Inquiry Cycle

What is an Inquiry Cycle?

Inquiry is a process of learning that is active, empowering and ongoing. It can be viewed as a process, cyclical, not necessarily linear yet structured and iterative. Inquiry learning is designed to tap into a young person's curiosity and creativity as it encourages them to view their learning through a conceptual lens.

It is devised in ways that allow young people to take action and lead their learning through actively participating in the process. This enables young people to shift from passive to active learning as they are encouraged to ask questions, look into issues and solve problems using real-world situations and scenarios.

The educator creates environments for the learner to understand the why and how as well as the what. The learner is therefore provided with opportunities to collaborate, self-manage, self-reflect, investigate, communicate and show independence and confidence when doing so.

Characteristics of inquiry-based learning

Inquiry-based learning features and highlights such things as questioning, researching, creative thinking, critical thinking and solving problems. Learning is centred around the whole child in holistic ways and educates them from within. It places the learner at the centre of learning and empowers them through a process of inquiry, action and reflection that is ongoing and interactive.

‍

‍

Why is inquiry important?

Inquiry is very well suited to concept-based approaches. The marriage it creates can be a powerful experience for a learner in ways that allow for higher cognitive thinking skills to be utilised through inquiry. This also will increase the learner's engagement.

This is not to say that students do not search for facts and use various skills to do so when using more traditional teaching methods which have value but this alone is not enough. The learner should have opportunities to investigate through inquiry that is beyond facts by delving deeper using higher-order thinking and questioning to reach a conceptual understanding.

Inquiry-based learning is a modern pedagogical approach practised by many educators. Within the International Baccalaureate programmes, Inquiry-Based learning and Concept-Based Approaches are integrated within their programmes. The educator puts inquiry into use, by guiding the learners. They will introduce concepts through a Statement of Inquiry and relate these to topics by posing broad questions as well as providing opportunities for the learner to pose their questions that will shape their inquiry. This in turn creates more student-centred learning that puts the learner at the centre.

All aspects of the process are connected and aligned. This allows the learner to have a voice and choice during the process of investigating and when presenting their findings. Problems might arise, in a traditional classroom environment which is modelled on content and skills alone and where the educator could be doing all the thinking for the learner. It might even be the case that they are working harder than the learner as the learning is heavily teacher-centred.

‍

Benefits and Impact of Embracing an Inquiry Cycle

Inquiry-based learning (IBL) offers a robust framework for fostering student engagement and motivation. By integrating the Cycle of Inquiry into the learning process, educators can create dynamic environments that encourage questioning, probing, and deep exploration. Here, we explore the core features and impacts of IBL, focusing on the phases of inquiry and their benefits to student learning.

Benefits of Utilising an Inquiry Cycle

1. Enhanced Cognitive Processing: The inquiry approach requires students to draw on higher-order cognitive skills. They engage in activities such as analysis, evaluation, and synthesis, which are crucial for developing deeper understanding. By blending these higher-order skills with necessary lower-order cognitive thinking, students build robust conceptual understandings.
2. Active Learning and Collaboration: Inquiry-based learning environments are designed to promote active learning, teamwork, and collaboration. Students engage in open discussions, work in teams, and reflect on their learning processes. These activities by teachers and student interactions foster a culture of active listening and mutual respect.
3. Autonomy and Personalization: When students are given control over their learning through the inquiry process, they feel valued and motivated. This autonomy personalizes their learning experiences, making the process more meaningful and engaging. The sense of ownership over their inquiry-based learning process enhances their commitment to the unit of study.
4. Safe Learning Spaces: Creating safe spaces where students can express themselves without fear of judgment is crucial. This environment nurtures trust and respect, essential elements of inquiry that positively impact student outcomes. When students feel safe, they are more likely to take intellectual risks and engage deeply with the material.
5. Phases of Inquiry: The inquiry cycle typically involves common inquiry phases such as the Exploration Stage, Conceptualization Phase, and Discussion Phase. Each phase encourages students to delve deeper into the subject matter, promoting a comprehensive understanding of the inquiry-based learning framework. These phases help structure the learning process, making it more coherent and impactful.
6. Integration of Existing Frameworks: Utilizing existing inquiry-based learning frameworks can streamline the implementation of IBL in classrooms. These frameworks provide a clear structure and set of key components that guide teachers and students through the inquiry-based learning process. They ensure that all elements of inquiry are covered, leading to positive student outcomes.
7. Continuous Reflection and Adaptation: An essential aspect of the inquiry approach is ongoing reflection. Students and teacher teams continuously assess the effectiveness of their inquiry activities and make necessary adjustments. This reflection fosters a deeper understanding and helps in refining the inquiry process to better meet the learning needs of students.

