Inquiry-Based Learning: Methodologies, Assessment & Strategies

This report provides a comprehensive overview of the inquiry-based learning approach, defining it as a learner-centered methodology that prioritizes the development of analytical and problem-solving skills. It identifies various teaching-learning methods suitable for inquiry-based learning, such as document analysis and scaffolding, and highlights constructivism as a key supporting pedagogy. The report emphasizes the importance of formative assessment for continuous improvement and discusses strategies for record-keeping and behavior management, including scaffolding and reinforcement. It also explores classroom feedback strategies and defines the distinct roles of teachers as facilitators and learners as active participants. The report concludes by underscoring the importance of inquiry-based learning in fostering intellectual engagement and developing essential skills for learners.

Running head: Inquiry Based Learning Approach
INQUIRY BASED LEARNING APPROACH

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Inquiry Based Learning Approach
Table of Contents
Introduction......................................................................................................................................3
Inquiry based learning.....................................................................................................................3
Teaching-learning methods.............................................................................................................4
Supporting pedagogies.....................................................................................................................4
Assessment approaches...................................................................................................................5
Keeping records...............................................................................................................................5
Behaviour management strategies...................................................................................................6
Classroom feedback strategies.........................................................................................................6
Roles of teachers and learners.........................................................................................................7
Importance of inquiry based approach............................................................................................7
Conclusion.......................................................................................................................................8
Reference list...................................................................................................................................9

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Introduction
The study has focused on critical discussion on inquiry based learning approach. For that
reason, inquiry based learning has been defined including the concepts of problem solving and
critical thinking. In addition, some teaching-learning methodologies have been identified and
explained that can be helpful for imparting inquiry based learning. Constructivism has been
discussed as one of the main supporting pedagogies for this kind of learning approach. This has
been done in order to illuminate the theoretical background behind this teaching-learning
approach. On the other hand, relevant assessment and reporting approaches have been included
in this study. Furthermore, behaviour management strategies have been discussed as well so that
the practicability of this learning approach can be made clear. Each and every approach demands
different responsibilities from the people related to the teaching-learning process. Thus, the roles
of both the teachers and the learners have been mentioned here in this study as per the demands
of inquiry based learning approach. Moreover, the importance of choosing this approach over
other available approaches has been illuminated further in this study.
Inquiry based learning
Inquiry based learning refers to a teaching-learning approach where the involvement of
the learners are prioritised. This purpose is done by giving enough scope and space to the
learners so that they can develop their own ideas, concepts, and questions through their analytical
skills. According to Savery (2015), inquiry based learning is similar to problem based learning
that facilitates the critical thinking skills of the learners so that they can solve problems using
their developed critical thinking skills both in the context of classroom learning and real life.
This learning approach follows a cycle that includes the stages of asking, investigating, creating,
discussing and reflecting on the part of the learners. However, this learning approach is mainly
popular in teaching science related disciples but this approach can also be used to teach other
subjects like history, geography, language and so on (Ozgelen, Yilmaz-Tuzun & Hanuscin,
2013). This is because the main purpose of using this approach is to prepare the learners to deal

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with problem-based scenarios where they are able to give new meanings to the content of their
study.
Teaching-learning methods
Various learner centred teaching-learning methods can be used in order to implement
inquiry based learning approach in the classroom. For example, document analysis method is one
of the common learning methods used in this approach. This method enables the learners to
analyse and evaluate the learning materials in hand with minimal help from the part of the
teachers (Parappilly et al. 2013). For that reason, relevant photographs or news paper cuttings
can be given to the learners for them to dissect and understand the contemporary time in the
context of teaching history. On the other hand, scaffolding can be considered as one of the
effective teaching methods in this regard. Scaffolding is a process of giving temporary learning
support to the learners until they grasp self-learning skills.
In this scenario, the question answer method can be beneficial where the teachers lead the
learning sessions by throwing probing questions to the learners and proceed according to the
understanding level of the learners (Pedaste et al. 2015). This method leads to another important
inquiry based method namely interactive method that gives opportunities for the learners to
communicate their doubts, questions and revelations with their teachers. Other methods like
guided research, open inquiry methods can also be helpful to sharpen the inquiry skills of the
learners.
Supporting pedagogies
Inquiry based learning approach is supported by the pedagogical approach of
constructivism. According to Ku, Ho, Hau & Lai (2014), constructivism refers to the idea that
human beings construct their perspective of the world on the basis of their respective
experiences. This implies that the learners learn as per their own understanding. Thus, rote
learning or lecture methods are not suitable for this pedagogical approach. The main ground of
this pedagogical approach is that knowledge is not any ready-made product. Rather, knowledge

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is a process that can be transmitted to the learners only through an active participation of the
learners. Another factor of this pedagogical approach is that each and every learner is unique
who requires different levels of guidance from the teachers (Marshall & Smart, 2013). This
pedagogical approach supports the use of reinforcements as motivating factors for the learners.
Behaviourism is another face of constructivism that gives the implication that behaviours
of the learners can be conditioned. So, this learning approach makes use of this pedagogy so that
learners can be directed towards using their own research and analytical skills to construct
meanings of the learning contents (Lee, 2014). So, learners are located at the centre of this
teaching learning experience that is led by the teachers. As mentioned above, needs of the
learners and the uniqueness of each learner is important to focus on because the teaching
learning approach needs to be on the basis of needs and capabilities of the learners.
Assessment approaches
Among various kinds of assessment approaches such as summative approach, diagnostic
approach and formative approach, inquiry based learning needs formative assessment approach.
This is so because a continuous assessment process is required in this learning approach so that
the improvement of the learners can be measured time to time. Formative assessment refers to all
the informal and formal assessment processes during the teaching learning sessions (Ley &
Gannon-Cook, 2014). The purpose of choosing this assessment approach is that this approach
allows the teachers to evaluate their teaching practices as per the impact of the teaching practices
on the development of the learners. According to Lederman et al. (2014), the final result of the
learning process is not only important in inquiry based learning.
On the contrary, evaluation of the ongoing process is equally important in this matter. So,
various assessment techniques can be used such as observations, discussions, questioning, and
task performances and so on. Moreover, self assessment can also be another assessment
approach for the learners where the learners will be able to assess their needs and performances.
This approach can be done through participating in peer group tasks, research projects, and self
reflections and so on.

