The document discusses different aspects of inquiry-based learning. It explains that inquiry is consistent with constructivist learning theories but is not the same as constructivism. Inquiry can be open-ended, allowing students to develop different answers, or open-entry where students develop a pre-planned scientific concept. The teacher plays an important role in inquiry by asking questions, facilitating student activities, and helping students develop scientific language and concepts from their inquiries. The teacher also supports students by scaffolding the inquiry process and managing engagement and frustration levels.

1. David Geelan
Griffith University

2. Constructivist-referenced

Inquiry is not constructivism, although it is a
teaching-learning approach that is consistent
with constructivist theories about knowing
and learning

3. Open-ended vs
Open-entry

Inquiry can be open-entry (starts with a broad
question but ends up with the development of
a pre-planned scientific concept, for example)
or open-ended (inquiry into a social or
technological question where each student
ends up with a different answer).

4. Questioning

Inquiry is about asking questions in class. It’s
about what kinds of questions are asked (just
factual recall, or synthesis and application, or
life-application, or open-entry/ended inquiry
questions). It’s also about who asks the
questions – the teacher or the students? And
even if the teacher asks the question, do the
students come to ‘own’ it during the inquiry?

5. Language

Students can develop new concepts (for them)
in the process of inquiry, but they are unlikely
to arrive at the same vocabulary and
conventions of communication that scientists
use, so the teacher has an important role in
‘translating’ student concepts into scientific
language, and in teaching scientific language.

6. Empirical

Inquiry can include library and web searches,
but should not be limited to these.
Considering that scientific concepts are tested
(in experiments) against the real world,
inquiry lessons that include real experiments
are likely to be very powerful.

7. Teacher Role

Inquiry does not mean that the teacher’s role
disappears or is minimised… the teacher is
actively involved in planning for inquiry and
in facilitating and supporting the students’
activities at every stage.

8. Scaffolding Inquiry

 Teachers have a key role in facilitating
inquiry
 Scaffolding inquiry means supporting the
students as they develop the necessary
skills
 These include designing inquiries, and
collecting, analysing and interpreting data

9. Arousal

 An important part of the teacher’s role is managing
students’ engagement and attention.
 A small amount of frustration can be helpful if it is
encouraging students to explore and find ways to
satisfy their curiosity, but too much frustration can
lead students to give up.
 In that situation it’s important for the teacher to
come in with a hint or suggestion to allow some
progress to be made and students to feel
successful.

10. Arousal

 An important part of the teacher’s role is managing
students’ engagement and attention.
 A small amount of frustration can be helpful if it is
encouraging students to explore and find ways to
satisfy their curiosity, but too much frustration can
lead students to give up.
 In that situation it’s important for the teacher to
come in with a hint or suggestion to allow some
progress to be made and students to feel
successful.