Lesson 1

Inquiry-based learning and Research-based learning

Introduction
Inquiry-based learning (also enquiry-based learning in British English starts by posing
questions, problems or scenarios—rather than simply presenting established facts or
portraying a smooth path to knowledge. The process is often assisted by a facilitator.
Inquirers will identify and research issues and questions to develop their knowledge or
solutions. Inquiry-based learning is closely related to problem-based learning, and is
generally used in small scale investigations and projects, as well as research.[2] Inquiry-
based instruction allows students to develop and practice critical thinking skills.

Activity
KWL Chart

Mathematics or Science
Topic:
Big Question:
What I know What I want to know What I learned

Lesson Outcomes
• Discuss the salient features of inquiry-based learning and research-based
learning and its application to the attainment of mathematics and science
learning competencies and mathematics and science learning outcomes
• Analyze how technologies for teaching and learning Mathematicslearning
Mathematics and science can be maximized in inquiry- based learning and
research-based learning.

 Share some performance standards from the Curriculum Guide that can employ
inquiry-based learning and research-based.
Nature of Inquiry-based learning
Inquiry, in its simplest definition, is a process of asking questions.
In the classroom, in particular, the process of inquiry is a basic learning activity that
every teacher is expected to facilitate. The development of the ability to ask among
learners is primordial in the age of the Fourth Industrial Revolution. According to the
Future of Jobs Report during the World Economic Forum, top three of the ten skills
needed in this age are complex problem solving, critical thinking and creativity (Gray,
2016) which all start from the process of asking.
Inquiry-based learning is a student-centered teaching method that encourages
students to ask questions and investigate real-world problems. In this type of learning
environment, students are actively engaged in the learning process and are given the
opportunity to explore their natural curiosities.
Inquiry-based learning has been shown to improve critical thinking skills, problem-
solving skills, and creativity.
When to Use
Chisholm and Godley (2011) purport that inquiry-based instruction (IBI), which is also
referred to as inquiry-based learning (IBL), offers an especially appropriate approach to
learning about science since IBI can provide students with opportunities to investigate
and learn practical skills through hands-on activities. As for mathematics, IBI can help
students focus on how to solve problems in different but logical ways.
The 4 Types of Inquiry-Based Learning
1. Structured Inquiry – This lets the students follow the lead of the teacher as the
entire class engages in one inquiry together.
2. Controlled Inquiry – The teacher chooses topics and identifies the resources
the students will use to answer questions.
3. Guided Inquiry – The teacher chooses topics or questions and students design
the product or solution.
4. Free Inquiry - Students are allowed to choose their own topics without any
reference to a prescribed outcome.
Role of the Teacher
The success of IBL largely depends on the careful planning of the teacher in relation to
the curriculum. The mathematics or science teacher needs to look into the learning
competencies that can be satisfied by a simple inquiry or more complex inquiry. He/she
controls and prepares the topic for investigation and guides the learners by setting the
questions to be explored.
Learners are allowed to design their own way of investigation and present their outputs
using technology tools that are afforded to them. When technology is coupled with IBL,
a gateway to information is opened and students can have to information at anytime
and anywhere. It is assumed that the teacher is knowledgeable of the sources.

When designing an IBL, the teacher has to consider the following fields proposed by
Avsec and Kocijncic (2016):
1. Prior knowledge and capacity
2. Context – Learners require meaning from experience.
3. Content and learning materials
4. Process
5. Strategy of reaction and behavior
6. Course Outcomes

Role of Technology
The internet or the World Wide Web offers lots of platforms for mining information. It has
become the most sought out source of information because of the variety of tools that
abound. Language is no longer a barrier in one’s search for information. Depending on
the unit of study in a mathematics or science curriculum, there are many free
educational websites that are available for the mathematics and science teachers and
learners. Due to the vastness of sources of information from the WWW, any
mathematics or science teacher who is using IBL has the responsibility to direct learners
to websites that provide the proper information.

