Inquiry-Based Learning

Students engaged in problem-based learning Students engaged in problem-based learning

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At a Glance

In inquiry-based learning, students learn as they define and solve real-world problems. In doing so, they ask questions, gather resources, analyze data, and present results. As such, this approach is a viable option for instructors seeking to shift the focus from the end product to the process of learning and foreground connections between course content and its application in the real world.

Research Team

This investigation was led by Aaron Royer (Sr. Instructional Designer) and Jessica Gonzalez (Instructional Designer), members of Learning Innovation and Faculty Engagement.

What is it?

In inquiry-based learning (IBL), content learning occurs naturally as students actively explore and attempt to solve open-ended, real-world problems - a significant departure from more traditional lesson sequences which  begin with delivery of content through, for example, a lecture and then move to applications. IBL emphasizes the importance of students’ questions, ideas, and observations and thus encourages active participation from students and provides ample opportunity for collaboration and sharing of ideas. Students, in their role of problem solvers, ask questions, gather resources, analyze and interpret data, and present their findings, while instructors structure and scaffold problems  and guide students through the problem-solving process, providing support and resources when necessary.

How does it work?

There are four main approaches to inquiry-based learning (Banchi & Bell, 2008). Each differs in the level of scaffolding provided to students, but all require students to go through the inquiry cycle of formulating questions, gathering resources, synthesizing information, and presenting findings.

Methods and Example Activities

Students confirm their understanding of a concept by demonstrating their ability to apply it as they solve a real problem. At this level, the most scaffolded of the four, instructors generate both the questions and procedures,  and the outcomes are generally predetermined.  

An example is  a pre-designed experiment that proves a known theory or principle. The teacher provides guidance and support, but the students are responsible for following the procedures, collecting data, analyzing the results and presenting their findings.

Instructors provide  an initial question and outline a process for students to follow. Importantly, and different from the confirmation level, the outcomes of the inquiry are generally unknown. 

Case-Based Learning: Students are given a case study, or detailed scenario in a real-world context. They are provided guiding questions which they work together to answer. Students synthesize their answers to come to a unique conclusion.

Here students are responsible for designing and following the procedure to answer the question that the instructor poses. Because learners now have more freedom in developing the procedure and finding useful content, it is important for the instructor to provide guidance and feedback where necessary. 

Problem Based Learning: Students are given a complex, authentic, ill-structured problem in the form of a scenario. They  work in groups to analyze the scenario, decide what they know and what they need to know to resolve the problem. They also decide HOW they will collect and synthesize the information. Instructor's guide students by asking questions and providing feedback at different points of the process.  Ultimately, they use this information to develop a final product (e.g. a paper or presentation). 

Additional example: Project Based Learning

Within general guidelines, students take ownership of the inquiry and their results. They are given the freedom to select a subject or concept that interests them, formulate their own research questions, and devise a plan to carry out their research. Once completed, they may present a report or presentation outlining their findings. The instructor provides minimal guidance, serving more as a facilitator and resource.

Independent Research: Students choose a topic on a current global issue, create their own investigation method, and produce a presentation on possible solutions based on their findings. 

Harkness Discussion: Students are given new information (a text, math problem, etc.) After reviewing it, students lead their own discussion, making meaning of the new information by formulating questions and navigating their own disagreements, conclusions and discoveries. They structure and monitor their progress and work collectively to incorporate their new knowledge.

The methods and activities mentioned above are not exhaustive and can transform into another inquiry-based model by adjusting the level of scaffolding. For example, project based learning where students choose their project topic and their method of inquiry would be considered Open inquiry. However, project based learning where students are assigned their topics and given a step-by-step method of inquiry would be considered structured inquiry.

Instructors may also combine different inquiry models in a single activity. For instance, presenting an engineering simulation with guiding questions but then allowing students to develop solutions using open inquiry.

Who's doing it?

Inquiry-based learning is becoming increasingly popular in higher ed, and the following examples from the University of Miami and other institutions illustrate some of the most common usage scenarios. 

Usage Scenario from University of Miami

Ines Basalo, Assistant Professor in Practice, Mechanical and Aerospace Engineering

Dr. Basalo, a participant in the 2022 Faculty Learning Community on Problem-Based Learning, uses inquiry-based learning in MAE 301: Materials ScienceStudents are tasked with designing a beverage container.  To make it more real and engaging, she builds a narrative around the problem in which students assume the role of industrial designers contracted by the beverage company, FancyBev, to design a container for their new beverage. This narrative, and the tasks embedded within,  unfolds in a series of emails between Dr. Basalo, a representative of the company, and the students, an approach which adds a touch of authenticity. In solving this problem, students need to collaborate with peers to ask effective  questions, identify and synthesize resources, and present their findings in a persuasive way.

 

From: Fizzgerald, Beverly <fizzy@fancybev.com> Sent: Tuesday. February 1, 2022 9:06 AM To: Basalo, Ines <i.basalo@miami edu> Subject: Help Dear MAE 301 Students, My company desperately needs your engineering expertise. FancyBev has a new fabulous sparkling water, but we have no idea how to bottle it. The team has been discussing the type of beverage container we should use. The CFO wants something "very cheap"; the PR director wants something fancy that shows "the beautiful bubbles in the water", and our distribution manager says it needs to be something "light and strong' We do not know where to start. As you can see, we are a mess. And we need your help. We have decided to hire your MA301 engineering consulting firms to advise us. Kindly reply to this email and indicate: (1) your knowledge about beverage containers, and (2) the information you will need to research to help us select the best choice for our product. Looking forward to your response. Sincerely, Beverly Fizzgerald, CEO 

 

Yui Matsuda, Assistant Professor, Nursing and Health Studies

Dr. Matsuda, a participant in the 2021 Faculty Learning Community on Problem-Based Learning, uses this method in BPH 206: Introduction to Public Health.  In her problem narrative, students assume the role of advisors to the mayor of Miami tasked with investigating and ultimately proposing a solution to the issues surrounding the gentrification of Wynwood. Students, working in groups,  leverage local resources like the Miami Herald and even engage with community organizations to answer their questions and define the problem with sufficient detail. In doing so, they learn about important public health concepts and how they manifest themselves in local communities. At the conclusion of this process, students present their solutions accompanied by a written executive summary. 

Additional Usage Scenarios

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What are the benefits?

Regardless of which inquiry-based activity students engage in, they will follow the inquiry cycle during which students will typically leverage their curiosity, communicate ideas with a group, find and synthesize information and more. This cycle is iterative and helps to refine various skills for students that can have long-lasting impacts.

Accordion Group

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What are the challenges?

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What are the implications for teaching and learning?

Inquiry-based learning is shifting roles and perspectives in higher education.

Accordion Group

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Where is it going?

Accordion Group

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References

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Walkington, Helen. 2015. Students as researchers: Supporting undergraduate research in the disciplines in higher education. York, UK: Higher Education Academy.

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