‍

‍

Impact on Student Engagement and Motivation

By incorporating the Cycle of Inquiry and its phases into the classroom, educators can significantly enhance student engagement, motivation, and overall learning outcomes. Inquiry-based learning not only benefits students academically but also fosters a lifelong love of learning.

1. Increased Engagement: When students are actively involved in their learning journey, their engagement levels rise. The inquiry approach makes students active participants rather than passive recipients of information.
2. Motivation through Autonomy: Autonomy in learning is a significant motivator. By giving students control over their learning paths, they feel empowered and motivated to explore and learn.
3. Development of Human Connections: IBL fosters strong human connections through collaboration and discussion. These connections build a supportive learning community that enhances student motivation and engagement.
4. Deeper Understanding: The structured inquiry process leads to a deeper understanding of the subject matter. Students not only learn facts but also develop the ability to apply knowledge in new contexts.
5. Personalized Learning Experiences: Personalization makes learning relevant and meaningful. When students see the direct impact of their inquiries on their understanding, they are more likely to stay motivated.
6. Positive Outcomes: The holistic approach of IBL leads to positive student outcomes, both academically and personally. Students develop critical thinking skills, become more reflective, and are better prepared for future learning challenges.
7. Encouragement of Intellectual Risk-Taking: A safe, supportive inquiry-based environment encourages students to take intellectual risks. This risk-taking is essential for creativity and innovation in learning.

‍

‍

Representations of Inquiry

In the International Baccalaureate, learning is driven by the interplay between Inquiry, Action and Reflection. This allows learners to ask questions, to action and to reflect on the process by thinking about it during a Unit of Inquiry. This interplay is structured, iterative, flexible and fluid.

There are many different ways of inquiring and representations of the inquiry process and inquiry cycles. It can be viewed as stages, or phases and framed as a process. It is at the discretion and choice of the educator as to how they plan and teach using inquiry and which inquiry model they use. International Baccalaureate educators use inquiry to frame the planning and design of a unit within the curriculum taught. This learning is through a constructivist approach and driven by inquiry, action and reflection that is structured yet fluid and flexible.

For inquiry-based learning to be effective it should be a structured and sustainable approach that incorporates a range of skills and dispositions that guide the learners. The educator is a facilitator in this process and can create spaces that encourage respect, open-mindedness, collaboration, creativity and critical thinking. The learning is student-centred and student-focused by its very nature. The learner is therefore at the centre, not the educator.

Through inquiry and its various representations, the learner is encouraged to use their curiosity, to explore and question, to investigate, research, seek and find. This process will assist with solidifying and building their learning as well as help them to develop and create new conceptual understandings.

Models of Inquiry

There are many different models of inquiry and some are represented as steps, others as stages and others as phases.

Regardless they all have the commonality that it is ongoing and the process has elements that allow the learner to inquire, to action or to create and reflect. There are variations on what happens within these elements and the cycle can technically have multiple entry points. The initial stages or phases should be designed to elicit curiosity through questioning, seeking and finding.

Within International Baccealeaute programmes this is through a Statement of Inquiry and the teacher and student generated questions that are factual, debatable and conceptual. From this research questions can be formulated. Then through a process of exploration and investigation an outcome, product or action can be reached and reflected upon for further adjustments and improvements. As this is iterative there is flow and movement between all the parts.

Throughout the whole inquiry process, the learner also should be guided to continually think about how they best learn metacognitively. As such, they will gain more of an awareness of how this experience helps them interact with the learning and with how they interact with others. Inquiry-based learning also by its very nature encourages higher cognitive thinking skills to be utilised throughout the process.

‍

‍

Successfully Creating your Inquiry Cycle

Inquiry-based learning is a dynamic and engaging approach to education that emphasizes the importance of asking questions and seeking answers. This method encourages students to become active participants in their learning journey, developing critical thinking and problem-solving skills. Here’s how you can successfully implement an inquiry cycle in your classroom, leveraging the structural learning tools to scaffold and support the process.

1. Introduce the Concept of Inquiry

Begin by explaining the concept of inquiry to your students. Emphasize that inquiry involves exploring questions, investigating problems, and seeking out answers. Highlight the importance of curiosity and the role of questions in driving learning. This sets the stage for an engaging and thoughtful learning experience.

2. Provide a Real-World Problem or Scenario

Present students with a real-world problem or scenario that demands investigation. This could be anything from a local environmental issue to a global challenge. The key is to choose a topic that is relevant and interesting to your students. Use structural learning tools like mind maps to help students visualize and organize their initial thoughts and ideas about the problem.

