The Use of Inquiry Learning in the Context of Integrated Programming - Assignment Example

Student details Name Course Unit details Unit code EDP 410 Unit name Integrated Programming Unit lecturer or tutor Craig Wheatley Assignment details Topic Due date Word count 1865 Extension granted □ No □ Yes Extension date Is this a resubmission? □ No □ Yes Resubmission date Declaration I certify that the attached material is my original work. No other person’s work or ideas have been used without acknowledgement. Except where I have clearly stated that I have used some of this material elsewhere, I have not presented this for assessment in another course or unit at this or any other institution. I have retained a copy of this assignment. I have read and understand the Curtin University of Technology document Academic Integrity at Curtin: Student guidelines for avoiding plagiarism. Name/signature Date ASSIGNMENT CHECKLIST I have named my assignment correctly in the following style: Surname_Firstname_EDP135_Assignment1_Essay.doc  I have put in my Surname and Initial into header of this document.  I have used Arial 12pt font, 1.5 line spacing and left aligned the text for my assignment.  Please note: Pages 2-4 of this document contain the Marking guide for your assignment; please begin typing your assignment on page 5. The Use of Inquiry Learning in the Context of Integrated Programming Introduction According to Galileo Educational Network (2004), inquiry can be defined as the dynamic process where one is open to wonder and puzzlement in a bid to get to comprehend and know the world. Inquiry based learning therefore, is a process which involves the learners in the process of learning through formulation of questions and wide investigation followed by a construction of new understanding, meaning and knowledge. This enables the student to be able to answer a question, create a solution or support a position or viewpoint. This opinion is usually expressed in an open forum that may lead to some sort of action being taken. According to research, students can learn to be more creative, positive and independent from inquiry based learning (Kuhne, 1995). This applies to every type of student, including special needs students or attention-challenged ones. Student achievement has been shown by some academic research to be improved by inquiry based learning (GLEF, 2001). An example of this academic research is the effective school library programmes based on inquiry based learning. School libraries have been proven to record measurable benefits in student performance by as much as 2-9% if it is properly equipped and staffed (Lance, 2001). In order to succeed with inquiry based learning, an alteration in school culture is often necessary. Various studies conducted by Falk & Drayton (2001); Fullan (1991) and Kuhlthau (2001) have shown that realization of inquiry based science education, information literacy programmes, etc have culminated in formulation of guidelines for building the culture of inquiry. Established Models for Inquiry-Based Learning and Problem-based Learning The definition of a model is a physical representation or a description which serves to further illustrate the comprehension of a subject that cannot be observed. It is a method used to link learning outcomes. The inquiry model is instructional in nature and is works as a support for teachers’ and students’ work, capable of being utilised in various ways (Donham, 2001). Problem based learning on the other hand, is based on equipping students with problem solving skills by presenting them with a practical problem to resolve. An ill-structured situation is presented in which simulation of various types of potential future organisational problems are tackled by the student. The aim is to develop both problem solving strategies and disciplinary knowledge bases and skills. Inquiry Based Learning Models Figure 1: Inquiry Based Model. Source; Alberta Education (1990) The inquiry model can be used as a source of substance and formation for instruction. It summarises the skills and plans required for every stage of the process and can be used as a reference guide as lesson plans are formulated. It can also act as a measure for students’ feelings. Various stages of the learning experience excite various emotions within the student body such as interest, trepidation, dissatisfaction or exhilaration. There is a defined pattern to these feelings and teachers using the inquiry model will be able to anticipate these and come up with support mechanisms and reflective activities to assist the student’s progress. The inquiry model is also useful as a common language tool for both teachers and students. This assists in internalisation of the model and increases effective communication amongst both parties. It is also useful in developing analytical skills among students who may be limited by their view of the inquiry model as a problem solving tool for the teacher rather than as a tool of curiosity, allowing them to explore and generate their own knowledge. Teachers are able to utilise the inquiry model in assessment of the effectiveness of learning that has taken place (Alberta Education, 1990). Problem Based Learning Problem based learning is a paradigm shift from focus on teaching to focus on learning. It uses genuine practical problems as a powerful tool to assist students to access their engagement in learning