Inquiry-based learning

Definition

Inquiry-based learning (IBL) is based on constructivist and socio-constructivist theories of learning (Eick & Reed, 2002).

Inquiry-based learning is often described as a cycle or a spiral, which implies formulation of a question, investigation, creation of a solution or an appropriate response, discussion and reflexion in connexion with results (Bishop et al., 2004). IBL is a student-centered and student-lead process. The purpose is to engage the student in active learning, ideally based on their own questions. Learning activities are organized in a cyclic way, independently of the subject. Each question leads to the creation of new ideas and other questions.

This learning process by exploration of the natural or the constructed/social world leads the learner to questions and discoveries in the seeking of new understandings. With this pedagogic strategy, children learn science by doing it (Aubé & David,2003). The main goal is conceptual change.

IBL is a socio-constructist design because of collaborative work within which the student finds resources, uses tools and resources produced by inquiry partners. Thus, the student make progress by work-sharing, talking and building on everyone's work.

Models

There are many models described in the literature. We shall present as an example the cyclic inquiry model presented on the page sponsored by "Chip" Bruce et. al of the University of Illionois at Urbana-Champaign (UIUC).

Cyclic Inquiry model

The purpose of the UIUC inquiry model is the creation of new ideas and concepts, and their spreading in the classroom.

The Inquiry cycle is a process which engages students to ask and answer questions on the basis of collected information and which should lead to the creation of new ideas and concepts. The activity often finishes by the creation of a document which tries to answer the initial questions.

The cycle of inquiry has 5 global steps: Ask, Investigate, Create, Discuss and Reflect. We will give an exemple for each step using the "rainbow" example from Villavicencio (2000) who works on light and colors every year with 4 or 5 years old children.

from: [The Inquiry Page]

During the preparation of the activity, teachers have to think about how many cycles to do, how to end the activity (at the Ask step): when/how to rephrase questions or answer them and express folloup questions.

Ask

Ask begins with student's curiosity about the world, ideally with their own questions. The teacher can stimulate the curiosity of the student by giving an introduction talk related to concepts that have to be acquired. It's important that student formulate their own questions because they then can explicitly express concepts related to the learning subject.

This step focuses on a problem or a question that students begin to define. These questions are redefined again and again during the cycle. Step's borders are blurred: a step is never completely left when the student begins the next one.

Rainbow Scenario : The teacher gives some mirrors to the children, so they can play with the sunlights which are passing trough the classroom's windows. With these manipulations, students can then formulate some questions about light and colors.

Investigate

Ask naturally leads to Investigate which should exploit initial curiosity and lead to seek and create information. Students or groups of students collect information, study, collect and exploit ressources, experiment, look, interview, draw,... They already can redefine "the question", make it clearer or take another direction. Investigate is a self-motivating process totally owned by the active student.

Rainbow Scénario : Once questions have been asked, the teacher gives to the children some prisms which allow to bend the light and a Round Light Source (RLS), a big cylindic lamp with four colored windows through a light ray can pass. Then the children can mix the colors and see the result of their mixed ray light on a screen. They begin to collect information...

Create

Collected information begins to merge. Student start making links. Here, ability to synthetize meaning is the spark which creates new knowledges. Student may generate new thoughts, ideas and theories that are not directly inspired by their own experience. They write them down in some kind of report.

Rainbow Scénario : Some links are created from collected information and children understand that rainbows have to be created by this kind of phenomenon.

Discuss

At this point, students share their ideas with each other, and ask others about their own experiences and investigations. Such knowledge-sharing is a community process of construction and they begin to understand the meaning of their investigation. Comparing notes, discussing conclusions and sharing experiences are some examples of this active process.

Rainbow Scenario : children often and spontaneously sit around the RLS. They discuss and share their newly acquired knowledges with the purpose to understand the mix of colors. Then, they are invited to share their findings with the rest of the class, while the teacher takes notes on the blackboard.

Reflect

This step consists in taking time to look back. Think again about the initial question, the path taken, and the actual conclusions. Student look back and maybe take some new decisions: "Has a solution been found ?", "did new questions appear?", "What could they ask now ?",...

Rainbow Scénario : teacher and students take time to look back at the concepts encountered during the earlier steps of the activity. They try to synthetize and to engage further planning on the basis of their recently acquired concepts.

