Inquiry-Based Learning
Students improve their critical thinking skills by critiquing the experimental designs of their peers
Quote from Joe Dent, McGill University
What is it?
Inquiry-based learning is an instructional approach that enables students to learn through first-hand applied experimentation. This entails providing experience in observation, data information collection, as well as analytical and problem-solving skills. For inquiry-based learning to be effective, students need to understand how and why they are investigating a problem or scenario.
According to Banchi, H. and Bell, R. (2008) from their article “The Many Levels of Inquiry”, there are four forms of complexity to Inquiry-based learning: 1) Confirmation – wherein the instructor creates questions or activities which have a predetermined solution. The intention is to help students learn how to follow procedures, collect information, and confirm results; 2) Structured – wherein the instructor provides students with the question and the method or procedure. However, students must develop their own conclusions through reviewing the information they have collected and analyzed; 3) Guided – wherein students are only given the research question and required to develop a procedure or method to evaluate the question and come to a conclusion or explanation. This type of inquiry is effective when students have been given the opportunity to learn and practice various ways to plan and evaluate a question or problem; 4) Open/True – wherein the students create the question, develop the procedures to assess the question and then present their results.
Purpose: By establishing the overall purpose of an inquiry, students can better comprehend and see the link from theory to practice.
Note: Instructors should use the level of Inquiry-based learning that best fits their student population.
Skills Promoted
- Collaborative learning
- Critical thinking
- Inquiry Learning
- Peer instruction
- Problem solving
Who's using it?
SALTISE community members who use this strategy and are willing to share advice and/or resources.
| Institution | Discipline | Instructor | Classroom settings |
|---|---|---|---|
|
McGill University Level: University |
Biology – Neurogenetics |
Laboratory with necessary equipment - Activity: Experimental Design in Neurobiology Classroom size: Varies |
|
|
Vanier College Level: College |
Physics – Mechanics |
Requires access to a vehicle and an empty stretch of parking lot - Activity: Mass of A Car Classroom size: 30-40 |
|
|
Concordia University Level: University |
Applied Human Sciences |
Caroline Samne |
Group problem solving; creating and asking relevant questions - Activity: Action-Learning Sets Classroom size: N/S |
| Institution |
McGill University Level: University |
Vanier College Level: College |
Concordia University Level: University |
|---|---|---|---|
| Discipline |
Biology – Neurogenetics |
Physics – Mechanics |
Applied Human Sciences |
| Instructor |
Caroline Samne |
||
| Classroom settings |
Laboratory with necessary equipment - Activity: Experimental Design in Neurobiology Classroom size: Varies |
Requires access to a vehicle and an empty stretch of parking lot - Activity: Mass of A Car Classroom size: 30-40 |
Group problem solving; creating and asking relevant questions - Activity: Action-Learning Sets Classroom size: N/S |
Why use it?
Benefits
Challenges
Benefits
- Using inquiry-based learning helps students improve their critical thinking skills by critiquing the experimental designs of their peers.
- In a laboratory setting, students also learn how to write scientifically, and gain a hands-on understanding of the scientific method through designing and conducting experiments.
Challenges
Students can be hesitant to critique each other, therefore, it needs to be clear that critiques are meant to help students improve their experiments and there are no negative consequences to defects in experimental design during peer review.
Ready to try it out?
Strategy Workflow
Related Activities
Helpful resources
References
Banchi, H. and Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46(2), 26-29.
Edelson, D. C., Gordin, D. N. and Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design.. Journal of the Learning Sciences.
Gormally, C., Brickman, P., Hallar, B. and Armstrong, N. (2009). Effects of inquiry-based learning on students’ science literacy skills and confidence.. International Journal for the Scholarship of Teaching and Learning.
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., Manoli, C. C., Zacharia, Z. C. and Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle.. Educational Research Review.
Brew, A. (2003). Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education.. Higher Education Research & Development.
Video
Using mobile technology to engage students in inquiry-based learning – Prof. Chris Buddle (McGill University) integrated mobile technology into the field experience of ENVB 222: St Lawrence Ecosystems with the students, TA and instructor using Toshiba tablets and wireless access points to record data, access resources, communicate with each other, and use social media in the Morgan Arboretum forest. This video documents the impact of the project on student engagement and inquiry-based learning.
To Learn More
For more resources to Articles and Books