide learners through their learning to
keep them on task. While this may be useful for the learners, if the requirements are very vague, the
instructor will not have the information needed to properly observe and assess students. Additionally,
rating scales may be skewed, limiting learning and creativity. This leaves the door open for educator
bias.

The workaround: The solution to this potential risk is to ensure that any learning continuum or success
criteria are directly related to the outcomes of the curriculum and that the levels of achievement are
based on Bloom’s Taxonomy of higher-order thinking. This ensures that both the essential
understandings of the curriculum and the critical and creative thinking skills of learners are being
assessed.

How to apply Inquiry Based Approach inside the classroom?

1. Start with a Question

The best way to start an inquiry-based lesson is by asking a question. This will get students thinking
about the topic and will encourage them to ask their own questions.
2. Allow for Exploration

Once you have asked a question, then allow the students to explore the topic on their own. This will
help them to understand the material better.

3. Encourage Discussion

Encourage students to discuss their ideas with each other. This will help them to develop a better
understanding of the material.

4. Provide Resources

Be sure to provide students with resources that they can use to explore the topic. This will help them
develop a better understanding.

5. Summarize What Was Learned

At the end of the lesson, be sure to summarize what was learned. This will help students to remember
the information.