Inquiry Based Learning: Inquiry-Based Learning (IBL)

Inquiry-based Learning (IBL)

Inquiry-based Learning (IBL) has its roots in such theorists as John Dewey and Socrates (Licht, 2014, p. 49-50). Michell, Spence, & Todd note that Inquiry first appeared on the Australian Education landscape in 2006 (Heinstrom & Todd as quoted in Michell, Spence, & Todd, 2009, p. 1) it has since increased in prevalence. Licht described IBL as a dynamic approach to teaching that will provide educators tools to teach the four C’s of 21st century skills — critical thinking, communication, collaboration, and creativity. Allowing students to explore real-world problems and challenges (Licht, 2014, p. 49-51), this creates a comprehensive authentic approach to learning.

Fussell suggests focusing on questioning and knowing

Today’s curriculum places great demands on teachers to meet a diverse range of needs. IBL can provide an opportunity for students to grow cognitively, emotionally, and socially by taking growing responsibility for their own

48). Keller’s qualitative studies noticed that, the scope of investigation from students, by limiting the data from which a student is to draw conclusions was actually limiting the “inquiry” (Keller, 1970, p. 47). Inquiry learning has improved considerably from these times where today there are numerous models available to support teachers. Examples include: Big6, Gourley’s Inquiry Cycle model, Guided Inquiry, Information Process, Murdoch phases of inquiry, Stripling model of inquiry (FitzGerald, 2015, p. 7). These models prove invaluable as IBL has drawbacks such as is mentioned by Bevevino, Dengel, & Adams. Inquiry lessons can be complicated and time consuming to plan yet extremely effective in the classroom (Bevevino, Dengel, & Adams, 1999, p. 278), having a structure to guide the process can be useful for both student and teacher. Michell, Spence, & Todd noted the difficulties of students who constantly want to change their research plan or their question (Michell, Spence, & Todd, 2009, p. 2). According to Lattimer & Riordan IBL often fails when the emphasis falls too heavily on the “project” element of the title rather than on the “learning.” (Lattimer & Riordan, 2011, p. 18). These issues are also seen in qualitative studies conducted by Leduc of British Columbia where teachers lack guidance by curriculum documents that don’t provide clear