DAYSTAR UNIVERSITY

SCHOOL OF ARTS AND SOCIAL SCIENCES

COURSE TITLE: EDU 361
ASSIGNMENT: INQUIRY BASED LEARNING

SUBMITTED TO : DR. SUSAN WANDERA

DATE: FEBRUARY 25, 2025
SUBMITTED BY:
WERU ESTHER 22-1336
SHARLEEN NJOKI 22-2087
MICHAEL JUMA 19-1434
PILE SAMUEL: 23-0063
BRENDA ATIENO 22- 2429
CHRISTABEL MWASI 22-2156
INTRODUCTION
John Dewey stated in Experience and Education (1938), “If we teach today’s students as we
taught yesterday’s, we rob them of tomorrow.” This highlights the necessity of structured
approaches to effectively engage students in active learning.
Structured inquiry is an instructional approach where students explore a specific question or
problem using a defined procedure. In this model, the teacher outlines the process, provides clear
guidelines, and directs the investigation to ensure students stay focused and engaged.
Jerome Bruner articulated in The Process of Education (1960), “Learning is an active process.
We learn by doing.” Guided inquiry embodies this principle by allowing students to actively
engage with the content while receiving teacher support.
Key Characteristics:
 Predetermined Questions: The teacher selects the questions or problems for students to
explore.
 Defined Procedures: A specific method or framework is provided to guide the investigation.
 Teacher Control: The teacher maintains oversight of the learning process, ensuring students
adhere to the guidelines.
Example of Structured Inquiry
Scenario: In a high school English class, the teacher poses the question, “How does the setting
influence the mood in a short story?” The teacher provides a specific short story for the students
to read and supplies a graphic organizer to help them analyze the setting's impact. Students
follow the structured steps laid out by the teacher to arrive at their conclusions.
When to Use Structured Inquiry
 For Beginners: It is particularly effective for younger students or
those new to inquiry learning, as it provides a clear path for
exploration.
 Skill Reinforcement: Useful for reinforcing specific content
knowledge or skills, as it helps students practice within a supportive
framework.
 Guided Learning: Effective when introducing new concepts where
students may need more direction to navigate the material
successfully.

KEY ELEMENTS THAT ENHANCE LEARNING IN IBL

The "Es" in IBL Engagement, Exploration, Explanation, Elaboration, and Evaluation—serve as
fundamental components that guide the inquiry process. These elements ensure that students are
not only active participants in their learning but also develop critical thinking, problem-solving
skills, and a deeper understanding of the subject matter. By integrating these "Es," educators can
create a dynamic and effective learning environment.
1. Engagement
Students are actively involved in their learning process. They are motivated to explore questions that
interest them, which sparks curiosity and enthusiasm.
 Example: A teacher might start a unit on ecosystems by showing a compelling video that raises
questions about biodiversity, prompting students to investigate further.
2. Exploration
Students investigate the questions or problems they've identified. This phase involves hands-on activities,
research, and experimentation.
 Example: In a science class, students might conduct experiments to test the effects of pollution
on plant growth, gathering data to support their findings.
3. Explanation
After exploration, students articulate their findings and understandings. This phase often involves
discussing results, reflecting on the inquiry process, and clarifying concepts.
 Example: Students present their research on ecosystems to the class, explaining their methods
and conclusions while answering questions from peers.
4. Elaboration
Students apply their new knowledge to different contexts or extend their understanding to new
situations. This deepens their learning and encourages transfer of knowledge.
 Example: After learning about ecosystems, students might create a public awareness campaign
about conservation efforts in their community.
5. Evaluation
Students assess their own learning and the inquiry process. This includes self-reflection and peer
feedback, which helps them understand their growth and areas for improvement.
 Example: Students might complete a self-assessment rubric reflecting on their contributions to
group work and their understanding of the topic.
TYPES OF INQUIRY USED

