Inquirers will identify and research issues and questions to develop their knowledge or solutions. The inquiry-based instruction is principally very closely related from inquiry to understanding pdf the development and practice of thinking skills.
Generating information and making meaning of it based on personal or societal experience is referred to as constructivism. 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. 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. 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. Inquiry learning involves developing questions, making observations, doing research to find out what information is already recorded, developing methods for experiments, developing instruments for data collection, collecting, analyzing, and interpreting data, outlining possible explanations and creating predictions for future study. There are many different explanations for inquiry teaching and learning and the various levels of inquiry that can exist within those contexts. The teacher has taught a particular science theme or topic. The teacher then develops questions and a procedure that guides students through an activity where the results are already known. This method is great to reinforce concepts taught and to introduce students into learning to follow procedures, collect and record data correctly and to confirm and deepen understandings.
The teacher provides the initial question and an outline of the procedure. Students are to formulate explanations of their findings through evaluating and analyzing the data that they collect. The teacher provides only the research question for the students. The students are responsible for designing and following their own procedures to test that question and then communicate their results and findings. This type of inquiry is often seen in science fair contexts where students drive their own investigative questions. Open inquiry activities are only successful if students are motivated by intrinsic interests and if they are equipped with the skills to conduct their own research study.
Open learning has no prescribed target or result that people have to achieve. There is an emphasis on the individual manipulating information and creating meaning from a set of given materials or circumstances. In many conventional and structured learning environments, people are told what the outcome is expected to be, and then they are simply expected to ‘confirm’ or show evidence that this is the case. Open learning has many benefits.