Inquiry Based Learning

Kimberly McWilliams
EDCI 888
Pro Seminar II
Kansas State University
May 3, 2015

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Inquiry Based Learning

Benjamin Franklin once stated Tell me and I forget, teach me and I may
remember, involve me and I learn. This quote is insightful and implies that when
the learner is fully engaged, it correlates to more meaningful learning. For far to
long this is not how the educational cast system has worked. Instead of involving
students in the learning process, they are showed, told, or simply expected to
regurgitate information. The typical classroom has the teacher stand at the front
of the room with the chalk and students sit behind in desks copying the
information. It wasnt until philosopher John Dewey promoted learning by doing
that the typical classroom began to change (Simpson, 2001). Dewey also noted
that in regards to the subject of science teaching has suffered presented as
ready-made knowledge, so much subject matter of fact. With these types of
rationales in mind it lead the Educational Policies Commission in 1961 to develop
ten rational powers that students needed to develop (Inquiry-based, 2004).
Some of these items included recalling, classifying, comparing, and evaluating.
Skills that today are considered essential. Still inquiry learning is not the
standard practice of teaching. This paper will examine what inquiry learning is
exactly, real world examples, and possible limitations.

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First it is important to understand that inquiry based learning also goes by

problem based learning, discovery learning, amongst others. However, they all
have the same denominator, students practice problem solving and critical
thinking skills (Magnussen et al., 2000). More specifically inquiry based learning
allows students to explore information, questions, and content on their own.
Students can work in groups or individually to discover and research answers.
Teachers become the guide on the side while students take charge and lead
their own discovery process. The teachers involvement can me minimized or
maximized depending on the level or assignment.
Biology often times requires memorization of facts and knowledge.
Rather than just memorizing facts, concepts, and principles, Biology is also
regarded as a process of discovering knowledge (Syafil & Yasin, 2013). When
teaching is partnered with inquiry based learning lessons can be centered on
real- life situations. The student will no longer simply have a concrete
understanding of material but an abstract, higher level of thinking. In order to
properly integrate inquiry learning into the classroom there are five steps that
need to be followed:
1. Introducing Students to the problem by the teacher
2. Organizing students for the lesson
3. Guiding and facilitating individual or group research

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4. Building and presenting the findings

5. Analyzing and evaluating the whole problem solving process
An experiment was conducted using traditional instruction and another
utilizing the steps of inquiry learning. At the end of the lesson test scores were
compared. The post- test scores were on average about 25% high for the inquiry
based learning students. The study contributed this to the active participation
from the students being involved. Knowledge gained through self discovery is
more meaningful and is easier to apply in real life stated Amir (2009). It was
noticed that through repeat inquiry based learning environments that students
supported these strategies. They themselves begin to understand the learning
process and can actively direct, monitor, and evaluate, his/her learning
process. Through repeated practice this type of learning increases the students
intellectual abilities by having them think critically.
A study was conducted with math students. One where students were
exposed to problem based learning and others to traditional learning. The
hypothesis was that there would be no statistical difference between these two
groups. The trial took place over three months testing students from different
schools. Many teachers noted from the trial that students had higher levels of
intrinsic goal orientation, task value, elaboration strategies, and peer learning.

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Students agreed with this citing that the project based learning correlated to their
personal relevance. It allowed students to discuss problems, to catch mistakes
in their own work, determine their strengths, correct misconceptions, and take
charge of their own learning.
1. Identify the problem
2. Make assumptions
3. Formulate a model
4. Evaluate said model
5. Draw conclusions
During these steps when students ran into issues it allowed teachers to
scaffold the learning. Scaffolding is when the teacher can adapt the lesson/ level
to the ability of the student. Scaffolding can also be a student helping one
another, bridging the gap between their current abilities and intended goals.
The conclusion of the study was that it did indeed find problem based learning
successful. Limitations of their study were the specific schools they chose for the
study. The schools with problem based learning had a higher percentage of
students in higher level classes. Another study would allow for greater control
over their sample population (Fatadee et al., 2014).
The next trial we look at is an elementary classroom utilizing problem
based learning. This trial utilized the standards set forth by the National Science

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Eductaion Standards (NSES), Benchmarks for Science Literacy by AAAS, and

NRC. They placed the students in a situation of confusion or doubt. Students will
then have to start thinking or solving for solutions to their problems.

PBL is contradictory to most of the ways teachers themselves were

taught. Conclusion---Albanese & Mitchell stated that problem- based
instructional approaches were less effective in teaching basic science content
while on the other hand also finding that it also promotes student interest,
provides motivation, and provides communication skills (Fatade et al., 2014).

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