Use of Inquiry Learning in the Context of Integrated Programming - Literature review Example

Name Institution Tutor Date Introduction Inquiry is the search for information, truth or knowledge by the use of questions. The process and concept of inquiry involves the gathering of information and data by asking others about that particular subject. Inquiry is the basis for delivering instructions and learning in multilevel classrooms. Learning occurs when student take it upon themselves to question the current nature of things. Inquiries may be short and satisfied through confirmation from a library source or it may need a detailed study that takes a long period of time. Building an integrated learning program around inquiry makes it possible to engage learners and combine processes and contents from all subjects. This promotes learning that is self motivated and directed. This paper discusses the rationale behind the use of inquiry learning in the perspective of integrated programming so as to meet the requirements of contemporary learners. Inquiry learning Wilson & Cutting (2001) point out that inquiry learning is an important aspect of the integrated curriculum. They show that inquiry learning helps to broaden experiences of learners, their knowledge and skills. This is made possible by piquing the interest of the learners and promoting independent learning. Wilson & Jan (2008) on the other hand present an analytical rubric for learners utilizing inquiry learning. Learners are helped to figure out what their interests are and the things they need to find out. The study identifies different strengths of learners and the different rates of success that can be obtained by the inquiry learning method in satisfying the wants of contemporary learners (Wilson & Cutting, 2001, pg 62; Wilson & Jan, 2008, pg 102). In summarizing what inquiry learning entails, Moss et al (2004) points out that inquiry based learning, which is greatly influenced by constructivism theory, involves having a planned, direct and sensational experiences that enable learners to be intrigued hence ask questions and collect information. Inquiry learning gives an opportunity to learners to demonstrate and clearly show what they have learnt by applying the knowledge gained and the values and skills in the context of their fields of study. It involves having activities that assist learners to obtain new information and put the skills they would have attained to shape concepts and views about their lives (Moss et al, 2004, pg 66, 67). An article by the thirteen celebration organization argues that the established educational system operates in a manner that discourages the use of the inquiry process in learning. In these traditional learning establishments, learners get used to a system where they do not ask many questions as they go up the grade levels. They are taught to simply listen to the teacher and later repeat what was taught. The paper points out that effective inquiry learning does not involve asking questions only but also putting the context of the question into perspective and focusing on them. The paper proposes that there is a need to move from these traditional views of learning and move with inquiry based learning in educating children of the future. It is argued that modern and future societies are more technologically advanced, global and needs workers that can think critically and solve problems. The writer argues that the traditional forms of teaching should be scrapped in favor of inquiry based learning to produce graduates who can accomplish the above (thirteencelebration, 2004). Even though teachers are fond of talking when presented with an audience like that provided by learners, Rief and Heimburgh (2007) explain that to satisfy the knowledge demands of these learners, inquiry learning should be utilized. They argue that learners should be given permission to put forward their ideas. They should be given leeway to participate in the learning process by taking part in giving instructions so as to set a precedent to other learners. The writers point out that exploration that is child centered together with inquiry learning harnesses the full potential of the child and puts the learning process directly in the child’s arms. This is the only sure way of satisfying the knowledge demand of the student as both the teachers work will be covered as well as the additional knowledge explored by the learners (Rief and Heimburgh, 2007, pg 6). Inquiry centered learning is multifaceted in nature. It involves both allowing learners to engage in challenging issues and letting them use their investigation skills to find the solutions. Learning, through the inquiry process, would enable the student obtain new information, value and knowledge about the subject of study. Through this mode of study, they will be able to create a link between their subjects of study and the general environment by understanding the projected evidence. They will therefore be able to solve real life problems by applying the knowledge gained by covering the curriculum. The strength in this learning program creates learners that are best suited and adaptable to the 21st century. This is because the inquiry based learning program enhances creativity, problem solving skills and independence. The learners would be able to probe, investigate, deliberate, reflect and report all on their own. 21st century learners are conditioned to ask questions about the general environment, its problems and issues. They then investigate these problems and use extensive research to develop solutions for them. Inquiry centered learning instills skills and capability into learners to be able to carry out this activities hence its significance in developing 21st century learners (train educational press, 2013 pg 4-9). Moss et al (2004) point out that the best ways for a teacher to infuse inquiry based learning into the class work and also complement the content of the lesson is to have knowledge of the learners. The teacher should be aware of what the learners know already and their capability as learners. The teacher should proceed from simple material and build towards the more complex material. This will enable the teacher to gauge the initial knowledge the learners possess. Strategies should then be laid down to ensure that the learners are adequately involved in the learning process. As is the concept of inquiry centered learning, the teacher should ensure that the process offers opportunities to learners to demonstrate what they have learned (Moss et al, 2004, pg 98, 99) Inquiry centered learning also plays a role in enabling a teacher to meet the cultural diversity of the classroom. Rogers (2009) argues that student inquiry helps in setting standards and building knowledge that would be based on the questions posed in the student inquiry. This helps the teacher to relate better with the learners and understand the context of their cultural heritage and upbringing. Rogers points out that learners normally possess different needs. Inquiry based learning fosters involvement hence the teacher is afforded the opportunity to understand and relate to the impact of family values, gender differences, disability, language and sexual orientation (Rogers, 2009, pg 525). Another development that has propagated the inquiry centered learning approach is the development of the 5-E model. The 