Inquiry-based learning - what is its role in an inspiring science education?
5 January 2012
The event coincides with publication of the latest issue of 'Perspectives on Education', in which a researcher, policy maker, international education expert and teacher present well-argued and evidenced responses to the question: 'Inquiry-based learning - what is its role in an inspiring science education?'
Inquiry-based learning gets students asking questions and investigating possible answers, using a variety of skills to collect reliable and accurate data, analyse secondary sources, draw conclusions, reason and debate. Although inquiry-based learning has long been a goal of science education, it has attracted considerable attention in recent years, both in the UK and internationally.
Despite widespread support, it's clear that there is a need for more robust research and critical debate to consider what inquiry-based learning means in practice and to answer questions such as: What does the science education sector want to achieve through inquiry-based learning? What are the boundaries and limitations of inquiry? How can periods of inquiry be best supported by other teaching techniques?
In a report produced for the Wellcome Trust, the four authors explore these questions from their perspectives.
The first perspective is provided by Jim Ryder of the University of Leeds, who argues that the greatest promise for scientific inquiry lies in supporting students' understanding of the practices of the professional scientist and that even this educational goal cannot be fully achieved through inquiry alone.
Pierre Léna, member of the Academic Delegation for Education and Training in the Académie des Sciences, then considers the common lessons that can be learned from the many international inquiry projects. He highlights that for inquiry to be successful, teacher preparation and training is key.
Sue Horner provides the perspective of a policy maker, outlining the difficulties involved in developing clear policy - typically via the National Curriculum - that can be easily interpreted and implemented by intermediaries, especially teachers and awarding bodies.
Finally, Neil Dixon, an experienced practising teacher, focuses on the rhetoric and reality of inquiry and the challenges of making the ideal an everyday occurrence.
Overall, the four individual perspectives provide an insight into the barriers associated with the widespread implementation of inquiry-based learning, leading the Wellcome Trust to make the following observations:
- An agreed definition of inquiry-based learning is required in order to support discussion and research. (The Wellcome Trust puts forward a suggestion in the foreword to this edition.).
- A robust research evidence base is needed to provide clarity about the benefits of inquiry and the best way to structure it.
- Initial Teacher Training should provide teachers with an understanding of the processes of science, as well as the necessary teaching skills to teach through inquiry.
- Science departments should be appropriately resourced with the necessary laboratories, consumables and staff to support the high-quality practical work needed for successful inquiry-based learning.
- There is a need to develop appropriate assessments that allow students to show their understanding of scientific inquiry and how they are able to make such inquiries themselves.
Dr Hilary Leevers, Head of Education and Learning at the Wellcome Trust, commented: "Ministers are clear that the revised National Curriculum for England will focus on 'what' to teach rather than 'how' to teach it, so there has never been a better time to discuss different approaches to teaching. We must ensure that all students have access to a science education that covers the knowledge of science and provides an understanding of the processes that have led to the greatest of scientific discoveries."
'Perspectives on Education: Inquiry-based learning' is available online now. Three of the four authors will present their viewpoints at the ASE event, with questions and discussion from the audience.
The 'Perspectives on Education' series is designed to provide education professionals with a selection of accessible and authoritative pieces of writing centred on current issues in UK science education. The intention is to stimulate wider discussion and debate on these key issues by policy makers, academics and practitioners alike.
Event details
Perspectives on Education: Inquiry-based learning
Friday 6 January, 14.00
Association for Science Education Annual Conference 2012
University of Liverpool
Rendall Building GO7
Image: Pupils participating in a science lesson at Settle High School, Yorkshire. Credit: Wellcome Library, London.
Reference
Perspectives on Education: Inquiry-based learning, January 2011
