1. A detailed outline of what Inquiry Learning is in Humanities and Social Sciences.
Inquiry Learning is a pedagogical approach in which the teacher guides its students in constructing their own knowledge and understanding of the world in which they live, in order to make meaning. (Reynolds). Inquiry can be defined as “seeking for truth, knowledge/ understanding and information” (Lutherian Education Queensland). Quite simply, Inquiry learning involves the process of investigating a problem, topic or idea. (Galileo, 2015). When students are engaged in real life learning experiences with their peers, they are more likely to experience deep learning. (Woolfolk & Margetts, 2014). Gidinho & Wilson (as cited in Woolfolk & Margetts, 2014, p. 327); …show more content…
Dewey was an advocator for student centred learning to be based on real world learning experiences. Dewey encouraged students to pose problems that related to their own experiences and expand on their personal knowledge with the knowledge that was unfolding (Galileo, 2015). Inquiry Learning is derived from the history of the constructivist theory, which places emphasis on students taking an active role in creating knowledge of the world by experiencing new things and reflecting on these experiences (Educational Broadcasting Corporation, 2004). A constructivist classroom and Inquiry Learning underpin each other, as students are required to develop skills that are necessary to become effective learners, such as the ability to pose relevant questions, to persevere, to set goals and to plan a line of action (woolfolk & margetts, 2014). As with Constructivism, Inquiry learning promotes deep understanding of issues that are important as developing new knowledge becomes interesting when students interest and goals are taken into account. The educational experience can be described as authentic, as Inquiry learning requires student’s new knowledge to be added onto their existing knowledge that can be applied widely. (Reynolds). In a traditional classroom, the teacher is the focus by filtering information to students who are required to memorise facts with the assessment of the student focusing on the correct answer. Dewey believed that in a traditional classroom where the teacher stood at the front of the class and dispensed information, created passive learners and believed students should be involved in their learning by being given a degree of input as to what they are learning. With Inquiry learning, the teacher has the role of facilitating learning and the emphasis is placed on “how we came to know” rather than traditional learning which
Inquiry Learning is a pedagogical approach in which the teacher guides its students in constructing their own knowledge and understanding of the world in which they live, in order to make meaning. (Reynolds). Inquiry can be defined as “seeking for truth, knowledge/ understanding and information” (Lutherian Education Queensland). Quite simply, Inquiry learning involves the process of investigating a problem, topic or idea. (Galileo, 2015). When students are engaged in real life learning experiences with their peers, they are more likely to experience deep learning. (Woolfolk & Margetts, 2014). Gidinho & Wilson (as cited in Woolfolk & Margetts, 2014, p. 327); …show more content…
Dewey was an advocator for student centred learning to be based on real world learning experiences. Dewey encouraged students to pose problems that related to their own experiences and expand on their personal knowledge with the knowledge that was unfolding (Galileo, 2015). Inquiry Learning is derived from the history of the constructivist theory, which places emphasis on students taking an active role in creating knowledge of the world by experiencing new things and reflecting on these experiences (Educational Broadcasting Corporation, 2004). A constructivist classroom and Inquiry Learning underpin each other, as students are required to develop skills that are necessary to become effective learners, such as the ability to pose relevant questions, to persevere, to set goals and to plan a line of action (woolfolk & margetts, 2014). As with Constructivism, Inquiry learning promotes deep understanding of issues that are important as developing new knowledge becomes interesting when students interest and goals are taken into account. The educational experience can be described as authentic, as Inquiry learning requires student’s new knowledge to be added onto their existing knowledge that can be applied widely. (Reynolds). In a traditional classroom, the teacher is the focus by filtering information to students who are required to memorise facts with the assessment of the student focusing on the correct answer. Dewey believed that in a traditional classroom where the teacher stood at the front of the class and dispensed information, created passive learners and believed students should be involved in their learning by being given a degree of input as to what they are learning. With Inquiry learning, the teacher has the role of facilitating learning and the emphasis is placed on “how we came to know” rather than traditional learning which