2.

3 SEQUENTIAL PHASES OF INQUIRY-

BASED LEARNING

Inquiry-based learning can be described in four sequential phases that

resemble the sequence of information processing in the young brain:

1. The first phase is the engaged orientation of the child to the activity
that is presented. The duration of the child’s focus must be long enough
to hold a memory of the experience.

2. During the second phase, the facilitator will help the child to
conceptualise new information by gently introducing the questions
“What happened?”, “Why did it happen?” and “What if …?”

3. The third phase follows on from the second phase and is of

investigative nature, where the teacher encourages children actively to
try out or experiment with the skills or concepts contained in the
learning experience.
4. The fourth and final phase happens when the teacher facilitates critical
thinking by encouraging children to talk about their thoughts, feelings
and reflections on the experiences with other children and the teacher.

There is a significant overlap in the phases of inquiry-based learning and

neural processing, suggesting that the teaching method is a good fit for
optimal development of the young child’s brain potential. Although the
phases of inquiry-based learning are described in four phases, the neuro-
processing for the same activity can elicit contributions from different
areas, resulting in variations in the circular flow of information in the
brain. Figure 2.1 shows the phases of inquiry-based learning in loose
association with the flow of information processing in the brain.
 Figure 2.1 Inquiry-based learning and flow of information
processing

Source: Shutterstock

From the scientific evidence on inquiry-based learning for pre-school

children, it is evident that we teach children how to solve problems.

Exploring resources, asking questions and sharing ideas are ways to

promote inquiry-based learning. We need only an exciting central context
to create a holistic learning experience. An example could be a book about
an unfamiliar and novel animal, such as a sea wolf, wandering on a
deserted beach unable to find his mother. The dangers and the creatures he
encounters lead to feelings and thoughts that can be explored by questions.
New concepts can be introduced, such as the characteristics of predators.
The storyline can elicit empathy and ideas on how to solve the problem of
getting lost. Young children may have had the experience of getting lost.
Internal and external resources could be explored to suggest the behaviour
of the sea wolf that may help him find his mother.