Inquiry Based Learning - The Concept

Human beings are innately curious beings. From birth we use trial and error methods to make sense of the world around us.  When faced with an unfamiliar situation, as adults we:

• try to establish what is happening and forecast what will happen next.
• contemplate on the world around us by observing, gathering, assembling, and synthesizing information
• develop and use tools to measure, observe and to analyse information and generate models from the understandings
• make sure what we think will happen and compare results to what we already know
• amend our ideas based on what we learn.

Inquiry into the natural world takes a wide variety of forms, for example, from a child’s wondering how it is possible for fish to breath underwater to research by doctors for new cure for cancers. Similarly, inquiry in classrooms can also be carried out in numerous ways. No matter what method is used for inquiry, its role in education is becoming an increasing focus of attention. Today the world is tremendously influenced by scientific discoveries, which makes it necessary for people to make and evaluate decisions through careful questioning, searching for evidence, and critical reasoning. Learning environments, which focus on conveying to students what is already known, do not promote inquiry. Conversely, a stress on ‘inquiry’ focuses on our thoughts about what we know, why we know, and how we have come to know. (National Research Council, 2000)

The concept of Inquiry Based Learning (IBL) is not a new one but has been used for over 40 years in courses of higher education. This is a philosophy of education, not merely a method of teaching. It is defined as a student-centred learning model that put emphasis on research, critical thinking and multi-disciplined study to achieve program outcomes. Traditionally, the curriculum has been based on the concept of giving information and then the problem to the learners, which they should be able to solve using the knowledge. It certainly does not encourage the natural process of inquiry. In fact the students learn not to ask too many questions but just to listen and repeat the answers expected of them. This is thought to allow for surface learning, which is restricted to gaining of qualification.

On the other hand, the educational philosophy underpinning IBL is centred on the belief that students should be actively involved in the process of learning, gaining knowledge within appropriate context. Within IBL, the learning process results in working towards an understanding of, or resolution of, a problem (Barrows and Tamblyn 1980). The approach is, thus, one of giving the learner a problem first. Facilitating the knowledge needed to understand the problem and the varying solutions which can be elicited from gaining knowledge. The process of inquiry starts from birth and information gathering is carried out by all the senses. Considering that individuals learn in this manner, this approach to education should mimic life. As Gagne (1975) suggests that problem solving is the highest form of learning, it also makes way for deep learning and reducing the theory practice gap that arises when individuals try to apply knowledge. It allows individuals to better understand the natural and human designed worlds. Driver et al. (1985; 1994) propose that it allows:

• Students to build new knowledge and understanding upon what they already know and believe.
• Students to formulate new knowledge by altering and refining their current understanding.
• Learning to be mediated by a social environment in which learners will interact with others.
• Students to take control of their own learning.
• Students to gain the ability to apply knowledge to novel situations, that is, transfer of learning. This is affected by the degree to which students learn with understanding.

Within the subject-based approach, often the knowledge is not entirely related to the profession or the student is unable to see the relevance of it. Also the ever-changing nature of knowledge means that what is taught can become obsolete quite quickly. However, IBL subscribes to a coherentist view of knowledge, in preference to the subject based foundationalist view (Margetson 1991), which values both, the practical and the theoretical knowledge. This view is taken because IBL has evolved from practice, for the scenarios used, as triggers of learning, are miniature examples of real world events or situations. Thus support for IBL appears to relate to the kind of knowledge that is valued and a means of resolving the conflict between academic and vocational education (Le Metain 1994). It also allows the learner to develop skills, which can be used in lifelong learning.

The adoption of IBL can also be understood in the context of Foucault’s (cited by Hall 1992) view of a dominant discourse. The work of Barrows and Tamblyn (1980) has led to the worldwide spread of Problem Based Learning (PBL) (Boud and Feletti 1997) from which the Inquiry Based Learning stems. PBL based curriculum can be described as a learning-centred curriculum and methodology that help students acquire problem solving skills in addition to knowledge.  Thus PBL is both a process and a curriculum, made up of carefully selected and designed problems that require from the learner:

• acquisition of critical knowledge
• self- directed learning strategies
• proficiency in problem solving
• skills of working within a team

This makes the process similar to the approach to solving life’s problems and challenges. There is much support for PBL within literature and also from forums like Dearing (1997). The literature also reflects Lewis’ (1999) view on the importance of connecting education to everyday existence, and the principle of active participation, which is emphasised by Dearing (1997). There is a change to the traditional student and tutor roles, as the student assumes increasing responsibility for own learning that leads to increased confidence and feeling of achievement and setting the individual up with skills of life long learning, while the tutor becomes a resource and guide to student. According to Dearing (1997) if teachers are to motivate students to become life long learners and acquire a deep understanding and experience their own area of study, then it is necessary to promote active approach to learning and strengthen the links between theoretical and practical areas of study.