Inquiry-based learning and constructivist learning environments go hand in hand to engage students in authentic learning experiences, where they are able to generate their own learning through real experiences (Nixon & Gould, 2005). Opportunities to learn should consist of experiences that facilitate the construction of knowledge (Jonassen, 1999). The hands-on and minds-on approach to learning develops a deeper understanding of the topic being taught (Staats, 2011). These styles of teaching are essential when working with young children and areas of the humanities. The goal of this essay is to outline inquiry-based learning in a constructivist environment and discuss how educators can work …show more content…
Inquiry-based learning is embedded into the learning outcomes in both curriculums. For example, learning outcome four in the Early Years Learning Framework has “participate in a variety of rich and meaningful inquiry-based experiences” as an outcome sub strand (DEEWR, 2009). The Australian Curriculum specifically recommends inquiry-based learning for the humanities by providing inquiry questions to “allow for connections to be made” within the humanities and across other learning areas (Australian Curriculum, Assessment and Reporting Agency [ACARA], 2016a). Students will achieve a variety of skills that link directly with the expected outcomes set out by the Australian Curriculum. These skills will aid in the learning of humanities subjects as well as other areas of the curriculum. They include critical thinking, problem solving, effective communication, decision making and the ability to adapt to change (ACARA, …show more content…
Disputes between whether child led learning or more instructional approaches are more effective have been going on for decades (Arnold, 2010). Some refer to inquiry-based learning as ‘minimally guided’ and argue that the style of teaching can be less effective and efficient. (Kirschner et al., 2006).This is due to the opinion that a lack of guidance comes with a child led approach when comparing against more instructional models of learning. (Kirschner et al., 2006). The lack of guidance means novice or early learners do not have sufficient prior knowledge to provide their ‘internal’ guidance which can cause children to acquire misconceptions or incomplete knowledge on a topic (Kirchner, et al.,