1. Structured Inquiry

Structured inquiry involves a specific question or problem that students investigate using a
defined method. The teacher controls the process and provides clear guidelines.
Example:
In a 9th-grade English class, the teacher poses the question, “What themes are present in The
Outsiders?” Students read the novel and use a provided graphic organizer to categorize themes,
characters, and evidence from the text.
When Most Effective:
 For Beginners: Ideal for students new to inquiry learning, as it offers clear direction.
 Skill Reinforcement: Useful when teaching foundational skills or concepts, ensuring students
grasp key ideas.
2. Guided Inquiry
Guided inquiry allows students more freedom than structured inquiry. While
the teacher provides an initial question and some resources, students design
their own investigation and explore the topic further.
Example:
In a 10th-grade class studying The Great Gatsby, the teacher introduces the
question, “How does Fitzgerald use symbolism in the novel?” Students are
given some resources and guidance but then choose specific symbols to
analyze and present their findings.
When Most Effective:
 For Intermediate Learners: Suitable for students who have some experience with inquiry, as it
fosters independence while still providing support.
 Complex Topics: Effective for exploring complex themes where students can benefit from
personal interpretation and research.
3. Open Inquiry

Open inquiry provides students with the freedom to formulate their own questions, design their
investigations, and determine how to present their findings. The teacher primarily acts as a
facilitator.
Example:
Students are given the overarching theme of “identity” and asked to create their own questions
related to it. One student might explore how cultural identity is represented in literature, while
another investigates personal identity through social media.
When Most Effective:
 For Advanced Learners: Best for students who are comfortable with inquiry processes and able
to work independently.
 Fostering Creativity: Ideal for project-based learning environments where students can explore
topics of personal interest deeply.
By understanding these types of inquiry, educators can tailor their teaching methods to better suit
the needs and abilities of their students, ensuring a more engaging and effective learning
experience.
Inquiry-Based Learning (IBL) is an educational approach that emphasizes student engagement
through exploration and investigation. This method not only promotes critical thinking and
problem-solving skills but also fosters collaboration, communication, and creativity among
students..
1. Promoting Critical Thinking

Richard Paul, in his work on critical thinking, stated, “Critical thinking is the art of analyzing
and evaluating thinking with a view to improving it” (Critical Thinking: What Every Person
Needs to Survive in a Rapidly Changing World, 1990). IBL provides students with the
opportunities to practice this art by analyzing various perspectives and constructing their own
understanding. IBL encourages students to ask questions, analyze information, and evaluate
evidence. By engaging in investigations, students learn to think critically about the material and
draw their own conclusions.
2. Enhancing Problem-Solving Skills
In IBL, students confront real-world problems and develop strategies to address them. This
hands-on approach helps them learn to navigate challenges and think creatively about solutions
Albert Einstein famously said, “We cannot solve our problems with the same thinking we used
when we created them” (cited in various works, including The World As I See It, 1934). IBL
encourages students to think outside the box, fostering innovative solutions to complex issues.
3. Fostering Deeper Understanding
Through inquiry, students delve deeper into subjects, moving beyond surface-level knowledge.
They engage with content in a meaningful way, leading to a more profound
comprehension.David Kolb, in Experiential Learning (1984), emphasized, “Learning is the
process whereby knowledge is created through the transformation of experience.” IBL
transforms students’ experiences into knowledge by allowing them to explore topics in depth.

4. Encouraging Collaboration

IBL often involves group work, where students collaborate to investigate questions or problems.
This collaboration fosters teamwork and helps them learn from one another’s perspectives.
Vygotsky stated in Mind in Society (1978), “What a child can do with assistance today, she will
be able to do by herself tomorrow.” In collaborative settings, students support each other,
enhancing their learning through shared experiences.
5. Improving Communication Skills

As students work together and present their findings, they develop essential communication
skills. IBL requires them to articulate their ideas clearly and listen to others, which is vital in
both academic and real-world contexts.The National Council of Teachers of English (NCTE)
noted in their 2008 position statement, “Effective communication is essential for academic
success.” IBL’s emphasis on discussion and presentation helps students hone their
communication abilities.
6. Fostering Creativity

IBL encourages students to think creatively, as they are not bound by strict guidelines. They are
free to explore various avenues and approaches to their inquiries, which nurtures innovative
thinking.Torrance, renowned for his work on creativity, stated, “Creativity is a process, not a
product” (Torrance Tests of Creative Thinking, 1974). IBL embodies this process by allowing
students to engage in exploration and experimentation, thereby cultivating their creative skills.
The role of the teacher in an inquiry-based learning (IBL) classroom shifts significantly from that
of a traditional knowledge provider to a facilitator or guide. This transition requires teachers to
adopt new strategies, address challenges, and create an environment that fosters student inquiry.
Here’s a detailed exploration of these aspects, supported by relevant quotes.
ROLE OF THE TEACHER IN IBL
1.From Knowledge Provider to Facilitator:
As education reform advocate Grant Wiggins stated in Understanding by Design (2005), “Effective
teaching requires that we clarify the desired results.” In IBL, teachers clarify learning objectives while
facilitating the inquiry process rather than dictating content.

