Inquiry-Based Learning

I would describe inquiry-based learning as the kind of learning that naturally occurs outside of the classroom and can be fostered within it. When someone has the motivation to learn about a given topic, they will pursue this knowledge independently, they will conduct research, read relevant literature and foster discussions about their topic. When there is personal interest the threat of a grade or not completing a degree is not needed to pursue learning. Inquiry-based learning is student driven, independent exploration of questions and concepts (Inquiry-Based Learning, 2023). This approach is question based and relies on reflection and critical thinking skills to work through difficult problems.

Teaching inquiry-based learning is important as it is the style used most often once students leave the constrains of middle and high school. Whether venturing out into the working world or pursuing further education, the individual must take greater ownership of what and how they learn and why they are learning it. It could be beneficial for educators to foster inquiry-based in the formal classroom.

Some ways to foster this type of learning are allowing for non-traditional learning activities and activities that are student-led and student created. Often when learners are able to make autonomous choices they feel more connected to the activity and will apply greater efforts.

An example of this is to give students choice of topics to study, and then have them take on a first person approach to the research and presentation of the topic, “Imagine you are a gold miner travelling up the Fraser River to search for gold near Barkerville, create a presentation of your journey and what you will do once you have reached your destination. What major geographical features will you pass? What will be the largest barriers to your journey and your stay in Barkerville?” By taking on a different point of view it can enhance interest in the topic and the process of learning.

Some issues can arise if educators do not provide effective scaffolding for learners to jump from instructed to self-directed learning. Without proper support learners may feel unsupported and lack the confidence necessary to be successful with this style of learning. Sometimes having too many options can make it difficult to choose and begin a project. Teachers could narrow down topics and provide a selection to learners with the option to explore something different if a student is inspired elsewhere.

Inquiry-based learning allows for students to develop new skills, pursue topics that hold personal significance and relevance and helps prepare them for future educational and career opportunities (Lazonder & Harmsen, 2016).

This would be a complementary approach for our Learning Resource as it would allow learners to further pursue the specific topics that interest them and would allow them to build collections of their own ideas and research on the topic, expanding their learning and understanding. Climate change and sustainability is an everchanging and evolving area of study and topic of conversation, fostering an inquiry-based style would encourage learners to continue to expand their knowledge and push through barriers to complete their desired actions and understandings.

References

Inquiry-Based Learning. Queen’s University. 2023.Inquiry-Based Learning | Centre for Teaching and Learning (queensu.ca)

Lazonder, A. W., & Harmsen, R. (2016). Meta-Analysis of Inquiry-Based Learning: Effects of Guidance. Review of Educational Research, 86(3), 681–718. https://doi.org/10.3102/0034654315627366