Continuation

Once the first cycle is over, students are back the Ask step and they can choose between two options:

1. Ask: a new cycle starts, fed by the new questions or reformulations of earlier ones. The teacher can create groups to stimulate discussions and interest.
2. Answer: the activity is ending. The teacher has to finish it by broadening: The initial questions with their responses, the reformulated ones, new ones that appeared during the activity. Making a synthesis is always a better solution, even if this step is not the purpose of an entire cycle.

Rainbow Scénario : the teacher sets students free to repeat their experiments or to try different things. Some students try to replicate what their friends have done, others do the same things with or without variants. A new cycle begins.

The advantage of this model is that it can be applied with lots of student types and lots of matters. Moreover, the teacher can design the scenario by focusing on a part of the cycle or another. He can use one, few or more cycle. Most often, a single cycle (formal or not) is not enough and because of that, this model is often drawn in a spiral shape.

Other models

• Scaffolded knowledge integration

Examples cases

• Le monde de Darwin : Internet educational environnemnt mostly for 8 to 14 years old students. The pedagogy is socio-constructivist, with treatment and organization of the information with collaborative work

Tools

• BGuILE
• WISE
• Microworlds
• Any sort of tool that allows for collaborative writing, e.g. groupware, portals, wikis.

See Also

constructivism, socio-constructivism, Case-based learning, discovery learning, WebQuest, Le Monde De Darwin, Project-based science model, ...

References

Lattion, S.(2005). Développement et implémentation d'un module d'apprentissage par investigation (inquiry-based learning) au sein d'une plateforme de type PostNuke. Genève, Suisse. Mémoire de diplôme non-publié
Internet: http://tecfa.unige.ch/staf/staf-i/lattion/staf25/memoire.pdf

Ackermann, E.K. (2004). Constructing Knowledge and Transforming The World. In Tokoro, M. & Steels, L. (2004). A Learning Zone Of One's Own. pp17-35. IOS Press

Aubé, M. & David, R. (2003). Le programme d’adoption du monde de Darwin : une exploitation concrète des TIC selon une approche socio-constructiviste. In Taurisson, A. & Senteni, A.(2003). Pédagogie.net : L’essor des communautés d’apprentissage. pp 49-72.

Bishop, A.P.,Bertram, B.C.,Lunsford, K.J. & al. (2004). Supporting Community Inquiry with Digital Resources. Journal Of Digital Information, 5 (3).

Chakroun, M. (2003). Conception et mise en place d'un module pédagogique pour portails communautaires Postnuke. Insat, Tunis. Mémoire de licence non publié.

De Jong, T. & Van Joolingen, W.R. (1997). Scientific Discovery Learning with Computer Simulations of Conceptual Domains. University of Twente, The Netherland

Duckworth, E. (1986). Inventing Density. Monography by the North Dakota Study Group on Evaluation, Grand Forks, ND, 1986.
Internet : www.exploratorium.edu/IFI/resources/classroom/inventingdensity.html

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Eick, C.J. & Reed, C.J. (2002). What Makes an Inquiry Oriented Science Teacher? The Influence of Learning Histories on Student Teacher Role Identity and Practice. Science Teacher Education, 86, pp 401-416.

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Hakkarainen, K and Matti Sintonen (2002). The Interrogative Model of Inquiry and Computer- Supported Collaborative Learning, Science and Education, 11 (1), 25-43. (NOTE: we should cite from this one !)

Hakkarainen, K, (2003). Emergence of Progressive-Inquiry Culture in Computer-Supported Collaborative Learning, Science and Education, 6 (2), 199-220.

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Linn, Marcia C. Elizabeth A. Davis & Philip Bell (2004). (Eds.), Internet Environments for Science Education: how information technologies can support the learning of science, Lawrence Erlbaum Associates, ISBN 0-8058-4303-5

McKenzie, J. (1999). Scaffolding for Success. From Now On, ,The Educationnal Technology Journal, 9(4).

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Polman, Joseph (2000), Designing Project-based science, Teachers College Press, New York.

Vermont Elementary Science Project. (1995). Inquiry Based Science: What Does It Look Like? Connect Magazine, March-April 1995, p. 13. published by Synergy Learning.
Internet: http://www.exploratorium.edu/IFI/resources/classroom/inquiry_based.html

Villavicencio, J. (2000). Inquiry in Kindergarten. Connect Magazine, 13 (4), March/April 2000. Synergy Learning Publication.

Vosniadou, S., Ioannides, C., Dimitrakopoulou, A. & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction ,11, pp 381-419.

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