 Traditional Role: In a conventional classroom, teachers primarily deliver content and assess
student understanding through standardized tests.
 Facilitator Role: In an IBL classroom, teachers encourage students to ask questions, explore
topics, and construct their own understanding. They provide guidance, resources, and support
while allowing students to take ownership of their learning.

Strategies for Supporting Student Inquiry:

1. Create a Safe Learning Environment:
Encourage students to express their ideas without fear of judgment. This fosters a culture
of openness and curiosity. Carol Ann Tomlinson noted in The Differentiated Classroom
(2001), “The goal of differentiation is to create a classroom where all students have
access to learning.” A supportive environment is essential for effective inquiry.
2. Model Inquiry Practices:
Demonstrate how to ask questions, seek information, and reflect on learning. This helps students
understand the inquiry process. John Dewey emphasized in Experience and Education (1938), “We do
not learn from experience... we learn from reflecting on experience.” Modeling inquiry encourages
students to engage in reflective practices.

3. Provide Resources and Scaffolding:

Offer materials, tools, and guidance tailored to students' needs. Scaffolding helps students navigate
complex inquiries.Vygotsky’s concept of the Zone of Proximal Development (ZPD) highlights the
importance of providing support that enables students to achieve tasks they cannot yet complete
independently (1978).

4. Encourage Collaboration:
Facilitate group work where students can share ideas and learn from each other. Collaboration
enhances critical thinking and communication skills. According to David Johnson and Roger Johnson’s
research (1994), “Cooperative learning... enhances student achievement and increases retention of
information.” Collaborative inquiry strengthens understanding.

Challenges in Implementing IBL

1. Curriculum Constraints:
Many educators face rigid curricula that prioritize standardized testing and specific content coverage.

Overcoming Strategy: Integrate inquiry within the existing curriculum by aligning inquiry projects with
required standards. This approach allows for flexibility while meeting educational goals.

2. Varying Student Readiness:

Students come with different levels of background knowledge and inquiry skills, which can lead to
disparities in engagement and understanding.

Overcoming Strategy: Differentiate instruction by providing varied entry points for inquiries. Use flexible
grouping and tiered assignments to accommodate diverse learners.

3. Time Constraints:
Inquiry projects may require more time than traditional lessons, posing challenges in pacing and
scheduling.

Overcoming Strategy: Implement shorter inquiry cycles or incorporate inquiry into existing lessons.
Focus on quality over quantity, allowing students to explore deeply rather than broadly.

2.Creating a Supportive Learning Environment

Foster a Growth Mindset: Encourage students to view challenges as opportunities for growth. This
mindset can enhance resilience and persistence in inquiry.

Build Community: Establish a classroom culture where students feel valued and connected. Strong
relationships enhance collaboration and communication.

