Navigating the Complexities of Inquiry-Based Learning

Introduction

With the growing need to prepare our students for the future, and to balance rigour with the joy of learning, more educators are beginning to appreciate the value of approaches like Inquiry-based Learning (IBL). IBL, if used well, is both flexible and inclusive. With students as its focus, IBL triggers the inquisitive nature of students, empowering them to own their learning.

Yet, due to the complex nature of IBL, teachers are required to consider the readiness of self, students and the environment. Before we go into that, let us first establish a common understanding of IBL.

What is IBL?

The conceptualisation of IBL can vary based on different models, frameworks and disciplines, and may, thus, be defined differently. Having said this, it is generally agreed that IBL centres on learning through an inquiry cycle. The cycle provides students with opportunities to answer questions through the exploration, investigation and analysis of gathered data (Aghazadeh, 2020).

Broadly defined, IBL is a “constructivist approach to teaching and learning to explore a problem, an issue, a phenomenon or an idea”. Teachers are activators and facilitators of learning through inquiry to achieve intended student learning outcomes.” (Ministry of Education, 2023). Students in the inquiry process are active learners. They interpret and analyze information to solve problems and uncover new learning. In IBL, teachers are facilitators of learning. They guide students in the inquiry process through cleverly designed tasks and the skillful use of questions and prompts. Nonlinear pedagogy, game-based approach and the inventing games model are some of the common inquiry approaches. IBL can be used in any learning area, and in any physical activity.

The three considerations

Other than improving engagement and joy of learning, it is well-documented that successful IBL brings with it a host of other benefits (Kwek et al., 2016). However, the implementation of IBL has its challenges. While many scholars wrote about these in general, it is important to provide a frame to anchor this discussion. This section introduces the three key considerations (Fig. 1) that may help teachers reflect on their own practice using Game-Based Approach (GBA), an IBL approach used widely by teachers in the teaching of games, as an example.

Students

The GBA requires students to collaborate, inquire and problem solve. Yet, students may differ in their level of readiness, due to their learning dispositions and past learning experiences. The shift in students’ role in learning from merely receiving information to one where they must collaborate, make sense of and construct knowledge actively means that they may need time to develop these skills (OPHEA, 2016). Those who are not ready may need more structures to guide them. Implementing a one-size-fits-all GBA may fall flat because some students may not be ready. It is important to know our students well and make the necessary adjustments to the level of inquiry expected of them.

Environment

The GBA requires a safe environment where mistakes are embraced. Collaboration should be encouraged and thinking valued. If this learning culture is not well established, a lesson using IBL may not work well even if the teacher asks good questions and the learning tasks are well-designed. In the absence of a culture of thinking and collaboration, students may dislike their teachers stopping their games to ask questions, and see the time set aside for team discussion as unnecessary.

Readiness of environment also refers to the physical environment that supports IBL. The opportunity and time to explore and problem solve is key in IBL. If a teacher has to share a basketball court with another class, or only has 20 min of lesson time, it will be very challenging to conduct a good GBA lesson.

Lastly, a supportive environment will benefit teachers who are new to IBL. Preparation and planning time were cited in a study on IBL as a significant challenge (Kwek et al., 2016). In a GBA lesson, for example, teachers need time to design games that are playable, well represented and exaggerated. They also need to plan for possible questions to ask and the possible scaffolds needed, depending on the readiness of the students, which may differ from class to class. A shortage of time for teachers to prepare their lessons and reflect will result in limited success and demoralize a teacher.

Teacher

As Ron Ritchhart puts it, “Teachers may employ a new method of instruction, only to find that it falls flat and doesn’t achieve the kind of lift its proponents had promised. They then discount the method, ignoring completely how their expectational beliefs may have undermined the new instructional practices.” (Ritchhart, 2015, p. 41). Indeed, in addition to a strong belief in the inquiry process, teachers themselves need a set of dispositions that supports their implementation of IBL, for example, being open-minded, adaptable and flexible in the process (Kwek et al, 2016; OPHEA, 2017).

Even if the teacher truly believes in the value of GBA, he may not be skillful or experienced in guiding students to inquire. If he is new to GBA, he may consider starting the inquiry journey at a point where he is comfortable (OPHEA, 2016), focusing on one aspect of inquiry so that he is not overwhelmed. He may also consider teaching a game that he is most comfortable with, or begin the journey with a well-behaved class, so that he will not be distracted with classroom management issues. Once he experiences success, it will likely motivate him to continue using the approach.

The intent of highlighting the three considerations of student, environment and teacher readiness is to provide teachers with a simple structure to review their own practice. When teachers are able to diagnose the problem that is hindering them in the use of IBL, they will be in a better position to address them.

Conclusion

Many teachers are drawn to IBL because it is a sound pedagogy. It makes sense to tap on the natural inclinations of curiosity, questioning and exploration of learners (Aghazadeh, 2020). However, the successful adoption of IBL is not without its challenges and requires one to consider the three considerations mentioned in this chapter. In addition, the opportunity to collaborate with peers who are also on the inquiry journey will greatly increase teachers’ confidence in inquiry (Kwek et al, 2016). Do not walk the inquiry journey alone. Learn from those who have also embraced inquiry in their teaching. Fundamentally, teachers must believe in the potential of inquiry. Only then will they persevere. Start small, but start. Grow slowly, but grow. Reflect and strive to become better than you were yesterday.

Contributed by: 

Mr Teng is a Master Teacher from the Physical Education and Sports Teacher Academy (PESTA). His interests is in Game-Based Approaches (GBA), use of questioning and teaching beliefs. He is currently a member of the Teaching Games for Understanding International Advisory Board. He has collaborated and participated in a number of projects with other GBA scholars around the world to advance the understanding of GBA. 

References

Kwek, D., Baildon, M., Onishi, P., Yeo, J., Sengalrayan, B. W., Tan, M., & Bhardwaj, D. (2019). Synthesis report of NIE projects: Inquiry-based pedagogies and inquiry-based learning in Singapore classrooms. Singapore: Office of Education Research, National Institute of Education.

Aghazadeh, S. (2020). Inquiry-based Learning and its Impact on Teaching and Learning of the Humanities. (NIE Working Paper Series No. 19). Singapore: National Institute of Education.

Ontario Physical and Health Education Association (OPHEA) (2016). Inquiry-Based Learning in Health and Physical Education. A resource guide for educators. Retrieved from https://ophea.net/sites/default/files/2022-06/ibl_guide_en.pdf

Ministry of Education (2023). SkillsFuture for Educators. Retrieved from https://www.opal2.moe.edu.sg/csl/s/skillsfuture-for-educators-sfed/wiki/page/view?title=Inquiry-based+Learning

Ritchhart, R. (2015). Creating cultures of thinking: The 8 forces we must master to truly transform our schools. San Francisco, CA: Jossey-Bass.

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