Inquiry-based learning: It’s purpose in the classroom

In search of a real-world response to my own wondering in regards to inquiry-based learning and the positive, or possibly negative impact which it may have on children and the process which their learning takes; Katie had answered mine, stating that, “inquiry allows students to follow their curiosity and this freedom within the inquiry based environment makes them responsible for the direction of their learning as well as the actual content of their learning.”

Inquiry-based learning is a fundamental component of the approach, which the IB adopts throughout the learning process; utilised as a vehicle for children’s learning (Twigg, 2010). And, an imperative aspect to consider when implementing authentic learning experiences, is to ensure that it invites children to actively investigate and explore the world on every level, with all of their senses, so they are able to better utilise the knowledge and understanding which they gain from each experience they become immersed with (Harste, 2001; Wright, 2012).

Ensuring that learning experiences are meaningful and relevant to children’s lives is a vital element to consider when constructing rich learning experiences. If children are disconnected from the knowledge which they are being exposed to, they will not be able to take that information and apply it to real-word situations, as it holds no relevance to themselves, and there own lives (DEEWR, 2009; Whitton et al., 2004).

Allowing young children to actively investigate and explore their notions and preconceptions, so as to deepen their knowledge of their world around them, through all of their senses (Bullard, 2010). In implementing an inquiry approach educators are encouraging divergent thinking, which supports cognitive development, as children’s thinking is constantly being extended through constructing inquiries about society and questioning every aspect of it (Gallas, 1994; Kolbe, 2009).

The role, which an educator holds in the construction of an inquiry approach within the classroom is imperative, it is that of building a partnership in learning with each individual child; in order for children to be able to create meaning from their learning experiences, the inquiries which they are exposed to, must be authentic, and explicitly linked to them personally, if we are to engage them on a deeper level of understanding (Kliewer, 2008). An educator taking control of the learning is only going to disengage them in their own learning; it is superficial and unauthentic to the child (Hill, Stremmel & Fu, 2005).

Authentic learning explorations provide young children with this voice; allowing them to communicate their ideas, their opinions of the world and society as it is from the perspective. If learning is to be a meaningful and authentic aspect of a young child’s life, information books and writing materials are not going to impact on their learning journey (Erickson, 1995). Rather, questioning the world around them, collecting raw data and further questioning it, to answer those questions, as opposed to relying on the words of a book.

Constructing an understanding of conceptual knowledge through action, this will impact the process, which their learning will take (Erickson, 1995). It will be meaningful to them, and they will be able to take a piece of their childhood and what they learnt when they were 5, through a journey of lifelong learning as adults (Hendrick, 1997).

Actively listening to children is a tool, which educators need to have a firm grasp over if they want to be able to effectively advocate for children’s rights and truly understand the world from their perspective. And, to increase the extent to which children’s voices are justly heard in a society, which is polluted, by propaganda and political and economical trends, that are constantly changing. Which can inherently have a negative affect on the outcome of children’s lives, as it shapes the direction of our education system (Arthur, 2012; Diaz & Robinson, 2009; Jacobs, 2010). In saying this, inquiry-based learning can afford children their right to be listened to, as it showcases children as active agents of their global community (Hill, Stremmel & Fu, 2005).