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Keeping records
Learner record keeping is one of the main factors of maintaining an inquiry based
learning approach throughout the learning process. As mentioned above, formative assessment
tends to be the most appropriate assessment approach for this learning approach. Thus, it is
important that the records regarding the performances and participations of the learners are kept
by the teachers (Crane et al. 2015). For that reason, the observation strategy can be used by the
teachers in order to be updated on the ongoing improvement of the learners. This may be helpful
in realising whether the teaching strategies are working or not. In addition, keeping relevant
records are also important for comparing the records of each student with their past and present
performances.
Behaviour management strategies
Inquiry based learning approach can be implemented through various behaviour
management strategies. One of them is scaffolding. According to the theories propounded by
Vygotsky, scaffolding is the process of assisting and guiding the learners as per their needs until
they learn self learning techniques and motivations. The advantage of using this strategy is that
here the behaviour patterns of the learners can be directed by the minimal guidance from the
teachers without telling them what to do. In the context of inquiry learning, inquiry skills like
questioning, observing and evaluating can be enriched if they get the assistance regarding where
to begin from (Efstratia, 2014). Other behaviour management strategies such as reinforcements
can be useful in this matter. Reinforcement is one of the key concepts in behaviourism that
allows the teachers to modify the behaviour patterns and turn them into more productive ones.
This strategy can be implemented through many techniques such as by uttering praises or just by
nodding and smiling that transfer positive attitude and motivation from the teachers to the
learners.

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Classroom feedback strategies
Getting feedback is as important as assessing the performances of the learners. Australian
teaching standards require a holistic development of the learners at the end of the learning
session. However, learning is a never ending process and thus the process is all that matters the
most. So, it important that the feedbacks of the learners are well observed and recorded so that
new teaching learning strategies can be experimented in order to get better results. In the context
of inquiry based learning, it can be said that various strategies like involving the learners in
group projects, case studies, guided research can be used so that the teachers get to observe the
improvements or issues of the learners (Lee, Mak & Burns, 2016). Thus, observation is one of
the important strategies for getting feedback in the classroom. Interaction is another strategy
through which the learners get to give their own feedbacks themselves. Techniques like
questioning, peer teaching can be used so that the teachers can get authentic feedbacks from the
learners within the classroom.
Roles of teachers and learners
The roles and responsibilities of the teachers and the learners are really different in this
learning approach than other learning approach like the traditional learning approach. Teachers
need to play the role of a coach for the learners who can guide them towards the right direction
of doing their inquiry (Reinke, Stormont, Herman & Newcomer, 2014). This is because the
teachers have to support the mental development of the learners so that their curiosity level can
be enhanced. For that reason, the learners need to be continuously motivated throughout their
inquiry based learning.
This can be said because immense amount of confidence and encouragement is needed in
order to be involved in inquiry based learning. Thus, the teachers need to play the role of a
motivator and a facilitator as well (Abdi, 2014). On the other hand, the learners need to play the
role of an active participant in the learning process who is always driven towards a quest for
learning (Beck, Butler & Burke da Silva, 2014). For that reason, they need to be risk takers who
are not afraid of failing in the process of learning. New perspectives need to be attained by the

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learners so that they can perceive their curriculum from multiple angles. All these are needed in
order to make the learners competent in investigating for new understanding and new knowledge
through self made attempts.
Importance of inquiry based approach
The main importance of inquiry based learning approach is that learners can be
intellectually engaged in the whole learning process through this process. There are other
traditional learning approaches that are mainly teacher centred. The weakness of those
approaches lies in the fact that they foster direct instruction and lecture methods where there is
very little scope for active participation of the learners in the learning process. On the contrary,
the inquiry based approach fosters an in-depth understanding in the minds of the learners that
maximises their learning capabilities (Aditomo, Goodyear, Bliuc & Ellis, 2013). For that reason,
the learners play the role of researchers who fill the gaps between the unlearnt and the learnt
content through self motivated attempts. Another reason for choosing this approach others is that
inquiry based learning approach can enhance inquiry skills such as analysis, reflection and
evaluation in the learners that enriches a holistic development of the learners.
Conclusion
This study has revolved around an exploratory discussion on the inquiry
based learning approach. For that reason, inquiry based learning has been explained. It has been
found that inquiry based learning approach is a key to enhance critical thinking and problem
solving skills in the learners. Apart from that, some teaching learning methods have been
identified such as interactive method, guided research method and more that can be useful in
implementing the inquiry based learning approach in the classroom. On the other hand,
constructivism and behaviourism have been identified as some of the supporting pedagogies for
applying this learning approach. Furthermore, some relevant assessment and reporting
approaches have been mentioned in this study along with a discussion on the importance of
keeping student records in this approach. In addition, some behaviour management strategies

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have also been identified and explained in this study. Moreover, the reason of choosing inquiry
based learning approach other teacher centred approaches has been illuminated further in the
study.

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