Inquiry Based Learning Theory

"Tell me and I forget, show me and I remember, involve me and I understand.” The last part of this statement is the essence of inquiry-based learning.

Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge.  (source: thirteen.org)

Major difference between traditional way of learning and IBL:

Traditional learning focuses more on LEARNING ABOUT THINGS, while inquiry learning focuses more on LEARNING THINGS! Another useful way to contrast the two might be: Thinking WHAT as opposed to thinking HOW. (source: thirteen.org)

"The Levels of Inquiry-Based Learning:

There are many different explanations for inquiry teaching and learning and the various levels of inquiry that can exist within those contexts.

Level 1: Confirmation Inquiry. The teacher has taught a particular science theme or topic. The teacher then develops questions and a procedure that guides students through an activity where the results are already known. This method is great to reinforce concepts taught and to introduce students into learning to follow procedures, collect and record data correctly and to confirm and deepen understandings.

Level 2: Structured Inquiry. The teacher provides the initial question and an outline of the procedure. Students are to formulate explanations of their findings through evaluating and analyzing the data that they collect.

Level 3: Guided Inquiry. The teacher only provides the research question for the students. The students are responsible for designing and following their own procedures to test that question and then communicate their results and findings.

Level 4: Open/True Inquiry. Students formulate their own research question(s), design and follow through with a developed procedure, and communicate their findings and results. This type of inquiry is often seen in science fair contexts where students drive their own investigative questions. Banchi and Bell (2008) explain that teachers should begin their inquiry instruction at the lower levels and work their way to open inquiry in order to effectively develop students’ inquiry skills. Open inquiry activities are only successful if students are motivated by intrinsic interests and if they are equipped with the skills to conduct their own research study.[15]

Inquiry-based learning can be done in multiple formats, including:

• Field-work

• Case studies

• Investigations

• Individual and group projects

• Research projects" 

 (source: wikipedia)

I agree with the critics of IBL and it might lead to certain misconceptions of knowledge. I would see that IBL is a more appropriate method for advanced courses rather than the basic ones.