Inquiry-Based Teaching, Dissertation – Literature Example

Introduction

Teaching is basically a process of getting the attention of students and getting the best of their interest hence stirring it out to become the source of inspiration for learning. It is believed by pedagogical experts that proper learning come from proper motivation that is most often than not influenced by the educators as the primary classroom directors. Providing the most comprehensive ways of defining the importance of learning, the teachers are in affine position of making a difference on how the students are able to comprehend with the lessons that they are presented with in class[1]. However, it could be realized that there are several procedures taken into consideration by the teachers to be able to impose motivation on their students. Most of the time, these approaches incur teacher-centered operations, whereas the teachers are the central source of control and the students often have less “say” in the process by which they are being taught by the instructors[2]. For some time, this approach has been working well. However, through the years of entering the era of development and modern condition of learning for a more complex society, this approach of teaching somewhat causes a particular problem on how modern learners are able to grasp their lessons[3].

This is the reason why new approaches have been introduced. One of which is that of the inquiry-based teaching method. Explanatory-based subjects such as Science often encounter challenges of receiving less participation from students in class[4]. It could be identified that somehow, the capability of a student to respond only depends on the willingness of that particular individual in consideration with the task that is to be completed at hand. In a way, such a response might not easily come into existence when a young learner is less motivated to accomplish anything. One way to get both their attention and their interest then is that of helping them comprehend on the subject or the lesson through getting them personally involved in the discussion and the completion of the tasks.

Gap in the Literature

Although inquiry-based learning is already a known process especially in teaching subjects like that of Science. However, the utilization of this operation in teaching is less recognized at present especially when it comes to handling particular issues that involve points of comprehension and investigation on matters that include life-topics. These often include lessons included in science that mostly require direct investigation and observation. At this point, inquiry-based teaching is strongly imposed[5]. The only gap there is in consideration with this matter though is the fact that there are currently few or very low level of attention placed upon the production of researches that are dedicated towards investigating and observing the most instinctive points of the classroom application of inquiry-based system of teaching.

Origins of Inquiry-Based Teaching

Piaget, Vygotsky and Freire[6] are among the most confident sources of the idealisms that surround the application of inquiry-based teaching. Dependent on the principles of constructivist learning, inquiry-based teaching insists on the capability of the teachers to stir-up understanding on the students through the implication of interesting questions. Helping the students think more rather than simply accept what they are being presented with by the instructors is expected to make the students more participative[7]. The investigative ways that are encouraged to answer the questions raised by the teachers are expected to make a more referential consideration from which the students are to become more involved in the learning of the most important points of the lessons with a hands-on condition of understanding what the lessons mean to their lives.

Implementing Inquiry Teaching

The impact of inquiry-based teaching does not only depend on the willingness of the teachers to impose new waves of helping their students; it also does depend on the capability of the teachers to apply the procedures that impose on the proper application of the said approach. First to consider is that of giving ample time for preparation. This would make it easier for the teacher to handle possible conditions that may arise during the teaching schedule. Notably, during the point of preparation, it is important to make sure that the questions are just right for the lesson and the activities that are accounted in accordance with this matter are specifically right for the target age of the class to whom the said lesson plan is to be presented to. Making the learning process collaborative is an important aspect of the inquiry-based learning approach is also a definite source of success. Discovery and observation are two primary operations that are encouraged in this way of teaching.  Notably, the relative connection of thinking and the intuitive ways by which it encourages one to expand the knowledge that he or she has upon a matter specifically defines the path that inquiry-based teaching takes in helping students gain more knowledge through applicable and hands-on learning process.

Teacher’s Perceptions of Inquiry     

Although inquiry-based teaching does create a more responsive environment in the classroom, there are simply some teachers who do not have the right understanding on how to use it. Besides the fact that they have lesser training on how to use the said approach, most teachers [even the modern ones] still embrace the traditional way of motivating students through the teacher-centered learning operation in classrooms[8]. Perhaps considered as their comfort zone, teachers today are more capable of handling instructions that are simply commanded by them and followed by their students. Inquiry-based teaching process certainly challenges this approach and suggests a more complex process hence indicating a harder and more compelling condition in the classroom[9]. Nevertheless, it is still believed that defining the process of learning of the students through proper motivation could be won over by the application of inquiry-based teaching; hence imposing on the need of the teachers to accept the challenge of being more interested in learning and applying the learning approach better as part of their personal teaching culture.

References:

Bruner, J. S. (1961). “The act of discovery”. Harvard Educational Review 31 (1): 21–32.

Banchi, H. & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46(2), 26-29.

Dewey, J (1997) How We Think, New York: Dover Publications.

Freire, P. (1984) Pedagogy of the Oppressed, New York: Continuum Publishing Company.

Kirschner, P. A., Sweller, J., and Clark, R. E. (2006) Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41 (2): 75–86.

Herr, N. (2008) “The Sourcebook for Teaching Science”. San Francisco: John Wiley.

Herron, M.D. (1971). “The nature of scientific enquiry”. Educational Psychologist 79 (2): 171–212.

Vygotsky, L.S. (1962) Thought and Language, Cambridge, MA: MIT Press.

[1] Bruner, J. S. (1961). “The act of discovery”. Harvard Educational Review 31 (1): 21–32.

[2] Banchi, H. & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46(2), 26-29.

[3] Dewey, J (1997) How We Think, New York: Dover Publications.

[4] Banchi, H. & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46(2), 26-29.

[5] Kirschner, P. A., Sweller, J., and Clark, R. E. (2006) Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41 (2): 75–86.

[6] Kirschner, P. A., Sweller, J., and Clark, R. E. (2006) Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41 (2): 75–86.

[7] Herr, N. (2008) “The Sourcebook for Teaching Science”. San Francisco: John Wiley.

[8] Herron, M.D. (1971). “The nature of scientific enquiry”. Educational Psychologist 79 (2): 171–212.

[9] Herron, M.D. (1971). “The nature of scientific enquiry”. Educational Psychologist 79 (2): 171–212.