3. Guide the Formulation of Research Questions

Assist students in developing meaningful research questions related to the problem or scenario. Encourage them to think deeply about what they need to know to address the issue. This step is crucial as it directs their inquiry. Employ question stems from the structural learning toolkit to help students craft well-defined and focused questions.

4. Teach Information Gathering Techniques

Show students how to gather information from a variety of sources, including books, articles, interviews, and online databases. Provide guidance on evaluating the reliability and relevance of sources. Tools such as graphic organizers can help students systematically record and categorize the information they find.

5. Analyze and Evaluate Information

Encourage students to critically analyze and evaluate the information they have gathered. Teach them to identify biases, compare different perspectives, and synthesize data to draw informed conclusions. Use Venn diagrams or fishbone diagrams to help students visually map out their analysis and understand the relationships between different pieces of information.

6. Support Presentation of Findings

Assist students in presenting their findings and reflections on the inquiry process. This could be through written reports, oral presentations, or multimedia projects. Encourage creativity and clarity in their presentations. Flow charts and storyboards can be useful tools for planning and organizing their presentations.

7. Reflect on the Inquiry Cycle

Conclude the inquiry cycle by reflecting with students on their experiences. Discuss what they have learned, the challenges they faced, and how they overcame them. Encourage them to think about how they can apply the skills and knowledge they have gained to future learning opportunities. Use reflection prompts and journals to facilitate this discussion and ensure students internalize their learning experiences.

By incorporating these steps and utilizing structural learning tools, you can create a robust and effective inquiry cycle that not only engages students but also empowers them to become independent and critical thinkers.

‍

‍

Key Studies on Inquiry Cycles in Education

These studies collectively underscore the efficacy of inquiry cycles in enhancing student learning and engagement across primary and secondary education phases. They emphasize the importance of structured inquiry phases, teacher professional development, and active facilitation in creating effective learning environments.

1. Using the learning cycle to teach biology concepts and reasoning patterns (A. Lawson, 2001)

Summary: This study introduces the learning cycle method, a three-phase inquiry approach consisting of exploration, term introduction, and concept application, which has proven effective in helping students construct concepts and develop reasoning patterns in biology.

Outline: The learning cycle's efficacy in engaging students in hypothesis testing and knowledge construction is highlighted, showing significant improvements in student learning and conceptual understanding in primary and secondary education phases.

2. Phases of inquiry-based learning: Definitions and the inquiry cycle (M. Pedaste et al., 2015)

Summary: This systematic review identifies core features of inquiry-based learning and develops a synthesized inquiry cycle consisting of five phases: Orientation, Conceptualization, Investigation, Conclusion, and Discussion, enhancing the understanding of inquiry-based learning's effectiveness.

Outline: The study provides a comprehensive framework for inquiry-based learning, emphasizing its structured phases and sub-phases that support deeper engagement and improved learning outcomes in both primary and secondary education settings.

3. Inquiry-based science education: towards a pedagogical framework for primary school teachers (Martina S. J. van Uum et al., 2016)

Summary: This research presents a pedagogical framework for guiding primary school teachers through inquiry-based science education, addressing conceptual, epistemic, social, and procedural domains to enhance student learning.

Outline: The framework's application demonstrates how teachers can successfully support students in various inquiry phases, improving their scientific knowledge and inquiry skills, thus fostering a more effective learning environment.

4. Professionalising Primary School Teachers in Guiding Inquiry-Based Learning (Martina S. J. van Uum et al., 2019)

Summary: The study evaluates a teacher professional development program's impact on improving teachers' knowledge and attitudes towards inquiry-based learning, showing significant gains in their ability to support students during the inquiry process.

Outline: Results indicate that targeted professional development, incorporating scaffolding strategies, enhances teachers' pedagogical content knowledge and their effectiveness in facilitating inquiry-based learning, leading to improved student engagement and learning outcomes.

5. Inquiry Classroom Patterns of Student Cognitive Engagement: An Analysis Using Growth Curve Modeling (Heidi Cian et al., 2018)

Summary: This study uses growth curve modeling to analyze the impact of teacher facilitation on student cognitive engagement in inquiry-based science classrooms, finding that active teacher involvement significantly predicts higher student engagement.

Outline: The research highlights the importance of teacher facilitation in the Engage and Explain phases of inquiry cycles, demonstrating that professional development focused on these components can enhance cognitive engagement and overall learning in secondary education.

‍