What is Inquiry-based Learning?

"Tell me and I forget, show me and I remember, involve me and I understand.”(Chinese Proverb as cited in Rhem, 2004)

Girls writing [image] (n.d)

Why is Inquiry learning an effective approach to use when teaching SOSE?

“SOSE provides opportunities for students to ask challenging questions, to be curious and to develop a lifelong love of learning.“

“It focuses on developing inquiry learning skills and providing experiences that are meaningful for students, engaging them with actual people, places and issues wherever possible.”

“Through analysing information and values, students can make responsible decisions about social, economic, religious, civic and environmental issues that may affect them now or in the future.”

(NSW Board of Studies, 2006)

Tree-planting [image](n.d)

The Inquiry Learning Process in Primary Schools

1. Initiate the investigation

Students pose questions and plan investigations.

2. Gather Students access, select and record information.

3. OrganiseStudents arrange the

information into forms which can be analysed.

4. Synthesise Students express their

understandings and share them with others.

5. Apply Students verify their understandings by

applying them to other situations, planning, implementing actions and solving problems.

6. ReflectStudents review what they have learnt and

how they have learnt it.

The Inquiry Learning Process

Adapted from the NSW Board of Studies Syllabus

- HSIE 2006 as cited in Reynolds, 2009

Incorporating the Inquiry Process in the NSW HSIE Stage 1 unit – Year 2: Transport 1. Initiate the investigationStudents pose questions and plan investigations.

Initial Question: How does Transport affect people’s lives?

Students to brainstorm:

What do we already know about transport and its affects?

What do we want to find out?Children to brainstorm open ended questions to research (teacher to model, guide and support this part of the process)

How will we find out the answers?

Children mindmap [image] (n.d)

2. GatherStudents access, select and record information.

In groups gather information from pictures of different transport systems. Students to make

notes.

Initial Question: How does transport affect people’s lives?Other investigation questions: Why do transport systems need to link? Who and what helps to keep the transport system running successfully? What problems can occur? How does this affect people? How is the environment affected? What are the pros and cons of each form of transport? How are problems solved?

Observe the different systems in place that help to keep the transport system as a whole, running

successfully. Students to record using video, take photos or make notes as they gather the information.

Go on an excursion using different forms of transport along the way. (Bus, train, ferry)

Students to interview workers asking them questions they have formulated.

Bloom’s Taxonomy Processes: ask, observe, locate, read, research, listen, find, list, brainstorm, recall, specify

Ferry Cirqular Quay [image] (n.d)

Bus line[image] (n.d)

3. OrganiseStudents arrange the information into forms which can be analysed.

Model different ways to organise the information gathered.For example… graphs, diagrams, databases, maps, family trees…

Thinking about Transport

Red hatFeelings

White hatInformation

Black hatBad

points

Yellow hatGood points

Green hatNew ideas

Walking

Cycling

Bus

Train

Ferry

Car

Two examples of ways students could organise information gathered.

Bloom’s Taxonomy Processes : explain, compare, categorise, separate, contrast, survey, graph, investigate

Six Thinking Hats [image] (n.d)

4. SynthesiseStudents express their understandings and share them with others.

Students to draft and then present their findings to others. Students could choose an activity that would develop one (or more)of the multiple intelligences.

Students can present by… Who students could present to…

• writing a report• designing a poster or artwork• performing a play• making a power point

presentation• creating a movie or advert• producing a pamphlet• making a speech• writing a blog or website

• the class or small groups • younger children• assembly• members of the public

(council, government groups, general)

• staff and student council• parents

Bloom’s Taxonomy Processes: combine, compose, hypothesise, role play, create, infer, imagine, write, design, produce, invent, plan

5. ApplyStudents verify their understandings by applying them to other situations, planning, implementing actions and solving problems.

Students are to… make connections, explore new ideas, think creatively, take action on what they have learnt and become engaged, active citizens of their community.

Invent a new form of transport or system for the future

Using the information collected list the transport problems that need to be considered e.g. pollutionGive suggestions for solving these problems using your new transport design.Draw and label your design, making sure it tries to solve one or more of the transport problems you listed.

