Introduction
Quintana(2005) states that inquiry involves posing and exploring question gathering interpreting and synthesizing different kinds of data and information and developing and sharing an explanation to answer the question.
Diana Laurillard (2012)also states that inquiry based learning is seen as important because it rehearses student in the fundamental skills of learning that are essential for developing their own knowledge ,which should be continually adapted and refined. This is the means by which students use their studies to learn how to learn. Inquiry learning makes students active participants in developing a response to a set problem or task.
Haury (2004) Describes Inquiry learning begins when students are presented with
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When teacher directed instruction methods are utilized. Students are instructed by the teacher to study the textbook. The teacher provides information to discovery Learning vs. Traditional Instruction the students, including concepts, facts, terms, and diagrams. Class periods are lecture based and involve note taking, usually through the use of a chalk board or white board. In this instructional style, it is expected that students will answer questions generated by their …show more content…
The performance of the student is increase through this method .The student can achieve the high cognitive domain. But this method is not time efficient more time is required for the planning of the inquiry lesson. Sungur & Tekkay (2006) explain that Students are instructed by the teacher to study the textbook. The teacher provides information to discovery learning vs. Traditional Instruction the students, including concepts, facts, terms, and diagrams. Class periods are lecture based and involve note taking, usually through the use of a chalk board or white board. In this instructional style, it is expected that students will answer the students who have been educated by inquiry-based instruction supported method have become more successful than the students who have been educated by the traditional teaching
...tion or student learning through the inquiry method which allows students to develop their own truths.
If you are a parent or plan to be a parent, Do you want your child to sit in a desk all day while the teacher lectures them on information that they need to know for life or would you rather have your child learn constructively? Constructivism has been labeled as the philosophy of learning that proposes learners need to build their own understanding of new ideas (Constructivism and the Five E?s,2001). Learning something new, or attempting to understand something familiar in greater depth, is not a linear process. The purpose of this research paper is to explain the theoretical foundations of the constructivist approach to teaching and learning, and to provide concrete examples to show the effectiveness of the constructivist approach with respect to student learning.
A review of the literature indicates that self- and peer-quizzing can enhance learning. With increased learning, students can improve their performance on tests. Students should start by creating their own study questions and answering them. Doing this action properly, the students will study the content in-depth. Then they should quiz themselves. This will help them identify concepts that they need to study further. Next, they should have reciprocal peer-quizzing. This collaborative activity will help students increase their understanding as they explain their questions and answers. They will not simply memorize the material for the test time, but the students will also retain the information for later retrieval.
Glibert (as cited in Preston, Harvie & Wallace, 2015) gives a simple three step overview of the inquiry process. The first step is to define the inquiry, which includes posing questions and planning the inquiry (Glibert, as cited in Preston, et. al., 2015). Questions may arise spontaneously or be prompted by provocations or artefacts that teachers provide (O’Brien, Peavey, & Fuller, 2016; Walker, 2015). Ralston Elementary School (2015) suggest that teachers should role model questions to students which encourage higher order thinking. The next step is to collect information and analyse it (Glibert, as cited in Preston, et. al., 2015). Reynolds (2012) suggest the use of brainstorming and graphic organisers as ways to collate and present the information. The final step is to decide what to do with the information. This requires students to make conclusions, reflect on and respond to the information (Glibert, as cited in Preston, et. al., 2015). Gilbert (as cited in Preston, et. al., 2015) also points out that the process may go back and forth through these steps as children pose more questions throughout the
In this artifact, Inquiry-Based Learning this teaching method on student investigation and hand on learning. While using this method, the teacher serves as the facilitator who know, understands, and uses a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. Instead of presenting the information with facts, or answering the question. She asks questions, pose problems, or scenario in which children think, explore, and investigate to come to an answer or solution. The teacher guides and support children always, but she doesn’t do the work for them. The purpose of this approach is to increase intellectual engagement
"Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand.”
Instructional Strategies that are using are direct instruction, lecture, collaboration, exit Slips, K-W-L report, need analysis, reflection, graphic organizer, response cards. My direct instruction includes learning goal/s for the day, modeling a process in Microsoft, checking for understanding and providing feedback. My lectures focus students on the critical information in the book.
Teaching Methods can be categorised in to basically two groups which are Teacher Centred and Learner Centred methods, and can take the form of Experiential, Trainer Guided, Cooperative, Interactive Instruction and independent study. However in this task three will be discussed which are Experiential Learning, Cooperative and Trainer Guided Methods in terms of key elements, classroom arrangements, roles, rules as well as considering the pros and cons of each method. COOPERATIVE LEARNING
A. Behaviorism, constructivism and cognitivism are relatively common theories used in the classroom as ways to approach student learning. Behaviorism focuses on observable behavior, such as students answering questions correctly, or being able to follow directions to complete a task as instructed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing vocabulary words, or a token reward system to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word “construct,” focuses on the construction of new ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for learning might seem more actively engaged in the learning process; they often learn something new through applying what they already know about the content area, and exploring new matter to further their understanding. This type of classroom often uses hands on manipulatives to allow students to actually build, create, or experiment with what they are learning. A cognitivism approach to learning might be explained by the minds capacity to process information – such as how a learner might remember something, retrieve information, or store new concepts. Learning through this method often depends on how the student processes what the teacher is presenting. Classrooms using this approach might incorporate learning strategies that help students categorize and sequence information to assist with processing. Like constructivism, it can be an active style of learning.
The inquiry process is a tool that can be used for brainstorming knowledge and gathering conclusions. Anyone can use the inquiry process, if they relate it to their specific situation. It involves asking questions while retaining additional information about the topic. The inquiry process can be looked at this way: the more questions you ask, the more knowledge you can gain.
The Early Years Learning Framework (EYLF) (DEEWR, 2009) identifies inquiry as central to effective early years learning. Teachers are able to provide opportunities for an inquiry-based approach to learning that can assist young children to explore their family through the history curriculum. Inquiry based learning is a comprehensive pedagogical approach to early years’ education. It is important for inquiry skills not to be taught in isolation, however they should be integrated into other subjects (Michalopoulou, 2014). Inquiry-based learning is deeply related to the EYLF, the history curriculum as well as creative and critical thinking. This essay will discuss inquiry based learning and how it can be positively incorporated into the history
best learning style for each person, there does seem to be a best way to present different types of information. For most kinds of material there is an overwhelming better way to teach it” (Jacobs,
Inquiry Learning is a way to make the student find their own answers for their questions (Lakes Matyas, Ph.D). Posing a question for the students is a way to get them started. Then, by guiding the students on their own different searches, they all come together in the end to share their findings to answer the question.
...achievement. The inquiry process is engaging and interactive. Students are learning, not only more science, but the study of the world around them. For all students, especially those with diverse backgrounds and learning disabilities, it is essential for inquiry to be provided with direct instruction, classroom support, and a guided process.
Closed ended questions can be used to quiz if students understanding the basic principles behind the learning outcomes. The use of effective open ended questioning should be used during discussions with students to obtain a deeper level of understanding. Marsh (p. 188 – 189, 2010). Petty mentions how questioning should encourage all students to think. He goes on to say that students should be given time to respond to the question asked and praise if correct answers given. (2009, p. 193). But traditional questioning has its limitations as can be hard to include all of the class. Assertive questioning on the other hand is more active and engaging for the students. It is the pair or group work that that make assertive questioning all inclusive. It shares student knowledge on a topic and helps weaker students to learn by doing. (Petty, 2009, p. 282 - 284).