RSA2: Learning how to design a technology supported inquiry-based learning environment

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This week in EDT 6030, the module was focused on inquiry-based learning. Inquiry is defined as, “a seeking for truth, information, or knowledge -- seeking information by questioning” (Education Broadcasting Corporation, 2004, para. 2). Therefore, inquiry-based learning starts with a question.  Questions can be student or teacher created, depending on the ability of the student or the purpose of the learning.  Teachers focus on the inquiry process, not just the content, especially when content knowledge is always growing and changing.  “No one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives” (Education Broadcasting Corporation, 2004, para. 8).  Teachers must prepare the learning environment with many rich resource materials, such as books, access to the Internet, and magazines.  Teachers shift to a role of a facilitator, guiding learning and information-processing skills.  Modeling is important for younger learners (Education Broadcasting Corporation, 2004). Assessment should not just assess a final product.  A rubric is one effective assessment tool for inquiry-based learning.  It could be used to assess students’ information-processing skills as well as conceptual understandings. 

In this article, pre-service science teachers were guided in creating WebQuests to create an inquiry-based learning environment in the field of science.  After identifying learning outcomes for student success, the teachers engaged in the design phase, which “consisted of four stages: topic selection, scenario development, finding resources and design itself.”  Upon completion of the design of these WebQuests, the teachers were then asked a series of open-ended questions regarding motivation, learning, technology and teacher as developer.  Teachers identified positive and negative aspects of this learning approach, including the allure of scenario based environments, the audio-visual aspects, and fun had by students.  However, some teachers were concerned about distractions that would detract from learning.  Teachers noted having learned more about the curriculum and the process of designing a technology to support learning. 

One teacher in the study by Hakverdi-Can and Sönmez (2012) remarked:

 While developing my WebQuest, I needed to do research about the topic. I had to investigate if the content knowledge and objectives that I’m planning to use were appropriate or not. I was involved in the process; therefore, I can say that my own knowledge has increased as well” (p. 345).   

Access was an important aspect of this research.  Students identified that positively students would have access to safe resources, but negatively that there might be limited access in classrooms (Hakverdi-Can and Sönmez, 2012, p. 346).

According to Hakverdi-Can and Sönmez (2012):

Participants identified the following benefits of learning in WebQuest environments:

1. It is flexible enough to allow students to work at their own speed.

2. Its capacity for individualization and fun can promote sustained learning,

3. Through problem-based learning environments, students are motivated to do research and therefore to become active learners.

4. Students can access content knowledge whenever required. (p. 345-346)

Ultimately, the participants in the study said they would use WebQuests in their classroom.

         A WebQuest is a great technology one could use to organize an inquiry-based learning lesson.  It could guide students toward processing the information from various online resources and points of view.  As the Educational Broadcasting Corporation (2004) states, “In good inquiry-learning classrooms, technology is available to help students develop their information-processing and analysis skills” (How can technology be used with inquiry-based learning? section, para. 3).   The WebQuest could be successful at breaking down the process of inquiry.  Each page could outline the steps to take to create questions, locate and analyze research, and to evaluate and summarize the research in order to answer the questions posed.  WebQuests are easy to navigate and thus would not interfere in the investigation.  This technology also aids students in the inquiry process.  Perhaps questions could be posted on each page of the WebQuest to help students pose real questions, find resources, interpret information, and report findings (20 Questions, 2013).  However, it is important to realized the shortcomings of developing a WebQuest.  According to Hakverdi-Can and Sönmez (2012), teachers were discouraged in the length of time and amount of effort involved in designing the WebQuest.  Also, researching and locating age-appropriate resources in an unstable Internet domain may prove to be difficult  (Hakverdi-Can & Sönmez, 2012, p. 346-347).  In conclusion, despite the downfalls of using a WebQuest for inquiry-based learning, it can be a useful technological tool to assist students in their investigations. 

References

(2013). 20 questions to guide inquiry-based learning. Teacher Thought. Retrieved from http://www.teachthought.com/learning/20-questions-guide-inquiry-based-learning/

Educational Broadcasting Corporation. (2004). Workshop: Inquiry-based learning. Concept to classroom. Ed online. Retrieved from http://www.thirteen.org/edonline/concept2class/inquiry/

Hakverdi-Can, M., & Sönmez, D. (2012).  Learning how to design a technology supported inquiry-based learning environment. Science Education International, 23(3), 338-352. Retrieved from http://www.ebscohost.com/