and motivation. The features that set problem based learning apart are that learning occurs in context, using real life situations; the students and teachers collaborate as learners, planners, producers and evaluators of the curriculum; it is grounded in concrete academic learning research and its best practices – students are empowered to take responsibility for their own education because lectures and assigned readings are limited; Problem based learning differs from others in that it encourages students to collaborate and emphasis problem solving skills as it pertains to the students’ profession. It also encourages effective reasoning and self directed learning which helps to raise motivation for lifelong learning (Azer, 2001). The Importance of Questioning Literature in teaching and learning is appreciative of the role of questioning as an instructional strategy. It has been used in order to inspire interest, as a source of instruction and evaluation and a method to promote higher order thinking processes by students (Gall, 1970). It is well known that questions spur cognition from simple evocative processing to complex inference (Janes & Hauer, 1988) and this is upheld by research (Wilen, 1991). Questions from learners are a potent metacognitive tool as well because they assist the individual’s comprehension (Fishbein, Eckhart, Lauver, Van Leeuwen & Langmeyer, 1990). In spite of the acknowledged significance of questioning, many studies have shown that teachers at all levels tend to concentrate on questions that excite students’ memory but rarely do they propose questions that inspire thought (Davis, Morris, Rogers & Tinsley, 1969). The importance of effective questioning cannot be underestimated because asking the right questions is a significant tool that promotes learning (Foster, 1981; Gall, 1970). Around the world, reform in curriculum instruction and assessment is being done with the aim of equipping learners with adequate tools to navigate 21st century life. In some countries, large scale testing focuses on multiple choice in a bid to assess ability to recall or recognise distinct facts. Other countries employ more sophisticated approaches incorporating analytical questions as well as more open-ended queries. The curriculum is inculcated with tasks requiring analysis, knowledge application and effective communication (Darling-Hammond, 2010). 21st century skills demand that learners have the ability to locate and collate information in order to solve problems; structure and carry out investigations; analyse and produce information; relate learning to novel circumstances; self-examine and develop their own learning and performance; communicate in various ways; teamwork; independently learn. These paradigms are outlined in the PISA assessments that cover some of these skills unequivocally, surpassing the context of a majority of standardised tests that deal with whether the student learned what was taught to a more complex examination of what the student can achieve with what they have learned (Stage & Bybee, 2005). There are ten competencies that are examined when assessing 21st century knowledge, skills, attitudes and values. These are outlined in figure 2 below. It has been recognised by ACARA that school curriculums cannot contain all aspects of learning. Therefore, they have included within the national curriculum, a group of ten ‘21st century skills’ to be addressed. These are numeracy, literacy, ICT, creativity, thinking skills, intercultural understanding, self-management, teamwork, social competence and ethical behaviour. Figure 2: contexts for assessing 21st century skills. Source: Darling-Hammond (2005). Use of Integrated and Rich Tasks as Assessment Tools The Rich Tasks approach to standards and assessment was developed by Queensland Australia, as a means of promoting applied, interdisciplinary work. It was piloted in 2003 as part of the ‘New Basics’ project in which extended multi-disciplinary tasks are centrally created and disseminated to local communities to be utilised by teachers in a time-appropriate manner when they can be incorporated in the local curriculum (Queensland Government, 2001). These tasks are designed to equip students with ability to utilise ideas and skills in a real world scenario. Rich Tasks can be defined as a final presentation or product that has a real life role and purpose. It consists of solution to pertinent and realistic problems by immersing the learner in social activity of a pragmatic nature whose repercussions resonate with real life situations. These situations require the learner to identify, analyse and resolve them. Students are required to conduct analysis, create theories and discourse intellectually in a way that connects them to the world outside of the classroom. The application of rich tasks is also extensive and signifies a demonstrable and significant academic and pedagogic result. In order to truly qualify as a rich task, an undertaking must cut across disciplines, drawing input from each discipline yet maintaining its discrete nature. In an education curriculum, integration involves combination of different disciplines into a single idea or theme. It leads to improved student performance and increases scores on standardised tests for students. The main aim of integrated programmes is to enhance achievement of students. The integration approaches used are multidisciplinary, interdisciplinary