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Inquiry Learning
Douglas S. Fleming, ITI co-moderator
Inquiry learning, used frequently in integrated classrooms, consists of
a classroom environment and student activities in which students are
encouraged to pursue answers to the questions they have raised. The
teacher plans an appropriate structure and "scaffolding" so
students can progress on their own or in teams through a cycle of
thoughtful and disciplined investigations. In the cycle, students identify
questions; explore possibilities; construct explanations, interpretations,
or solutions; and then evaluate and revise their initial thinking. An
explicit goal of inquiry learning is to put students in the driver's seat
of learning as they consider alternative and sometimes competing
explanations, solutions, or hypotheses; debate investigative methods;
argue about interpretations; and defend conclusions or proposed solutions.
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The Processes of Inquiry Learning
- Students identify a focus of inquiry based on something that matters
to them (problem, question, contradiction, issue, design, challenge).
- Students select and shape their research methods.
- Students interact with other students, outside experts, community
members, and their teacher(s) to collect data and information.
- Students revise, shift, or alter their views as new information is
discovered or their initial hypotheses are tested.
- Students derive implications, form conclusions, or draw
generalizations based on their inquiry.
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Illustrating Inquiry Learning
- Questions raised by teachers and students become the focus of a
class discussion, using the Socratic questioning or seminar format to
discover meaning in a play, poem, short story, or novel. Inquiry
through discussion of text or visual or performing arts is about
understanding multiple perspectives, not winning an argument.
- Questions raised by students regarding a community issue or problem
posed by the teacher lead to independent or team investigations,
multiple proposals, and interdisciplinary projects. Sometimes, the
proposed solutions are presented and defended at a mock hearing or
trial.
- Questions raised by teachers and students based on an existing
explanation or hypothesis lead to systematic data collection and
analysis to prove or disprove the claim. The data can frequently be
shared with an audience beyond the classroom, thus integrating the
classroom with the "real world."
- Questions raised by students and teachers based on a current event
or world situation lead to student investigations requiring background
research, Internet queries, and electronic exchange of data and
information. Students use the information to back up their positions
on the issue and recommend potential courses of action.
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