To be able to apply Inquiry-Based Leaning (IBL) in your Field of Specialization, do the

following steps:

Step 1: Reading Curriculum Guide in Mathematics or Science Subject

Identify a grade level from the K to 12 Curriculum and read the Curriculum Guide for
Mathematics or Science of this level. Focus your reading on the different mathematics
or science competencies of every lesson
Step 2: Identifying Mathematics or Science Competency for IBL
Find learning competencies in the chosen curriculum guide that are suited for an IBL.
Determine the type of inquiry that you will be using. Note them down on the table
provided.
Step 3: Developing Core Questions
Create core question/s about the competencies that learners might be asked to answer.

7 Benefits of Inquiry-Based Learning

1. Encourages critical thinking
2. Improves problem-solving skills
3. Encourages creativity
4. Improves communication skills
5. Connects learning to the real world
6. Helps students understand complex topics
7. Encourages engaged learning
Research-based learning
Research-based learning (RBL) consists of a framework that helps to prepare students
to be lifelong inquirers and learners. The term “research,” which often conjures up a
picture of students writing research reports, is here defined as a way of thinking about
teaching and learning, a perspective, a paradigm. It is a specific approach to classroom
teaching that places less emphasis on teacher-centered learning of content and facts
and greater emphasis on students as active researchers.
In a research-based learning approach, students actively search for and then use
multiple resources, materials, and texts in order to explore important, relevant, and
interesting questions and challenges. They find, process, organize and evaluate
information and ideas as they build reading skills and vocabulary.
They learn how to read for understanding, form interpretations, develop and evaluate
hypotheses, and think critically and creatively. They learn how to solve problems,
challenges, and dilemmas. Finally, they develop communication skills through writing
and discussion.
Five stages of research-based learning, students:
Identify and clarify issues, questions, challenges, and puzzles.
A key component of research-based learning is the identification and clarification of
issues, problems, challenges and questions for discussion and exploration. The learner
is able to seek relevancy in the work they are doing and to become deeply involved in
the learning process.
Find and process information.
Students are tasked with searching for, finding, closely reading, processing, and using
information related to the identified issue and question from one or more sources. As
they seek out resources and read information, and then organize, classify, categorize,
define, and conceptualize data. In the process, they become better readers.
Think critically and creatively.
Students are provided with the opportunity to use their researched information to
compare and contrast, interpret, apply, infer, analyze, synthesize, and think creatively.
Apply knowledge and ideas and draw conclusions.
Students use what they have learned to draw conclusions, complete an authentic task,
summarize results, solve problems, make decisions, or answer key questions.
Communicate results.
Students communicate results of their research activities in a number of possible ways,
such as through a written research report, a persuasive essay, a book designed to
teach younger students, a math problem solution, a plan of action, or a slide
presentation to members of the community.

The Teacher’s Role

Teachers play a key role in the success of research-based instruction by engaging and
involving students in information gathering and processing. While teachers might
occasionally provide information through lectures, and textbooks are used as a source
of information, there is an emphasis placed on students learning how to seek out and
process resources themselves. A teacher provides a climate that supports student
curiosity and questioning.
Teachers enable students to ask questions and pose problems. Students are invited to
ask and answer questions. The classroom climate is conducive to using higher-order
thinking and problem-solving skills to apply knowledge to solve problems. Teachers
attempt to build ways for students to take ownership of their learning, to create a value
and a purpose for learning.
In a research-based learning classroom, teachers often act more like a coach, guiding
students as they develop questions and problems, helping students to find, read, sort,
and evaluate information, giving students the opportunity to draw their own conclusions,
and providing the time and the opportunity for students to communicate results.

Assessment:
1.in its simplest definition,It is a process of asking questions.
A.Research B.Inquiry
C.Both A and B D.None of the above
2.It is a student-centered teaching method that encourages students to ask questions
and investigate real-world problems.
A Inquiry Based Learning B.Problem Based Learning
C.Research Based Learning D.Project Based Learning
3.It consists of a framework that helps to prepare students to be lifelong inquirers and
learners.
A.Inquiry Based Learning B.Problem Based Learning
C.Research Based Learning D.Project Based Learning
4. This type of Inquiry Based Learning lets the students follow the lead of the teacher as
the entire class engages in one inquiry together.
A Controlled Inquiry B.Structured Inquiry
C.Guided Inquiry D.Free Inquiry
5.Students are allowed to choose their own topics without any reference to a prescribed
outcome.
A.Controlled Inquiry B.Structured Inquiry
C.Guided Inquiry D.Free Inquiry