Examining Studies of Inquiry-Based Learning in Three Fields of Education

Abstract

Many educational researchers across the United States have found that inquiry-based learning (IBL) supports the development of deep, meaningful content knowledge. However, integrating IBL into classroom practice has been challenging, in part because of contrasting conceptualizations and practices across educational fields. In this article, we (a) describe differing conceptions of IBL, (b) summarize our own studies of IBL in three fields of education, (c) compare and contrast the processes and purposes of IBL in our studies and fields, and (d) suggest numerous opportunities for cross-disciplinary collaborations on IBL curriculum, teaching, and research that could bolster its inclusion in K-12 education. We ground our exploration in knowledge-generating conceptualizations and practices in these fields.

Preparing pre-service history teachers for organizing inquiry-based learning: The effects of an introductory training program

“…Most importantly, these studies indicate that training programs can have a positive effect on students' beliefs and knowledge with regard to IBL (Fehn & Koeppen, 1998;Levy et al, 2013;Martin & Monte-Sano, 2008). Related to this, Levy et al (2013) argued that such teacher training programs are particularly effective when they provide opportunities to observe models of IBL lessons, share ideas with and learn from peers, and prepare and organize IBL in real classroom settings (Levy et al, 2013). However, it is still unclear how a training program focused on IBL influences student teachers' work in practice.…”

“…Some specifically cover the organization of IBL-activities (Levy, Thomas, Drago, & Rex, 2013), whereas others concentrate on related topics, such as the use of primary sources (Fehn & Koeppen, 1998;Seixas, 1998) or thinking critically about textbook accounts (Martin & Monte-Sano, 2008). Most importantly, these studies indicate that training programs can have a positive effect on students' beliefs and knowledge with regard to IBL (Fehn & Koeppen, 1998;Levy et al, 2013;Martin & Monte-Sano, 2008).…”

“…Some specifically cover the organization of IBL-activities (Levy, Thomas, Drago, & Rex, 2013), whereas others concentrate on related topics, such as the use of primary sources (Fehn & Koeppen, 1998;Seixas, 1998) or thinking critically about textbook accounts (Martin & Monte-Sano, 2008). Most importantly, these studies indicate that training programs can have a positive effect on students' beliefs and knowledge with regard to IBL (Fehn & Koeppen, 1998;Levy et al, 2013;Martin & Monte-Sano, 2008). Related to this, Levy et al (2013) argued that such teacher training programs are particularly effective when they provide opportunities to observe models of IBL lessons, share ideas with and learn from peers, and prepare and organize IBL in real classroom settings (Levy et al, 2013).…”

“…Although studies have often investigated student teachers' experiences with a training program (e.g. Levy et al 2013), there is not much known about whether and how these student teachers then proceed to organize IBL in practice, and why they do so. In fact, research suggests that the actual teaching context, with influences such as mentor teachers' suggestions, content coverage requirements, or students' reactions, may well have a negative impact on students' ability or willingness to attain a training program's goals (Fehn & Koeppen, 1998).…”

First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction

“…Hmelo-Silver, Duncan, and Chinn (2007) described inquiry learning as acquiring content and discipline-specific reasoning skills and practices by collaboratively engaging in investigations. Enactment varies with teachers' roles (Hmelo-Silver & Barrows, 2008;Wang, Kinzie, McGuire, & Pan, 2010) and understanding of processes of knowledge production within disciplines taught (Levy et al, 2013); therefore, several ways exist to undertake inquiry-based instruction (Keys & Bryan, 2001;Songer, Lee, & McDonald, 2003). We used a socialconstructivist framework: "Education as inquiry provides an opportunity for learners to explore collaboratively topics of personal and social interest using the perspectives offered by others as well as by various knowledge domains" (Harste, 2001, p. 1).…”