Make a movie to educate parents and children in the school community ofhow different modes of transport affects the environment and humans.

Design a poster to educate school children of how to behave on public transport. Present work to the Ministry of Transport for advertising purposes.

Some examples…

Children filming[image](n.d)

Be a road smart kid [image] (n.d)

6. RefectStudents review what they have learnt and how they have learnt it.

Bloom’s Taxonomy Processes: judge, justify, debate, choose, recommend, decide, rank, prove, discuss, verify

Use Dr. de Bono’s Six Thinking Hats throughout the learning process …

Review the process using the ‘Six Thinking Hats’

Communicate between groups and individualsWhat did we know?

What have we learnt?did

How did we feel at the start?How do we feel now?

What were the good points?How were problems solved?

What challenges did we encounter? Why did they occur?

What new ideas did we invent and create?

How did you learn best? What thinking tools did you use to help you?

Self assessmentPeer assessment

Group assessmentTeacher/student assessment

Self Assessment

Content

How did I go? What will I do better next time?

Skills

Social Skills

Feelings/Emotions

Specific questions and strong guidance will be needed when reflecting on each part of this matrix. (Reynolds, 2009)

Six Thinking Hats [image] (n.d)

References

• Be a road smart kid [image] (n.d) Retrieved from: http://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety.aspx

• Board of Studies. (2006). Human Society and it’s Environment- K-6 Syllabus. Retrieved from http://k6.boardofstudies.nsw.edu.au/files/hsie/k6_hsie_syl.pdf

• Board of Studies. (1998). Human Society and it’s Environment- K-6 Units of Work. Retrieved from http://k6.boardofstudies.nsw.edu.au/go/hsie

• Bus line[image] (n.d) Retrieved from (http://resources0.news.com.au/images/2011/07/18/1226096/514740-bus.jpg

• Cheree, R. (2011, August 6) What is Inquiry Learning? Retrieved from http://rachelcheree.blogspot.com/p/inquiry-learning-hsie-syllabus.html

• Children filming[image](n.d) Retrieved from http://newsimg.bbc.co.uk/media/images/45199000/jpg/_45199828_kidsnews466.jpg

• Children mindmap [image] (n.d) http://inquiry-learning-representation.wikispaces.com/file/view/325776.jpg/244093789/325776.jpg

• EXARC. (2011). Redefining a Teacher's Role for Inquiry Teaching. Retrieved from http://exarc.net/books/reaching-teaching-adult-public/redefining-teachers-role-inquiry-teaching

• Ferry Cirqular Quay [image] (n.d )Retrieved from http://images.travelpod.com/users/lizandste/1.1273162122.ferry-in-at-circular-key.jpg

• Gray, A. (nd). Contructivist Teaching and Learning. Retrieved from http://saskschoolboards.ca/research/instruction/97-07.htm#The%20Constructivist%20Classroom

• Girls writing[image] (n.d) Retrieved from http://www.visualphotos.com/photo/2x2237622/two_girls_writing_42-16298540.jpg

• Information Age Inquiry. (2006) Inquiry-Based Learning. Retrieved from http://virtualinquiry.com/inquiry/inquiry7.htm

• Reynolds, R. (2009) Teaching studies of society and environment in the primary school. Melbourne, Victoria: Oxford University Press.

• Rhem, J. (2004). Quotations on Teaching, Learning, and Education. Retrieved from http://www.ntlf.com/html/lib/quotes.htm

• Rimes, E. (2011) HSIE Unit – How does transport affect our lives?. Retrieved from http://www.slideshare.net/erikarimes/erika-rimes-stage-1-hsie-transport

• Six Thinking Hats [image] (n.d) Retrieved from http://blogs.funiber.org/formacion-profesores/files/2011/01/Six-Hats.gif

• Thirteen Ed Online. (2004). Concepts to Classroom. Retrieved from http://www.thirteen.org/edonline/concept2class/inquiry/index.html

• Tree-planting [image](n.d) Retrieved from http://www.coolbrisbane.org/images/tree-planting.jpg