From Google Images: The Value of Inquiry » Britannica

Positive Position of Inquiry for Learning:

Example: Science Investigation – Buoyancy Exploration

In this classroom, the teacher introduces the concept of buoyancy through an inquiry-based approach. The teacher starts by posing a question to the students: “Why do some objects float while others sink?” This question serves as the driving force behind the students’ investigation. Instead of providing a direct answer, the teacher guides the students through a series of steps:

  1. Engage: The teacher engages students by discussing their prior knowledge and experiences with floating and sinking objects, sparking curiosity and interest in the topic.
  2. Explore: The teacher provides materials such as various objects (e.g., wooden blocks, plastic toys, metal coins), water tanks, and measuring tools. Students work in small groups to design and conduct experiments to explore the factors affecting buoyancy. They may experiment with object shape, size, and density, as well as water displacement.
  3. Investigate: Students test their hypotheses, record observations, and analyze data collected during the experiments. They discuss their findings within their groups and with the class as a whole, fostering collaboration and communication skills.
  4. Reflect: The teacher facilitates reflection by asking students to think critically about their results. They discuss what worked well, what challenges they faced, and how they can improve their experiments in the future. This reflection encourages metacognition and self-directed learning.
  5. Apply: Finally, students apply their understanding of buoyancy by connecting it to real-world examples, such as boat design, marine life adaptations, or engineering projects.

Throughout this process, the teacher serves as a facilitator, guiding students’ inquiries, asking probing questions, and providing support as needed. Students are actively engaged in the learning process, developing critical thinking skills, problem-solving abilities, and a deeper understanding of the concept of buoyancy.

Negative Position on Inquiry Learning:

Example: Rote Memorization – History Lecture

In this classroom, the teacher follows a traditional approach to teaching history, focusing primarily on rote memorization of facts and dates. For example, the teacher assigns a chapter from the textbook on a particular historical period and instructs students to read and memorize the information. The teacher then conducts a lecture where students are expected to take notes and memorize key dates, events, and names without much context or understanding.

During the lecture, the teacher delivers information in a one-way manner, leaving little room for student questions or discussion. Students are passive recipients of information rather than active participants in the learning process. They may feel overwhelmed by the volume of information they are expected to memorize and struggle to make meaningful connections between events or understand their significance.

Assessment in this classroom typically involves rote memorization-based tasks such as quizzes, tests, or memorization drills. Students’ success is measured by their ability to recall specific facts and dates rather than their comprehension or critical thinking skills. As a result, students may memorize information temporarily to pass exams but often fail to retain it long-term or apply it to real-world contexts.

Overall, this traditional approach to teaching history stifles creativity, critical thinking, and meaningful learning. It prioritizes memorization over understanding, leaving students with shallow knowledge and limited engagement in the subject matter.

inquiry as the foundation of learning

What are your thoughts on both of these standpoints of inquiry in the classroom? Should we stick with the rote memorization tactic of ‘learning’ or does the power of inquiry really resonate with you as a future educator? Leave a comment and let me know!

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