ADDITIONAL INSIGHTS INTO
INQUIRY BASED LEARNING
As noted in my previous posting, when I first began looking at Inquiry Based Learning (IBL), I compared it to Project Based Learning (PBL) and considered it to be a process suited more for advanced level projects. With the advancement through the learning process of this program, I am coming to realize that IBL can be incorporated into early levels of education, provided that there is enough of a foundation of student knowledge established and that there is a suitable level of control and respect for the instructor and the class.
In comparison to a PBL format, which is highly structured and designed to meet a set goal with provided levels of learning throughout, IBL can be more spontaneous in its formats, with the learner able to branch off with new discoveries and ideas as they develop their knowledge base. This provides more flexibility for the student, as they are investigating what interests them, while at the same time reaching for goals provided by the instructor.
One of the greatest insights which I have gained this week would have to be from the reflection part of the video The Physics of Optics (http://www.learner.org/vod/vod_window.html?pid=1414). At marker 47:20, the presenter made the comment that doing inquiry is much like painting a picture - there is no right or wrong way to do it - it is all based on the instructor.
Also, his quote:
"If you value the learning, you are probably doing inquiry. If you value the telling, you are probably not. "
The key, therefore, to IBL is not to be rigid, or to foster memorization. That is nothing more than creating a human database. They key is to encourage questioning and having the students find their own answers (provided that they are the correct ones) to the problems in a way that will enhance their desire to learn more and to help them retain what they have already learned.
One of the greatest insights which I have gained this week would have to be from the reflection part of the video The Physics of Optics (http://www.learner.org/vod/vod_window.html?pid=1414). At marker 47:20, the presenter made the comment that doing inquiry is much like painting a picture - there is no right or wrong way to do it - it is all based on the instructor.
Also, his quote:
"If you value the learning, you are probably doing inquiry. If you value the telling, you are probably not. "
The key, therefore, to IBL is not to be rigid, or to foster memorization. That is nothing more than creating a human database. They key is to encourage questioning and having the students find their own answers (provided that they are the correct ones) to the problems in a way that will enhance their desire to learn more and to help them retain what they have already learned.
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