5Es are composed of the practices Engage, Explore, Explain, Extend and Evaluate. The 5Es promote an inquiry centered approach to the fruitful incorporation of student based learning into the curriculum. The 5E model improves the learning procedure as it allows learners to figure out things on their own. The 5E model also enables the lessons to be improved by the practical implementation of course material. Lord, French and Crow (2009) point out that when learners are involved in inquiry centered learning like observation making, asking questions, clear communication of ideas and the testing of new hypotheses, they develop better as individuals. The 5E model promotes the use of the inquiry model in all aspects of learning (Lord, French & Crow, 2009, pg 84). The 5Es ate also based on the constructivism theory of learning just like inquiry centered learning. Each of the Es presented in this model is used to describe a stage of learning that gives teachers and learners opportunities to use and increase on their previous knowledge, experiences and further develop their understanding of a theory or an idea. The first letter of the five E’s stands for Engage. This activity starts the whole learning phase. The teacher in this phase works with an aim of capturing the attention of the student by stimulating their way of thinking. The teacher therefore helps the student to access their previously learned knowledge that is related to the subject under study. This is accomplished by making correlations and connections between the experiences of the past and the present. The teacher should anticipate the activities of the learners while focusing their thinking on the learning results of their activities. The learners should be engaged mentally in all the concepts, processes and skills that are to be taught. The second phase of the 5Es is the concept of Exploration. This concept is mainly used to provide learners with a common foundation of experiences. The learners identify and build up concepts, processes and skills. In the exploration phase, the learners are encouraged to explore their general environment or influence materials. The teacher allows the learners to have time to think. They are given a suitable period to investigate and collect data and information about the subject being studied. Explain. This is the third phase of the 5es which helps learners to understand and articulate the concepts under study. An opportunity is presented to learners to verbalize their understanding as well as to exhibit their new skills. The teacher is also accorded a chance to provide an introduction of new formal terms as well as definitions. The teacher explains the concepts and processes that are to be used in the course of the study. Extend. In some cases, the fourth E is referred to us elaborate. Extension or elaboration gives the learners a chance to expand their comprehension of the area under study and try to apply the concept to a real life problem or situation. The learners are now free to practice the skills they would have gained from the learning process. These E promotes the creation of new experiences that will enable the student to develop a deeper understanding of important concepts in addition to obtaining more knowledge about the areas that they hold an interest in. Evaluate. Is the final phase of the 5E’s. It is inherently an assessment tool that encourages learners to assess their perception and comprehension of major topics as well as the skills gained over this period. The teachers are required to evaluate the understanding of the learners of key ideas and development in skills. The learners show of the knowledge gained while teacher’s asses this knowledge using an agreed upon rubric (Australian Academy of Science, 2013: Scruggs, 2008, pg 266, 267). Other models apart from the 5Es model include the problem based model and the IB models of inquiry based learning. The problem based model promotes the application of the gained knowledge into practical applications as well becoming a source of information. The model calls for the learner to actively analyze and evaluate the information received before accepting it as fact. Problem based learning allows learners to work in small groups to search for solutions to arising problems (Azer, 2008, pg 10-15). The IB model on the other hand is focuses primarily on the procedure followed in teaching children. It is concerned with how learners are taught rather than the content of the teaching. The process of inquiry learning also encompasses the use of rich tasks to effectively ensure the learners are adequately educated. This project involves learners being encouraged to show off what they had learned throughout the task. They are given an opportunity to display the amount of progress they have made as a way of improving their knowledge and skills in the area of study. The use of rich tasks as an assessment tool is supported by the fact that it supports both individual goals and goals for the whole group. The concept of rich tasks also calls for developing various communication skills which are invaluable when displaying what has been learned. It is also challenging hence gives the student room for further investigation and development (Flewelling & Higginson, 2002, pg 5, 24, 25). Conclusion Inquiry centered learning entails the involvement of learners in the learning process. It developed from the traditional learning process where the teacher feed information to the student whose sole purpose was to retain and repeat it later. Inquiry learning gives learners the opportunity to fully interact with the teacher and the curriculum so as to develop their understanding and skills. It encompasses various models which include the 5Es model, the problem based model and the IB model. It also enables the teacher use rich tasks to promote the learning experience. Inquiry learning is therefore a vast improvement on the traditional forms of teaching as it promotes the true gaining of knowledge by the student. It is therefore the learning method for the 21st century and the future. References Australian academy of science. (2013). PrimaryConnections 5Es teaching and learning model. Available at< http://science.org.au/primaryconnections/teaching-and-learning/> Azer, S. (2008). Navigating problem based learning. Amsterdam: Elsevier Health Sciences for the 21st Century StudentModern Literacy Skills for Grade 4-8 Learners. Ontario: Train Educational Press Lord, T. R., French, D. P. & Crow, L. W. (2009). College Science Teachers Guide to Assessment.Virginia: NSTA Press Moss, J. et al. (2004). Invitations and Inspirations: Pathways to Successful Teaching. Carlton South: Curriculum press Rief, S.F. &Heimburgh, J.A. (2007).How to reach and teach all children through balanced literacy. New Jersey: John Wiley & Sons Roger, P. (2009). Encyclopedia of distance learning. Hershey: Idea Group Inc Scruggs, T. E. (2008). Personnel preparation. Bingley: Emerald Group Publishing Thirteencelebration. (2004). concept to classroom: what is inquiry based learning? Available at Train Educational Press. (2013). Inquiry Based Learning Wilson, J. & Jan, L. W. (2008). Smart thinking: Developing reflection and metacognition. Carlton: Curriculum press. Wilson, J., & Cutting, L. (2001). Contracts for independent learning: Engaging learners in the middle years. Carlton South: Curriculum press. Read More