RSA4: Moving from structured to open inquiry: Challenges and limits

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 (4^th 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