and trans-disciplinary. The multidisciplinary approach involves organisation of a set of paradigms from different disciplines into one theme. For instance, combination of disciplines such as economics, geography, history, and government to produce a theme of Social Science Commons. Another way to view it is as a way to merge skills, knowledge and attitude into a curriculum. For example the incorporation of information technology into education through use of computers to solve problems in different disciplines while simultaneously improving their computer skills. The interdisciplinary approach involves organising the curriculum to reflect common learning in various disciplines. For example, using thinking and research skills to comprehend the teaching of science, history, English and geography. Trans-disciplinary integration is done through negotiation between student and programme with the former questioning the fundamentals of the latter. The aim is to learn in order to be able to solve problems and questions through the acquired skills that can be applied to real life situations. Conclusion Contemporary teaching and learning environments are in constant flux and it behoves a teacher to critically reflect on teaching philosophy. The 21st century has debuted a new literacy; ability to utilise suitable tools of technology in an information driven society. We live in a world where communication has primarily been taken over by the Internet and email. According to the author Alvin Toffler in his book, Future Shock, those classified as illiterate in the 21st Century are not those unable to read or write but those without the ability to learn, unlearn and relearn. This means that any curriculum must constantly re-examine its teaching philosophy to keep up with the dynamic environment in which we live. Good educational practice, according to Chickering & Gamson (1987) includes the following characteristics. Ability to encourage contact between student and faculty; student cooperation; active learning; access to immediate feedback; emphasis on the time taken on a task; communicate high expectations and respect different talents and methods of learning. The basic goal of teaching is to encourage learning. Learning occurs in various circumstances and contexts. Even though everyone has the capacity to learn, the student must have the desire to do so in order to be an effective learner. Individual learn in different ways; some achieve optimum conditions in lecture environments others do better with discussion while others obtain maximum benefit from reading and reflection. This means that the classroom setting can enhance or diminish learning and an accommodation of these different styles of learning will improve the conductivity of environment. References ACARA. (2010). The Shape of the Australian Curriculum. Available http://www.acara.edu.au/publications.html Alberta Education. (1990). Focus on research: A guide to developing students’ research skills. Edmonton, AB: Alberta Education. Retrieved 7th December, 2011 from http://www.library.ualberta.ca/documents/focusonresearch.pdf Chickering, A.W & Gamson, Z.F. (1987). Seven Principles for Good Practice in Undergraduate Education. The American Association for Higher Education Bulletin, March. Darling-Hammond, L. (2010). Draft White Paper 5. Policy Framework for new assessments. A report on the Learning and Technology World Forum, 2010. Davis, O. L., Morse, K. R., Rogers, V. M., & Tinsley, D. C. (1969). Studying the cognitive emphases of teachers’ classroom questions. Educational Leadership, 26, 711-838 Donham, J. (2001). The importance of a model. In J. Donham, K. Bishop, C. C. Kuhlthau, & D. Oberg (Eds.), Inquiry-based learning: Lessons from Library Power (pp. 13–30). Worthington, OH: Linworth. Fishbein, H. D., Eckart, T., Lauver, E., Van Leeuwen, R., & Langmeyer, D. (1990). Learners’ questions and comprehension in a tutoring setting. Journal of Educational Psychology, 82, 163-170. Foster, P. J. (1981). Clinical discussion groups: Verbal participation and outcomes. Journal of Medical Education, 56, 831-838. Gall, M. D. (1970). The use of questions in teaching. Review of Educational Research, 40, 707-720. Galileo Educational Network. (2004). What is inquiry? Inquiry & ICT. Retrieved 7th December, 2011 from http://www.galileo.org/inquiry-what.html GLEF (George Lucas Educational Foundation). (2001). Project-based learning research. Edutopia online. Retrieved 7th December, 2011 from http://www.glef.org/php/article.php?id=Art_887 Janes, J., & Hauer, D. (1988). Now what? Readings on surviving (and even enjoying) your first experience at college teaching. (2nd Ed.) Acton, MA: Copley. Kühne, B. (1995). The Barkestorp project: Investigating school library use. School Libraries Worldwide, 1(1), 13–27. Lance, K. C. (2001). Proof of the power: Quality library media programs affect academic achievement. Multimedia Schools, 8(4), 14–16, 18, 20 Stage, E & Bybee, R.W. (2005). No country left behind: international comparisons of student achievement tell U.S. educators where they must focus their efforts to create the schools the country needs. Issues in Science and Technology National Academy of Sciences Volume: 21 Issue: 2 Toffler, A. (1984). Future Shock. Bantam Books. New York, NY. Wilen, W. W. (1991). Questioning skills for teachers. (3rd Ed.). Washington, DC: National Education Association. Read More