Resource of the Week: Moving from structured to open inquiry:
Challenges and limits
Topic
The topic of this week is instructional design. Teachers have to
understand that all aspects of the instructional design should be made to
support student achievement. In understanding this point, regardless of the
design element, students should acquire the intended knowledge of the lesson
created.
Article
An article that offers a breakdown of the inquiry-based learning process
is entitled: “Moving from structured to open inquiry: Challenges and limits” by
Michael Zion and Ruthy Mendelovici (2012). The article discusses the
three different types of inquiry-based learning that can be implemented by
teachers, and the effectiveness of each. The first method discussed in the
article was structured inquiry. Using this method, the teacher develops a very
linear path for the students to follow. The teacher provided the initial
question, guides the students through a preset process for data collection and
then reviews the predetermined conclusion as a whole. The objective is
designated by the teacher, then the process is assessed based on the
predetermined outcome that students should accomplish. This method introduces
students to the idea of inquiry-based learning, but still leans more on teacher
directed learning.
The second method discussed in the article is guided inquiry. Here
there are multiple questions posed and the students can select which they would
like to follow to a conclusion. The research is more student led, with teacher
input and support. The students then are able to come to a conclusion based
upon their own findings. This method allows a bit more autonomy in the research
and conclusion, but allows the teacher to somewhat direct the outcome by posing
the initial questions.
The third method discussed is the open inquiry. In this method the
teachers introduce and define the concepts and ideas that will help the
students to develop challenging questions and shape their research. This method
is student-centered and the teacher must facilitate the learning process
effectively to help keep students o task.
Of the three methods, the open inquiry-based learning process is
suggested to be the best in allowing students to reach high levels of critical
thinking and problem solving.
Relationship
The dynamic instructional design model, (DID), created by Lever-Duffy and
McDonald (2011), is
comprised of six steps that allow for feedback and revision. The six areas are;
know the learner, articulate objectives, establish the learning environment,
identify teaching and learning strategies, select technologies, and evaluate
and revise the design. The inquiry-based learning process can be taught by
using the DID model. The six areas can help the educator to build a lesson that
meets the direct needs of the students that will be taught. By selecting this
framework of design, and the inquiry-based lesson, the teacher is ensuring that
the students are given the best opportunity to succeed. Inquiry-based learning
can be organized within the DID model. Knowing the learner, the learning
environment and clear objectives help the teacher to tailor the lesson to a
particular group of students. The process for inquiry-based learning would fall
under teaching and learning strategies. The technology selection would aid
students in the research, project/presentation portion of the inquiry-based
process. The teacher should evaluate the students’ progress with an assessment,
but also evaluate the effectiveness of the lesson and decide if any revisions
need to take place. This is thoughtful lesson planning that helps to ensure the
future success of this type of lesson.
In the middle school, by using the DID to plan an inquiry-based
lesson, the teacher will have a better understanding of how to implement each
section of the process. Based on the levels of the students and their
demonstrated levels, the teacher can decide which version of the inquiry-based
learning model will be most effective with the students.
References
Lever-Duffy, J. &
McDonald, J. (2011). Teaching and
Learning with Technology (4th Ed.). Boston: Allyn & Bacon.
Zion, M. Mendelovici,
R. (2012). Moving from structured to open inquiry: Challenges and limits. Science Education International, 23(4), 383-399. http://files.eric.ed.gov/fulltext/EJ1001631.pdf
