•Teaching Method: Inquiry Based

Learning Evaluation
Curriculum And Instructional Design
EDUC 5312
Dr. Schulze
By
Nilufar Fatih
Problem: Science, Technology, engineering and Mathematics (STEM) Education has
become more and more challenging for students and the academic performance of
students have dropped dramatically. In search of the solution the STEM educators
have recommended to change the method of teaching from the transmission based
or traditional teaching approach to Inquiry-based learning approach.
 Why IBL approach?
Students are not performing academically well due to lack of motivation, interest,
understanding, and involvement. IBL Pedagogy provides the students and the teachers
with the tools necessary for active student learning though its 5 E approach.

The student and the teachers role in the traditional

approach are not effective and therefore needs to
be changed.
 What is Inquiry?
Transition to Inquiry-based learning was challenging
due to lack of agreement or knowledge on the
definition of the inquiry process.

Inquiry is designed for students to be identify

phenomena, ask questions, relate to themselves, find
information, analyze the data, and communicate the
results collaboratively.
What are the phases of IBL?
Students are encourage to be engaged in
the lesson, explore through experiments,
explain the findings, elaborate through
more research to connect with the world
and evaluate the results to obtain
meaningful answers

-this is a cycle

-students pose questions

What is the role of the teacher?
• Since traditional learning
was a unilateral instruction,
the teacher was always in
the spotlight while the
students received
knowledge as known truth
with no questions asked in
a passive way, teacher was
the main active entity in
the class.
• In IBL, teacher has to
scaffold, guide and observe
• Correctly implement IBL
approach
What is the students role in IBL approach
Student takes responsibility for
their learning and follows the IBL
approach:
Engagement, exploring, attending
to explanations, elaboarating with
more research, and evaluating
the results.
-Collaborate
All these tasks require active
cognitive thinking and retention
of the material =succeesful
academic achievement and
performance.
 Advantages and Disadvantages of IBL-
approach
Research shows that students performed higher in
science and math with IBL approach by increasing
student motivation, self esteem, involvement,
critical thinking, and curiosity.

However, not all teachers are well trained to

transition to IBL approach in the classrooms due to
Technical (attavhment to tectbooks, challenge of
making assessments, political (parental resistanc
lack of resources, and cultural barriers ( teacher’s
belief about new methods)
Benefits and ideas of IBL learning
Learning is invisible, but IBL can help
teachers assess via its structure.
Ex. When students ask questions
(encourage in IBL) the teacher can see if
the students is thinking in the right
direction and whether the thinking is
inductive or deductive to better guide
them.

One main challenge is low self esteem

and lack of motivation that leads to
students behavioral problems and low
academic performance. This could be
minimized by engaging students and
getting them interested in new ideas
and exploration of those ideas actively
by giving them time and the resources.
Research on IBL approach
• Most of the STEM educators are for Inquiry based learning approach
instead of the transmission-based approach.
• The students have shown improvements.
• Teachers are in need of proper and extensive pedagigical professional
developments in adopting this new method into their classroom
implementations.
• Incoming college students are not ready for the research opportunities at
the research based universities as they lack inquiry skills.
• Students can find the lesson learned relevant and important if they are the
ones actively seeking the answers and asking the questions and being able
to work interdependently.
References:
• Bennett, M. (2015). The Invisible Hand of Inquiry-based Learning. Childhood
Education,91(5), 388-389. doi:10.1080/00094056.2015.1090854
• Damnjanovic, A. (1999). Attitudes Toward Inquiry-Based Teaching: Differences Between
Preservice and In-service Teachers. School Science and Mathematics,99(2), 71-76.
doi:10.1111/j.1949-8594.1999.tb17450.x
• Maass, K., Swan, M., & Aldorf, A. (2017). Mathematics Teachers’ Beliefs about Inquiry-
based Learning after a Professional Development Course–An International Study. Journal
of Education and Training Studies,5(9), 1. doi:10.11114/jets.v5i9.2556
• Byker, E. J., Coffey, H., Harden, S., & Good, A. (2017). Hoping to Teach Someday? Inquire
Within: Examining Inquiry-Based Learning with First-Semester Undergrads. Journal of
Inquiry & Action in Education,8(2). Retrieved from
https://files.eric.ed.gov/fulltext/EJ1140130.pdf.
• Abdi, A. (2014). He Effect of Inquiry-Based Learning Method on Students' Academic
Achievement in Science Course. Universal Journal of Educational Research,2(1), 37-41.
doi:10.13189/ujer.2014.020104