"Inquiry learning is an approach that provides learners opportunities to actively develop skills that enable them to locate, gather, analyse, critique and apply information in a wide range of contexts. as they develop understanding." (Bond, T, 2011)
When posed with this question I was somewhat overwhelmed as to how I could approach this question with little understanding as to what it actually was. Through further investigation I was able to develop a understanding of what was meant by 'inquiry learning.' This "concept" or "process" rather, can be viewed and conceptualized through a variety of perspectives, but on the whole it's a method that involves a series of steps in developing and extending knowledge within a topic. Inquiry learning is generally implemented in order to enable learners to examine the complexity of their world and form concepts and generalisations instead of being told simple answers to more complex problems. (Wilson & Wing Jan, 2003, pp. 10) My understanding of the inquiry process involves the selection of topic, the questioning of ideas relevant to this topic, selection of key words, application of relevant strategies in order to source information, assessment and evaluation and finally communication and presentation of this information, demonstrating your understanding and making conclusions.
The research into Inquiry Learning indicates:
How does Inquiry Learning underpin the teaching of HSIE?
Inquiry learning enables children to engage in a range of subject matter relevant to their own context through the broad topics evident in the syllabus document. The content within the syllabus include four topics - change and continuity, cultures, environments, social systems and structures. The strands aim to lead the children through an exploration of human society and the environment, engaging them with actual people, places and issues relevant to their context. Study of the syllabus content will enable students to form basic skills, attitudes and values towards HSIE. (Board of Studies, 1998.)
The content within the HSIE Syllabus aims to build:
Knowledge and Understandings within the strands -
- Change and continuity
- Cultures
- Environments
- Social systems and structures
Skills in -
- Acquiring information
- Using an inquiry process
- Social and civic participation
Values and Attitudes towards -
- Social justice
- Intercultural understanding
- Ecological sustainability
- Democratic processes
- Beliefs and moral codes
- Life long learning
(Board of Studies, Human Society and it's Environment, 1993)
- Constructivist approaches to learning underpin the inquiry approach. These approaches are formed on the basis of the work of theorists such as Vygotsky, Piaget, the Gestalt psychologists, Bruner and Dewey.
"Inquiry-based learning is a constructivist approach, in which students have ownership of their learning. It starts withexploration and questioning and leads to investigation into a worthy question, issue, problem or idea. It involves asking questions, gathering and analysing information, generating solutions, making decisions, justifying conclusions and taking action." (Kellow, J.M., 2009)
- Inquiry approaches can be linked to Haberma’s three different types of learning - Technical, Procedural and Contextual.
- Highly effective teachers use both explicit and inquiry approaches in their teaching and motivate their students to achieve optimal results.
How does Inquiry Learning underpin the teaching of HSIE?
Inquiry learning enables children to engage in a range of subject matter relevant to their own context through the broad topics evident in the syllabus document. The content within the syllabus include four topics - change and continuity, cultures, environments, social systems and structures. The strands aim to lead the children through an exploration of human society and the environment, engaging them with actual people, places and issues relevant to their context. Study of the syllabus content will enable students to form basic skills, attitudes and values towards HSIE. (Board of Studies, 1998.)
The content within the HSIE Syllabus aims to build:
Knowledge and Understandings within the strands -
- Change and continuity
- Cultures
- Environments
- Social systems and structures
Skills in -
- Acquiring information
- Using an inquiry process
- Social and civic participation
Values and Attitudes towards -
- Social justice
- Intercultural understanding
- Ecological sustainability
- Democratic processes
- Beliefs and moral codes
- Life long learning
(Board of Studies, Human Society and it's Environment, 1993)
