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Inquiry-based learning
Inquiry-based learning (also enquiry-based learning in British English)〔The UK dictionaries Collins and Longman list the spelling "inquiry" first, and Oxford simply calls it another spelling, without labeling it as US English.〕 starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator. Inquirers will identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small scale investigations and projects, as well as research.〔(What is Inquiry Based Learning (EBL)? ) Centre for Excellence in Enquiry-Based Learning. University of Manchester. Retrieved October 2012〕 The inquiry-based instruction is principally very closely related to the thinking and its development.〔Dostál, J. (2015). (Inquiry-based instruction : Concept, essence, importance and contribution. ) Olomouc: Palacký University, ISBN 978-80-244-4507-6, doi 10.5507/pdf.15.24445076〕
== History ==
Inquiry-based learning is primarily a pedagogical method, developed during the discovery learning movement of the 1960s as a response to traditional forms of instruction - where people were required to memorize information from instructional materials.〔Bruner, J. S. (1961). "The act of discovery". Harvard Educational Review 31 (1): 21–32.〕 The philosophy of inquiry based learning finds its antecedents in constructivist learning theories, such as the work of Piaget, Dewey, Vygotsky, and Freire among others,〔Dewey, J (1997) How We Think, New York: Dover Publications.〕〔Freire, P. (1984) Pedagogy of the Oppressed, New York: Continuum Publishing Company.〕〔Vygotsky, L.S. (1962) Thought and Language, Cambridge, MA: MIT Press.〕 and can be considered a constructivist philosophy. Generating information and making meaning of it based on personal or societal experience is referred to as constructivism. Dewey’s experiential learning pedagogy (that is, learning through experiences) comprises the learner actively participating in personal or authentic experiences to make meaning from it. Inquiry can be conducted through experiential learning because inquiry values the same concepts, which include engaging with the content/material in questioning, as well as investigating and collaborating to make meaning. Vygotsky approached constructivism as learning from an experience that is influenced by society and the facilitator. The meaning constructed from an experience can be concluded as an individual or within a group.〔〔
In the 1960s Joseph Schwab called for inquiry to be divided into four distinct levels.〔Schwab, J. (1960) (Inquiry, the Science Teacher, and the Educator ). The School Review © 1960 The University of Chicago Press〕 This was later formalized by Marshall Herron in 1971, who developed the Herron Scale to evaluate the amount of inquiry within a particular lab exercise.〔Herron, M.D. (1971). The nature of scientific enquiry. The school review, 79(2), 171-212.〕 Since then, there have been a number of revisions proposed and inquiry can take various forms. There is a spectrum of inquiry-based teaching methods available.〔Wilhelm, J. G., & Wilhelm, P. J. (2010). Inquiring minds learn to read, write, and think: Reaching all learners through inquiry. Middle School Journal, May 2010,39-46.〕
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