Inquiry is all about thinking - thinking in order to make meaning.
Kath Murdoch
(Murdoch, no date)
Kellow (2009) defines inquiry-based learning as a "constructivist approach, in which students have ownership of their learning". Constructivism is a learning theory developed by Bruner that states "people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences" (Thirteen Ed Online, 2004).
The process begins with exploration and questioning and leads to investigation into a question or idea. Inquiry-based learning can develop higher-order critical thinking skills, problem-solving abilities and develops skills for life-long learning. The role of students within the process is of both problem poser and problem solver, active and cooperative within collaborative learning, taking responsibility and accountability for their own learning. The teacher becomes a facilitator, scaffolding learning and supporting all students to encourage them to challenge themselves. According to the NSW Board of Studies (2006), the inquiry process in HSIE "involves students participating in meaningful research related to important social and environmental issues".
Sincero (2006) succinctly expressed that "when investigations grow from our own questions, curiosities, and experiences, learning is an organic and motivating process that is intrinsically enjoyable. Sincero (2006) poses the theory that if the question and investigation explored through the inquiry process is meaningful to the learner, they will apply this new knowledge to their own life by sharing knowledge and taking action. This supports the purpose of HSIE in developing life long learning skills and developing active, responsible citizens.
In short, inquiry learning to me means:
1. Question (problem/idea)
2. Exploration (HSIE content)
3. Creation (of a solution)
There are a variety of models for inquiry learning, such as Alberta, Lane Clarke, IGASAR and Stripling. As a teacher, I connect most with the Jeni Wilson and Kath Murdoch model, which provides greater detail for teachers as a support in bringing this model into the classroom.
This pyramid demonstrates my understanding of the steps involved within the inquiry learning process. This has been adapted from Jeni Wilson and Kath Murdoch's Integrated Inquiry Planning Model (Murdoch, 2007). I have presented the steps as a pyramid as learning becomes more focused and higher order as the steps are completed.
This inquiry learning model demonstrates the steps in which a HSIE unit of work may be developed to use the inquiry learning process to underpin teaching in HSIE.
The process begins with exploration and questioning and leads to investigation into a question or idea. Inquiry-based learning can develop higher-order critical thinking skills, problem-solving abilities and develops skills for life-long learning. The role of students within the process is of both problem poser and problem solver, active and cooperative within collaborative learning, taking responsibility and accountability for their own learning. The teacher becomes a facilitator, scaffolding learning and supporting all students to encourage them to challenge themselves. According to the NSW Board of Studies (2006), the inquiry process in HSIE "involves students participating in meaningful research related to important social and environmental issues".
Sincero (2006) succinctly expressed that "when investigations grow from our own questions, curiosities, and experiences, learning is an organic and motivating process that is intrinsically enjoyable. Sincero (2006) poses the theory that if the question and investigation explored through the inquiry process is meaningful to the learner, they will apply this new knowledge to their own life by sharing knowledge and taking action. This supports the purpose of HSIE in developing life long learning skills and developing active, responsible citizens.
In short, inquiry learning to me means:
1. Question (problem/idea)
2. Exploration (HSIE content)
3. Creation (of a solution)
There are a variety of models for inquiry learning, such as Alberta, Lane Clarke, IGASAR and Stripling. As a teacher, I connect most with the Jeni Wilson and Kath Murdoch model, which provides greater detail for teachers as a support in bringing this model into the classroom.
This pyramid demonstrates my understanding of the steps involved within the inquiry learning process. This has been adapted from Jeni Wilson and Kath Murdoch's Integrated Inquiry Planning Model (Murdoch, 2007). I have presented the steps as a pyramid as learning becomes more focused and higher order as the steps are completed.
This inquiry learning model demonstrates the steps in which a HSIE unit of work may be developed to use the inquiry learning process to underpin teaching in HSIE.
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