By understanding the evolving role of the teacher in an inquiry-based classroom and employing
effective strategies to support students, educators can overcome challenges and create a rich
learning environment that fosters inquiry, collaboration, and creativity.
Advantages of IBL
1. Promotes Critical Thinking:
o Students engage in deep questioning and problem-solving, which helps develop
analytical and reasoning skills.
2. Enhances Engagement:
o By allowing students to explore topics that interest them, IBL increases
motivation and engagement in learning.
3. Fosters Independent Learning:
o Students take more responsibility for their learning, which promotes self-reliance
and autonomy.
4. Develops Research Skills:
o Through exploration and investigation, students learn how to conduct research,
gather data, and analyze findings, which are important skills in both academia and
professional life.
5. Encourages Collaboration:
o Often, inquiry-based learning involves group work, helping students develop
teamwork and communication skills.
6. Personalized Learning:
o Students can explore areas of interest within a subject, making the learning
process more personalized and relevant.
7. Real-World Application:
o It helps students apply knowledge to real-world situations and solve practical
problems, making learning more meaningful.
Disadvantages of IBL
 1. Time-Consuming:
o The process of inquiry can be lengthy, as students must spend time exploring,
questioning, and investigating before reaching conclusions, which may not fit
within tight curriculums.
2. Requires Skilled Teachers:
o Teachers need to be highly skilled to guide students effectively through the
inquiry process, as improper facilitation can lead to confusion or lack of direction.
3. Uneven Learning Outcomes:
o Since students take different paths in inquiry-based learning, there can be
inconsistencies in the depth of knowledge acquired. Some students might excel,
while others may struggle without direct instruction.
4. Limited Structure:
o Some students, especially those who are used to more traditional methods of
learning, may find the open-ended nature of inquiry unsettling or difficult to
navigate.
5. Resource-Intensive:
o Inquiry-based learning often requires additional resources like access to materials,
technology, or experts, which may not always be readily available.
6. Assessment Challenges:
o Assessing student learning can be more complex because it focuses on process
and inquiry skills rather than standardized content mastery.
7. Possible Frustration:
o The lack of immediate answers can sometimes cause frustration for students who
are used to more straightforward, teacher-led instruction.
HOW INQUIRY-BASED LEARNING CAN BE APPLIED IN AN ENGLISH CLASSROOM.
1. Literature Circles
 Example: In a 10th-grade class studying To Kill a Mockingbird, students are divided into
small groups. Each group is assigned a different role (e.g., summarizer, questioner,
connector) to discuss specific chapters. They prepare questions to lead discussions, which
helps them explore themes and characters more deeply. This method encourages
collaboration and critical thinking.
2. Thematic Research Projects
 Example: While exploring the theme of identity, students read various texts, including
The Joy Luck Club by Amy Tan. They research how cultural background influences
identity in literature. Each student presents their findings through a creative project, like a
video or poster, showcasing their understanding of the theme across different cultures.
3. Debates on Social Issues
 Example: After reading The Hate U Give by Angie Thomas, students participate in a
structured debate about police violence and social justice. They research real-world cases
and statistics to support their arguments. This activity not only deepens their
understanding of the book but also engages them in important contemporary issues.
4. Creative Writing Assignments
 Example: After studying various poetic forms, students write their own poems based on
personal experiences or current events. They then hold a "poetry slam" in class,
 performing their pieces. This encourages self-expression and allows students to connect
their writing to real-life situations.
5. Digital Storytelling Projects
 Example: Students read a novel and create a digital story using tools like Adobe Spark.
They combine images, video clips, and narration to explore the book’s themes. For
instance, after reading The Great Gatsby, they might create a visual representation of the
American Dream, highlighting key moments from the text.
6. Field Trips and Guest Speakers
 Example: After studying a play like A Raisin in the Sun, students attend a local theater’s
production of the play. They participate in a Q&A session with the cast and director
afterward, deepening their understanding of the play’s themes and the context in which it
was written.
7. Community Engagement Projects
 Example: Students partner with a local nonprofit to create a newsletter that highlights
community stories and issues. They interview community members, write articles, and
design the layout. This project helps them apply their writing skills in a real-world
context and fosters a sense of civic responsibility.
8. Reflective Journals
 Example: Throughout the semester, students keep a reflective journal where they
respond to prompts about their readings. For instance, they might reflect on how a
character’s struggles relate to their own experiences. This practice encourages personal
connection to literature and self-reflection.
9. Peer Teaching
 Example: Students choose a literary device, such as metaphor or irony, and prepare a mini-
lesson to teach their classmates. They research the device, create examples, and lead a
discussion. This not only reinforces their understanding but also builds confidence in public
speaking and teaching.
REFERENCES

Bruner, J. (1960). The process of education. Harvard University Press.

Dewey, J. (1938). Experience and education. Macmillan.

Johnson, D. W., & Johnson, R. T. (1994). Cooperative learning: The foundation

for active learning. In R. S. Slavin (Ed.), Theories of learning and instruction
(pp. 24-48). Pearson.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning

and development. Prentice Hall.

Paul, R. (1990). Critical thinking: What every person needs to survive in a

rapidly changing world. St. Martin’s Press.

Torrance, E. P. (1974). Torrance Tests of Creative Thinking. Personnel Press.

Tomlinson, C. A. (2001). The differentiated classroom: Responding to the

needs of all learners. ASCD.

Vygotsky, L. S. (1978). Mind in society: The development of higher

psychological processes. Harvard University Press.

Wiggins, G. (2005). Understanding by design. ASCD.

National Council of Teachers of English. (2008). Position statement: The role

of English in the 21st century. NCTE.