Procedure of Inquiry Based Learning Strategy

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    Based on Hutchings (2007: 21) an Enquiry-Based Learning group activity the further development of this structure: Klik to Download Filenya

  1. Establishment of the area of investigation, a stimulus to questioning usually in the form of a scenario, a task or a problem; 
  2. Identification by the student group of key issues and appropriate questions; the absence of a specified reading-list means that resources are discovered by students. Decisions about which resources are appropriate are taken by the students, thus following a full research method; 
  3. Investigation of sources and evidence by individuals or sub-groups; 
  4. Reporting outcomes to the whole group; 
  5. Group reflection on the process so far, identifying remaining gaps and analysing the scenario afresh in the light of new learning; 
  6. A process reiterated, re-circling until a provisional halt is called by the exigencies of assessment deadlines. Klik to Download Filenya

   According to Alberta (2004: 10) Reflecting on the process is integral to all phases in the Inquiry Model Planning, Retrieving, Processing, Creating, Sharing and Evaluating and includes both the affective and cognitive domains associated with metacognition.

1. Planning Phase 
      Inquirers should understand that the underlying purpose of inquiry-based learning projects is to develop their “learning to learn” skills.  Inquiry-based learning begins with the inquirers’ interest in or curiosity about a topic.  It is the puzzle that needs to be solved.  At this phase of the inquiry process the most important phase of the whole process inquirers often experience a sense of optimism about the tasks ahead.

2. Retrieving Phase 

    The inquirers next think about the information they have and the information they want. Inquirers may need to spend considerable time exploring and thinking about the information they have found  before they come to a “focus” for their inquiry.

3. Processing Phase 

     This phase begins when the inquirer has found a “focus” for the inquiry.  A focus is the aspect of the topic area that the inquirer decides to investigate.  Coming to a focus can be very difficult for students, as it involves more than narrowing the topic.  It involves coming to an authentic question, a personal perspective and/or a compelling thesis statement. Klik to Download Filenya

4. Creating Phase 

    Organizing the information, putting the information into one’s own words and creating a presentation format are the next tasks in the process. Students feel more confident at this phase and want to include all their new learnings in their product, resulting in too much information.

5. Sharing Phase 

     If students have been given enough supports throughout the inquiry process, they are proud of their product and eager to share it, regardless of the format or audience.  They may feel a bit nervous about presenting something in which they take such ownership, and they may feel anxious that others may not understand or appreciate their efforts.  Nevertheless, they feel that they have done well on this assignment.  Klik to Download Filenya

6. Evaluating Phase 

    Finally, when a research project is complete, inquirers feel relieved and happy.  They are excited about their new skills and understandings, and they want to reflect on the evaluation of their product and their inquiry process.  In order to make sense of the inquiry process, they need to understand and question the evaluation criteria, to identify the steps in their inquiry process, and to share their feelings about the process.

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